Warning!!! This is an archive of previous web pages. This is NOT a current page for any class!!!
Course pages from the 2012-2013 school year:
AP Language and Composition
Below, you will find a link to the course syllabus for AP Language and
Composition.
ayersapfinalsyllabus.pdf
File Size:
286 kb
File Type:
pdfDownload File
Week of Wed. 08/15 - Fri.
08/17
Thur. 08/16: Reading from the Norton
Reader, "An Album of Styles," "No Man is an Island" and "A Farewell to Arms"
excerpt (all from a handout), and Socratic dialogue handout are
DUE. Notes based on readings are DUE. Below you will find a link to the Socratic
dialogue handout:
socratic_seminars-directions.docx
File Size:
29 kb
File Type:
docxDownload File
Example notes for the above
readings will be presented in class Thursday. Students will expand their notes,
based on the information presented in class. Below you will find a link to the
example notes:
ap_language_and_compositionsocraticexamplenotes.docx
File Size:
33 kb
File Type:
docxDownload File
Fri. 08/17: Expanded student
notes, based on example notes, are DUE. Socratic seminar 1 in class!
Students
and Parents!!! If at all possible, please purchase a copy of "5 Steps to a
5 - Writing the AP English Essay" by Barbara L. Murphy and Estelle Rankin. If
you cannot, that is fine, but if you can afford this expense, it will be very
helpful!!!
Week of 08/20 –
08/24
Monday 08/20:
Pages 1-15 “5 Steps to a 5” DUE. Read
and discuss “Beer Can” by John Updike (p. 607). How would you describe the
writing style? The purpose of the piece?
Group
Work: Choose a topic and develop a long paragraph (at least 10 sentences) that
emulates the style and purpose of “Beer Can.” Notes will stay in your class
notebook, and one final copy will be turned in with the names of all group
members.
Homework: Read the remainder of the
pieces in “An Album of Styles” and answer the questions on pages 337-338. These
answers should be clearly labeled, dated, and kept in your notebook.
Tuesday 08/21:
Questions on “An Album of
Styles” DUE.
Group Work: Students will work in
groups to complete their paragraph based on the style and purpose of “Beer Can.”
At least one member of the group must type the paragraph (Microsoft Word, 12
point font, Times New Roman, double spaced, with names of every group member).
This electronic copy should be e-mailed to Mr. Ayers at: [email protected]. This will be DUE the following
day.
Wednesday 08/22:
“Beer Can” based paragraph DUE.
Teacher and students will review examples of student work in class.
Students will then choose a different piece
from “An Album of Styles” to emulate for a paragraph of their own. Additionally,
students will provide a separate paragraph that describes the style and purpose
of the piece they are emulating. A rough draft will be DUE the following day.
Students will produce one paragraph describing the piece they have chosen, as
well as its style and purpose. They will then produce a paragraph of no less
than 10 sentences that emulates that style and purpose. This work will be typed
and will follow the basic guidelines (Microsoft Word, 12 point font, Times New
Roman, double spaced), as will all non-notebook assignments in this class.
Thursday
08/23:
Each student will choose a
piece from “An Album of Styles” and develop an opening question based on it for
a Socratic dialogue. Then, a student will be chosen at random to provide the
piece and opening question for a Socratic dialogue to take place the next day.
The remainder of the class period will be used
for peer editing of paragraph rough drafts (after an explanation of peer
editing). Final drafts will be DUE Friday 08/24.
Friday 08/24:
Two paragraphs (style emulation
assignment) DUE.
Socratic seminar (led by the
student who produced the opening question) will take the remainder of the
period.
“5 Steps to a 5” pages 19-26 will
be distributed, and will be DUE Monday 08/27.
Below you will find a link to a peer
editing work template that will be used whenever students do peer editing in
class.
peer_editing_work_template.docx
File Size:
11 kb
File Type:
docxDownload File
Week of Monday 08/27 – Friday
08/31
Monday 08/27:
Rough and final drafts of “Beer Can”
based GROUP writing assignment DUE today.
In
class peer editing of “Beer Can” based individual writing assignments (see last
week for assignment details). Both rough and final drafts will be DUE tomorrow.
We will review the descriptive essay handout, assignment, and rubric.
Homework: Review descriptive essay handout and
read “The Serpents of Paradise” by Edward Abbey (Norton Reader). Write the
opening paragraph for your descriptive essay (see handout for assignment
details).
Tuesday 08/28:
Rough and final drafts of individual
“Beer Can” based writing assignment DUE today (see last week for assignment
details).
Peer editing: Opening paragraphs
will be peer edited and students will provide one another with ideas for
expanding/creating their essays.
Wednesday 08/29:
AP timed writing assignment.
Thursday
08/30:
Rough
draft of descriptive essay is DUE today.
Peer
editing: descriptive essay. Rough draft essays, along with all peer editing
notes and all preparatory writing DUE today. Students will then generate an
opening question for a Socratic dialogue based on “The Serpents of Paradise.” An
opening question will be chosen at random for the discussion Friday.
Friday
08/31:
Socratic
dialogue – “The Serpents of Paradise.”
Rough
drafts of descriptive essays returned with instructor edits (peer editing
materials will also be returned).
Second draft
of descriptive essay DUE Tuesday 09/04/12 (with all peer editing materials,
rough draft, and all preparatory writing).
Below you will find a link to the FRQ
(free response question) that was used as a timed writing prompt in class
Wednesday, 08/29. Students were given 40 minute to complete an essay based on
this prompt.
apfrq1.docx
File Size:
10 kb
File Type:
docxDownload File
Homework: Locate an article from a credible news source
(ask instructor for clarification if needed) about environmental concerns. This
could be a local, national, or gloabal issue. Pollution, environmental change,
and species endangerment are all valid issues, but you may define one for
yourself as well. Print the article and write a paragraph defining its thesis
and either agreeing or disagreeing with this thesis. Provide clear, rational
reasons for your position. This is DUE Tuesday, 09/04.
Week of 09/03/12 –
09/07/12
Monday
09/03/12
No School! Labor
Day!
Tuesday
09/04/12
Second draft of
descriptive essay (with all peer editing materials, rough draft, and all
preparatory writing) DUE
Class discussion of
proper FRQ response
Wednesday
09/05
School-wide fiestas
presentation – class interrupted
Thursday 09/06
FRQ (free
response question): Students will read “A Wind-Storm in the Forests” and respond
to the following free response question.
Both “The Serpents of Paradise” and “A Wind-Storm in the Forests” employ highly
descriptive language and both take the natural world as their subject matter.
However, there are significant differences in both style and purpose between the
two pieces. Please describe the similarities and/or differences in style and
purpose in these two pieces.
Students
will generate an opening question for Socratic dialogue – question to be chosen
at random
Friday
09/07
Socratic dialogue, “A
Wind-Storm in the Forests” by John
Muir
Week of 09/10/12 –
09/14/12
Texts/Assignments for the week: Three examples of student
descriptive essays (anonymous); “5 Steps to a 5” pages 27 – 38; This Side of
Paradise by F. Scott Fitzgerald pages 1-26
Monday
09/10
Discussion of AP Language essay rubric
Distribution of student example essay – in pairs, students will read the
example essay, agree on a score using the AP Language rubric and report their
findings to the class citing specific evidence from the text to back up
their decision
Tuesday 09/11
Distribution
of student example essay – in pairs, students will read the example essay, agree
on a score using the AP Language rubric and report their findings to the class
citing specific evidence from the text to back up their decision
Wednesday 09/12
FRQ timed writing
“5 Steps to a 5” pages 27 – 38 DUE (keep in binder – binders will be
picked up)
Thursday 09/13
Distribution of
student example essay – in pairs, students will read the example essay, agree on
a score using the AP Language rubric and report their findings to the class
citing specific evidence from the text to back up their decision
Students will generate an opening question for Socratic dialogue,
to be chosen at random
Friday 09/14
Socratic
dialogue, This Side of Paradise, pages 1 – 26
Week of 09/17 –
09/21
Monday 09/17:
The class will discuss the grade
given (using the AP scale 1-9) to an anonymous student descriptive essay written
in our class (distributed last week).
The
third and final student essay will be distributed for editing and analysis.
Homework: Anonymous student essay with
student edits and specific reasoning and comments is DUE Wednesday
09/19.
Tuesday 09/18:
Students will complete an in-class
FRQ (free response question) taken from the 2012 released AP
Exam.
Wednesday 09/19:
Class will review previously graded
student responses to the FRQ completed on Tuesday (released by the College
Board) to determine the score (1-9) they believe it earned and compare their own
ideas to the actual score the work
received.
Thursday 09/20:
Class will review previously graded
student responses to the FRQ completed on Tuesday (released by the College
Board) to determine the score (1-9) they believe it earned and compare their own
ideas to the actual score the work received.
Homework: Student will prepare an opening
question for Friday’s Socratic
dialogue.
Friday 09/21:
Socratic dialogue – “This Side of
Paradise” pages 27-66.
Homework: “5 Steps to a
5” pages 39 – 50 DUE Wednesday 09/26.
Week of Monday 09/24 – Friday
09/28
DUE DATES FOR THE
WEEK
-Analysis of nine AP essays
(edits, notes, and rating of essays 1-9 on the AP grading
scale)
WEDNESDAY
09/26
-Quiz – first 20 AP vocabulary
terms (distributed in class Monday 09/24). Students must be able to use the
first 20 vocabulary terms correctly in a sentence that reveals understanding of
the word.
WEDNESDAY
09/26
-“5 Steps to a 5” pages 51-59
(distributed in class Monday 09/24)
FRIDAY
09/28
-“This Side of Paradise”
Socratic dialogue pages 67-115
FRIDAY
09/28
Monday
09/24:
In groups, students will complete their analysis of nine AP
essays, based on an FRQ prompt they themselves have completed. The entire class
period will be given to this work. Completed written work will be due on
Wednesday.
Tuesday 09/25:
As a
whole class, we will discuss or (inevitably different) results in terms of
rating and analyzing the example AP essays. We are seeking to understand the way
in which our own work will be analyzed and graded on the AP Exam.
Wednesday
09/26:
Quiz – Students will use the first 20 vocabulary terms
(allegory through extended metaphor) in complete sentences
that demonstrate understanding of the terms.
FRQ (to be executed and kept in class
notebook)
Thursday 09/27:
The
narrative essay: Together we will review a handout describing in detail the
expectations for a narrative essay. This is your next major writing assignment,
and will involve writing, peer editing, revision, teacher commentary and further
revision. Students will work in pairs to generate ideas and create an outline
for this assignment, which will be kept in your course notebook.
All major writing assignments in this course
are typed, double spaced, Times New Roman, twelve point font. There will be no
length requirement, as this is not the way essays function on the AP Exam. You
will be expected to fulfill the requirements of the assignment and judge your
own work on the AP rubric (1-9). First drafts of this assignment will be
DUE WEDNESDAY 10/03.
Friday
09/28:
Socratic dialogue, “This Side of Paradise” pages 67-115. All
students are expected to generate an opening question and one of these student
questions will be used to guide the discussion.
Week of 10/01 – 10/05
DUE DATES:
-Multiple Choice Quiz: Wednesday 10/03
-Vocabulary Quiz (Questions 11-22): Wednesday
10/03
-First draft of narrative essay: Friday
10/05
-“This Side of Paradise” read through
page 165: Friday 10/05
-Complete reading “This
Side of Paradise”: Friday
10/12
Monday
10/01
The narrative essay: Together we
will review a handout describing in detail the expectations for a narrative
essay. This is your next major writing assignment, and the final major writing
assignment of quarter one. It will involve writing, peer editing, revision,
teacher commentary and further revision. Students will work in pairs to generate
ideas and create an outline for this assignment, which will be kept in your
course notebook.
All major writing assignments
in this course are typed, double spaced, Times New Roman, twelve point font.
There will be no length requirement, as this is not the way essays function on
the AP Exam. You will be expected to fulfill the requirements of the assignment
and judge your own work on the AP rubric (1-9). First drafts of this assignment
will be DUE FRIDAY 10/05.
-Pair Work: In pairs, students will go over
the narrative essay handout and generate three complete theses (which will be
turned in with the final draft of their narrative essay) and then choose one to
develop into a complete essay. One of these theses will appear in your
complete
essay.
Tuesday
10/02
Visit from Earth Care
International! This is a local non-profit group dedicated to the preservation of
the natural environment. ATC has a strong history of collaboration with Earth
Care, and they have a specifically youth-oriented program you may wish to become
involved in. Remember . . . extracurricular activities and community service are
imperative when developing a strong resume for college admittance and
scholarships (as in, free money).
Multiple
Choice Review: We will go over the results from your first multiple choice quiz.
This quiz will not count as a grade for performance, but will prepare you for
multiple choice quizzes to come, and for the AP Exam.
Wednesday 10/03
Vocabulary Quiz – Students will use
the second 20 vocabulary terms (figurative language through
parallelism) in complete sentences that demonstrate understanding of
the terms.
Multiple Choice Quiz – Students
will complete questions 11-22 in the multiple choice
handout.
Thursday
10/04
Narrative Essay: Students will
work on their essay rough drafts and the instructor will offer ideas and
constructive criticism. Students may also consult their peers concerning
improvements that might be made to their work.
Friday 10/05
Socratic Dialogue: “This Side of
Paradise” (through page 165). All students should arrive with an appropriate
opening question ready (which should be in your class notebook).
Rough Draft of Narrative Essay
DUE
Week of Monday 10/08 - Friday
10/12
Mr. Ayers was out sick two days this week, and the
remainding days were used to peer edit, self edit, and instructor edit the
narrative essay to produce a second draft. Besides this, we had our closing
Socratic seminar on "This Side of Paradise on Friday 10/12. For the
first time, students not only provided the opening question for our discussion,
but conducted the entire dialogue independently without any guidance from the
instructor! Mr. Ayers, apparently, had to be gagged in order to stop
him from speaking. Second drafts of narrative essays were collected
Friday 10/12.
Week of Monday 10/15 – Friday
10/19
Deadlines:
-Vocabulary quiz (anaphora – rhetorical modes on
vocab list) Tuesday
10/16
-Read “Letter to President Pierce, 1855” by Chief
Seattle and “The Climate Emergency” by Al Gore (Norton 364-376) for Friday
10/19
-Second draft of narrative essay DUE Monday
10/22
Monday
10/15
-Briefly,
the class will fill out forms associated with the
PSAT
-Graded descriptive essays will be presented to
the class, and students will have a chance to question their scores.
-As a class, we will analyze and edit an example
of the narrative essay (taken from a volunteer in our class). Students will edit
individual copies, and we will all edit together on a projected electronic copy.
Students will turn in their individually edited copies (this editing will
include a proposed score based on the AP 1-9 scale).
Tuesday
10/16
-Vocabulary
quiz (anaphora – rhetorical modes on vocab list)
-Review of answers to multiple choice questions
11-22 in AP handout
Wednesday
10/17
PSAT
– No Class
Thursday
10/18
Hinkle
Family Fun Center – No
Class
Friday
10/19
-Socratic
dialogue: “Letter to President Pierce, 1855” by Chief Seattle and “The Climate
Emergency” by Al Gore (Norton 364-376). Students should arrive with an opening
question ready (questions should be kept in class notebooks).
-Second draft of narrative essays DUE Monday
10/22
Week of Monday 10/22 – Friday
10/26
AND
Monday 10/29 – Friday 11/02
Essay Boot Camp:
For the next two weeks, students will
work intensively on their essay writing and editing skills. This will involve
writing initial drafts of four different essays, each with peer editing done by
a different individual. Students will focus exclusively on writing, writing,
writing (and editing). At the end of the two week period, students will choose
one essay to expand and craft into a fine complete product. Each essay will
follow a particular format, but the choice of subject and thesis will belong to
the student. By the end of “boot camp,” each student will have four new essays,
as well as a previously written narrative essay to choose from in terms of which
work they will develop further. All other activities (such as vocabulary essays
and multiple choice practice) will be suspended for the two weeks of “boot camp”
and will be reinstated the following week.
Monday
10/22
Students are introduced to the
concept of the essay boot camp, and will provide feedback as to how exactly it
will function for our class. Student input is invaluable, and students will
define the details of this project (their input is reflected in the schedule
below).
Tuesday
10/23
Students will work on their
initial essay (persuasive).
Wednesday
10/24
The first essay is DUE. This is
a persuasive essay, based on a topic of local, state, national, or international
origin and magnitude. This period will be used for peer editing.
Thursday
10/25
Students will work on second
essay (expository).
Friday 10/26
The expository essay is DUE. The
function of this essay is to inform and educate the reader on a particular
subject. It should be factual, clear, and fact-based. You may choose to cite
sources, and if you do, please use MLA format and include a bibliography. A
link to a quality website that explains MLA format can be found
below:
http://owl.english.purdue.edu/owl/resource/747/01/
Students
will peer edit their work in class.
Monday
10/29
Parent/teacher conferences: No
school!
Tuesday
10/30
As a class we will analyze an
essay by student volunteer Ms. Anna Sones.
With any
remaining time, tudents will work on the rhetorical analysis essay, and they
will complete it as homework.This essay will require that students choose a
written source to evaluate. This may come from the Norton Reader, but can also
come from a source of the student’s choosing. In this essay, students should
analyze and describe the author’s intention and the rhetorical devices used to
achieve that goal (remember the rhetorical triangle: ethos, pathos, and logos).
Wednesday
10/31
The rhetorical analysis essay is
DUE.
This period will be used for peer
editing.
Thursday
11/01
Students will work on the
defend/challenge/qualify essay. This essay is based on a quote from a famous
public figure, and students must defend (agree with), challenge (disagree with),
or qualify (agree/disagree with reservations) an argument asserted in the
quotation by using their own reading, knowledge, and/or experience. A prompt and
quote are provided below (taken from an actual AP exam). Students may use this
example for their essay, or they may choose to base their work on a quote of
their own choosing. If they choose the latter, students should show their
proposed quote to the instructor for approval prior to beginning the essay.
The following passage is the introduction to
Martin Luther King, Jr.’s Why Can’t We Wait, a book that describes the
social conditions and the attitudes of many Black Americans in the 1960’s. Read
the passage carefully. Then write a cohesive essay in which you describe the
rhetorical purpose of the passage and analyze its stylistic, narrative, and
persuasive devices.
It is the beginning of the
year of our Lord 1963.
I
see a young Negro boy. He is sitting on a stoop in front of a vermin-infested
apartment house in Harlem. The stench of garbage is in the halls. The drunks,
the jobless, the junkies are shadow figures of his everyday world. The boy goes
to a school attended mostly by Negro students with a scattering of Puerto
Ricans. His father is one of the jobless. His mother is a sleep-in domestic,
working for a family on Long
Island.
I see a young Negro girl. She is sitting on the stoop of a rickety wooden
one-family house in Birmingham. Some visitors would call it a shack. It needs
paint badly and the patched-up roof appears in danger of caving in. Half a dozen
small children, in various stages of undress, are scampering about the house.
The girl is forced to play the role of their mother. She can no longer attend
the all-Negro school in her neighborhood because her mother died only recently
after a car accident. Neighbors say if the ambulance hadn’t come so late to take
her to the all-Negro hospital the mother might still be alive. The girl’s father
is a porter in a downtown department store. He will always be a porter, for
there are no promotions for the Negro in this store, where every counter serves
him except the one that sells hot dogs and orange
juice.
This boy and girl, separated by stretching miles, are wondering: Why does misery
constantly haunt the Negro? In some distant past, had their forebears done some
tragic injury to the nation, and was the curse of punishment upon the black
race? Had they shirked in their duty as patriots, betrayed their country, denied
their national birthright? Had they refused to defend their land against a
foreign
foe?
Not all of history is recorded in the books supplied to school children in
Harlem or Birmingham. Yet this boy and this girl know something of the part of
history which has been censored by the white writers and purchasers of
board-of-education books. They know that Negroes were with George Washington at
Valley Forge. They know that the first American to shed blood in the
revolution which freed his country from British oppression was a black seaman
named Crispus Attucks. The boy’s Sunday-school teacher has told him that one of
the team who designed the capital of their nation, Washington, D. C., was a
Negro, Benjamin Banneker. Once the girl had heard a speaker, invited to her
school during Negro History Week. This speaker told how, for two hundred years,
without wages, black people, brought to this land in slave ships and in chains,
had drained swamps, built the homes, made cotton king and helped, on whip-lashed
backs, to lift this nation from colonial obscurity to commanding influence in
domestic commerce and world
trade.
Wherever there was hard work, dirty work, dangerous work — in the mines, on the
docks, in the blistering foundries — Negroes had done more than their share.
The
pale history books in Harlem and Birmingham told how the nation had fought a war
over slavery.
Abraham Lincoln had signed a
document that would come to be known as the Emancipation Proclamation. The war
had been won but not a just peace. Equality had never arrived. Equality was a
hundred years
late.
The boy and girl knew more than history. They knew something about current
events. They knew that African
nations had
burst the bonds of colonialism. They knew that a great-great grandson of Crispus
Attucks might be ruled out of some restricted, all-white restaurant in some
restricted, all-white section of a southern town, his United States Marines
uniform notwithstanding. They knew that Negroes living in the capital of their
own nation were confined to ghettos and could not always get a job for which
they were qualified. They knew that white supremacists had defied the Supreme
Court and that southern governors had attempted to interpose themselves between
the people and the highest law of the land. They knew that, for years, their own
lawyers had won great victories in the courts which were not being translated
into
reality.
They were seeing on television, hearing from the radio, reading in the
newspapers that this was the one-hundredth birthday of their freedom. But
freedom had a dull ring, a mocking emptiness when, in their time — in the short
life span of this boy and girl — buses had stopped rolling in Montgomery;
sit-inners were jailed and beaten; freedom riders were brutalized and mobbed;
dogs’ fangs were bared in Birmingham; and in Brooklyn, New York, there were
certain kinds of construction jobs for whites
only.
It was the summer of 1963. Was emancipation a fact? Was freedom a
force?
The boy in Harlem stood up. The girl in Birmingham arose. Separated by
stretching miles, both of them squared their shoulders and lifted their eyes
toward heaven. Across the miles they joined hands, and took a firm, forward
step. It was a step that rocked the richest, most powerful nation to its
foundations.
This is the story of that boy and that girl. This is the story of Why We
Can’t Wait.
Friday
11/02
The defend/challenge/qualify
essay is DUE. Class time will be used for peer editing. Today the essay boot
camp comes to an end. Students should choose an essay to craft further in the
coming week, and all other activities will resume. You made it!
Week of 11/05 –
11/09
Monday
11/05
We will engage in a rhetorical
analysis of “Girl Moved to Tears by Of Mice and Men Cliffs Notes” (a
news article). In small groups, students will read and discuss the article and
then answer a series of questions that will guide their understanding of the
piece. When finished, we will discuss our answers.
With any remaining class time, students may
work on the fruit of their essay boot camp labor. By this time they should have
chosen one essay to expand and develop further. Students will be expected to
edit independently and generate a further draft prior to any peer editing. The
assignment will include a total of three drafts when it is handed in on
Wednesday 11/14.
A student
volunteer is needed so that we may analyze their essay as a class on Wednesday
11/07.
For Wednesday: “In Defense of
Prejudice” (Norton 391-400) reading
DUE.
Tuesday
11/06
Election Day. No school!
Wednesday
11/07
Vocabulary quiz: With this quiz,
we finish the current vocabulary list! The quiz will cover the words
sarcasm-wit.
As a class we will analyze an
essay from a student volunteer.
Thursday
11/08
Multiple choice practice quiz
23-33.
After completing the quiz, we will
spend the remainder of the class going over our answers to determine where are
strengths and weaknesses are and to improve our test taking skills.
Friday
11/09
Socratic dialogue: “In Defense
of Prejudice” (Norton 391-400). Students should arrive with an opening question,
and prepared to engage in a rich discussion.
For Wednesday 11/14: Three drafts of your
chosen essay DUE. Reading of “Advice to Youth” by Mark Twain (Norton 389-391)
DUE.
Week of 11/12 –
11/16
Monday
11/12
Today we will analyze student
answers to AP multiple choice preparation questions in small groups. When we can
understand why we got the wrong answer, we will begin to move toward
the right answer.
Tuesday 11/13
In class we will engage in peer
editing of the essay you chose to extend as a product of the essay boot camp.
Wednesday 11/14
There will be a Socratic dialogue on
“Advice to Youth” by Mark Twain today!
Thursday
11/15
Standardized short cycle
assessments today. Please bring a book in case you finish early!
Friday 11/16
Standardized short cycle assessments
today. Please bring a book in case you finish early!
Week of 11/19 - 11//23
Monday
11/19
Students will lead and participate in a
Socratic dialogue based on their reading of “Advice to Youth” by Mark Twain. Two
volunteers will facilitate the dialogue. Then, students must agree on an
opening question, and hold their dialogue.
Tuesday 11/20
Students should read the entire “Ethics” section in their
Norton Readers (pages 389 – 463) and prepare an opening question for Socratic
dialogue for each individual piece in this section by the end
of Thanksgiving break. They should return to school ready to complete work based
on any part of this reading, and with their opening questions done. They may use
class time on Tuesday to relax, read, and develop their opening questions.
Happy Break!
Week of 11/26 –
11/30
Monday
11/26
Students will turn in a clean,
legible copy of ONE Socratic dialogue opening question based on their reading of
the “Ethics” section in the Norton Reader. The instructor will choose
one question (and hence one selection from the reading) for a Socratic dialogue
on Friday.
Today students will receive a new
vocabulary list and a packet on visual rhetoric that will be used this week.
In class, students will work on the visual
rhetoric packet. They may work individually, in pairs, or in small groups of
their choosing. By Wednesday, students should complete the visual rhetoric
packet, except for the final 40 minute writing prompt, which will be
administered in class on Thursday.
Below
you will find links to the new vocabulary list and the visual rhetoric
handout.
apvocablist1.docx
File Size:
17 kb
File Type:
docxDownload File
visualrhetoric.pdf
File Size:
2497 kb
File Type:
pdfDownload File
Tuesday
11/27
Student essays (those expanded
from the essay boot camp) will be returned with instructor edits and
suggestions. In class, students will work on applying these edits and generating
another draft of the essay. Both drafts will be DUE on Friday 11/30, and each
draft should show significant growth in grammar, structure, organization,
clarity of purpose and style.
Wednesday
11/28
Students will take a quiz on the
first column of vocabulary terms from the new list (ala carte
through adulterate). They will then complete multiple choice
practice questions 34 – 43. After being given 10 minutes to complete their
initial responses, students will work in pairs or small groups of their choosing
to discuss and revise their answers. The finished product will be turned in at
the end of class and students will be graded on their performance.
Thursday
11/29
Students will complete the timed
writing prompt from the visual rhetoric packet in class.
Friday 11/30
We will hold a Socratic dialogue
based on a student-generated opening question on a selection from the “Ethics”
section of the Norton Reader. Specific reading and opening question will be
announced.
Week of 12/03 –
12/07
This week will be entirely devoted to
grammar work, based on the results of your Discovery standardized test. Students
will be provided with test booklets and a copy of their score report, which
tells them which specific questions they missed on the test. Next, students will
be provided with a grammar and composition handbook, which they will use to
drill grammar skills for the remainder of the year. Additionally, each student
will be paired with a “grammar buddy” (or “language mechanics ally” for those of
you who want to appear more mature). These pairs will work together through
quarter three on all grammar lessons. For this week, each student will be
responsible for five grammar lessons of their choice per day, with ten due on
Wednesday and ten due on Friday. Students will use their test data to determine
which lessons to prioritize and they will also use simple self knowledge to
choose the grammar lessons they most urgently need to practice. Additionally,
there will be a Socratic dialogue on Friday based on a handout given in class,
and all students should generate an opening question.
Monday
12/03
We will work on grammar drilling
with grammar buddy.
Tuesday
12/04
Discovery test data will be
distributed to students. You will go over this data with your grammar buddy to
determine WHY you missed the items you did and HOW to get a correct answer next
time. You will also use this data to identify areas of potential growth and to
choose the lessons you would like to complete in the grammar and composition
handbook.
Wednesday
12/05
We will work on grammar drilling
with grammar buddy.
Thursday 12/06
We will work on grammar drilling with
grammar buddy.
Friday
12/07
We will hold a Socratic dialogue
on the in-class handout. Bring an opening question!
Week of 12/10 - 12/14
This week, students
will develop their own midterm exam, prepare for it, study it, and pass it. For
a description of the project and a day-by-day breakdown of events, see the
attachment below.
apto_build_a_final.docx
File Size:
12 kb
File Type:
docxDownload File
Week of 12/17 - 12/21
Midterm Exams! We
will be following a special schedule this week, and the end of the week also
marks the end of the semester, as well as the beginning of our break. Awesome!
December 19: Semester grades,
including your midterm examination grades, are up NOW on
Powerschool!
Week of 01/07 –
01/11
Monday
01/07
Welcome back!
Students will enjoy organic granola
bars that have been donated to us by a
local business. While eating, they will
compose a letter of thanks to the
donor, and another letter addressed to a
friend or family member outside of
our class. This can be a thank you letter, a
friendly letter, a confession
of undying love . . . the point is to write and
actually send a paper letter
(a thing almost unheard of in 2013). Letters will
be DUE Wednesday 01/09.
Students will also be responsible for reading “Always
Living in Spanish” and
“How to Tame a Wild Tongue” in the Norton Reader (Norton
292 – 303) and be
prepared for a Socratic dialogue on Friday 01/11.
Tuesday
1/08
In class we will undergo an in-depth review of
the
multiple choice section of the midterm examination. We will explore why
wrong answers were arrived at, and why the right answers are in fact
correct. We
will review and analyze the entire multiple choice section from
the midterm
examination.
Wednesday
1/09
In
class we will undergo an in-depth review of
the multiple choice section of
the midterm examination. We will explore why
wrong answers were arrived at,
and why the right answers are in fact correct. We
will review and analyze
the entire multiple choice section from the midterm
examination.
The two letters described on Monday are DUE.
Thursday
1/10
In class we will undergo an in-depth review of
the
multiple choice section of the midterm examination. We will explore why
wrong answers were arrived at, and why the right answers are in fact
correct. We
will review and analyze the entire multiple choice section from
the midterm
examination.
Friday
1/11
We
will hold a Socratic dialogue on “Always
Living in Spanish” and “How to Tame
a Wild Tongue” (Norton 292 – 303). All
students should generate an opening
question.
Week of 01/14 – 01/18
Reading: Students should complete reading
in Blue Highways, through page44 by Wednesday and through page 88 by
Friday.
Monday
01/14
We will complete our analysis of
an AP multiple choice exam, which was administered as our midterm examination.
Students will explore the reasons for the correct answers, and the reasons they
chose the wrong answers.
Tuesday
01/15
A new AP practice multiple
choice exam will be administered.
Wednesday
01/16
Instructor out sick. A quiz will
be administered over the reading in Blue Highways.
Thursday
01/17
Instructor out sick. Students
will catch up on reading and prepare for a Socratic dialogue.
Friday
01/18
We will hold a Socratic dialogue
through page 88.
Week of 01/21 –
01/25
Reading: Students should complete
Blue Highways through page 127 by Friday.
Monday
01/21
Happy Martin Luther King Jr.
Day! No school!
Tuesday 01/22
– Thursday 01/24
These three
days will be dedicated to analyzing our answers to an official AP multiple
choice practice exam, as we endeavor to increase our abilities in this area with
dignity, tenacity, and good cheer.
Friday
01/25
We will hold a Socratic dialogue
covering Blue Highways (through page 127). All students should come with an
opening question prepared.
Week of 01/28 –
02/01
Monday
01/28
In class we will go over the way
in which the AP exam is scored, and some strategies for effective test taking.
Then, we will begin a new practice section of multiple choice questions; we will
read each passage together and answer the questions as a class, debating,
analyzing and explaining each answer (and incorrect answer) as we go.
Tuesday
01/29
Multiple choice practice
continues.
Wednesday
01/30
Multiple choice practice
continues.
Thursday
01/31
We will have a vocabulary quiz
over items from the vocabulary list already in the students’ possession.
Multiple choice practice continues.
Friday 02/01
We will hold a Socratic dialogue over
our reading of Blue Highways. Please bring an opening question. In this
dialogue, we will divide the class into two groups, using the “fishbowl” format.
This means that one group will speak while the other takes notes, and then the
groups will switch places.
Below
you will find a link to the vocabulary list for Thursday's quiz:
apvocablist2.docx
File Size:
12 kb
File Type:
docxDownload File
Week of 02/04 –
02/08
Monday
02/04
Today we introduce the
research/debate project. In this project, the class will be divided randomly
into six groups, representing the positive and negative side of three different
topics of debate. The topics to be addressed will be partially chosen by the
class members. Once groups are assigned, topics will be given, and each pair of
teams will have an opportunity to agree on which groups will take the positive
or negative position. If no agreement can be reached, the position will be
determined by a coin toss.
Once issues and
position have been established, each group must conduct its own research a
detailed presentation of their argument. Presentations will be delivered by both
sides, with each taking no more than 15 minutes (for a total of 30 minutes for
each issue on the table). After this period, the instructor and the audience
(consisting of the rest of the class) will have an opportunity to ask questions,
with each side delivering an answer after being given one minute to formulate a
response. When this question and answer period comes to an end, the winner of
the debate will be determined by audience vote. All presentations must include
the following:
-A Powerpoint presentation of
at least 10 slides or video that is
equivalent
-Oral presentation to be delivered
by EVERY member of the group
-Charts or other
visual aids that present relevant data
-A
written speech that will be used as the backbone of the oral presentation. This
speech should cite at least five sources, and should be configured using MLA
format. Each student should be responsible for contributing at least two double
spaced pages to the final paper, and each section should be clearly labeled
according to student author.
Please remember
that this is a persuasive endeavor, and you should make clear use of rhetorical
strategies, including but not limited to the rhetorical triangle (logos, pathos,
and ethos). Also, you’re style of presentation will be taken into account when
grades are assigned. You should speak clearly, transition from one aspect of
your presentation to the next smoothly, make eye contact with the audience, and
dress appropriately and professionally on the day of your presentation/debate.
Debates will take place Tuesday 02/12 – Thursday 02/14.
Today we will begin by viewing an
example of student-generated persuasive documentary film, discussing the
elements of a quality persuasive argument, forming groups and choosing debate
topics.
Tuesday
02/05
Students will work in the
computer lab to compile research material for their
presentations.
Wednesday
02/06
Students will work in the
computer lab to compile research material for their presentations.
Thursday
02/07
Today there will be a vocabulary
quiz based on the list used for the class midterm examination (20 minutes) and
an FRQ writing prompt based on our reading of Blue Highways.
Friday
02/08
Students will work together in
class to complete their presentations. Please be prepared to show progress (for
a grade) on this day.
Week of 02/11 - 02/14
This will be a simple
and wonderful week. Monday and Tuesday will be the last day of in-class
preparation for the coming debates. Wednesday and Thursday will be given over to
DIscovery testing, a standardized test that provides vital data on student
performance and areas of growth.
Week of 02/19 – 02/22
Tuesday
02/19
Due to student illness, our
debate must be postponed. Today, we will do in-class drilling of multiple choice
practice for the AP exam.
Wednesday
02/20 – Friday 02/22
For the remainder
of the week, students groups will deliver their long-awaited debates!
Week of 02/25 –
03/01
Thank you for
an excellent round of debates! Your work was impressive and
inspiring!
This week we will be
taking an in-depth look at “Politics and the English Language” by George Orwell.
After completing our transition out of Blue Highways with a short answer quiz,
we will endeavor to understand Orwell’s ideas, methods, and vocabulary in this
famous and vital essay on the nature of writing and language.
Reading: “Politics and the English Language”
(Norton 317) should be read Monday and will be used for all class activities for
the remainder of the week.
Monday
02/25
We will take a short answer quiz
to wrap up our experience with Blue Highways. Then, students will begin
work on a vocabulary exercise that will be due Wednesday 02/27.
Tuesday
02/26
Instructor absent due to illness
– Students will focus on completing the reading and vocabulary exercise.
Wednesday
02/27
In pairs, students will complete
a handout that guides them through the process of violating poor Mr. Orwell’s
rules of writing by re-creating three paragraphs from three separate published
essays written in different styles.
Then,
students will be given a list of 19 study questions based on the reading, which
will be due Friday, 02/29.
Thursday
02/28
Students will complete a
vocabulary quiz in class based on earlier work this week. Then, they will
complete four short answer questions pertaining to “Politics and the English
Language.” They will be allowed to use the text in completing this, and will be
expected to cite the text in their answers.
Friday
03/01
We will complete a Socratic
dialogue on “Politics and the English Language.” Each student should come
prepared with an opening question.
Monday 03/04
We
begin the week with a group discussion of our upcoming
fieldtrip to St.
John’s College! Seniors and juniors together will discuss
expectations for
our trip and define their own parameters for behavior during
our visit. The
reading for our visit, “A Hunger Artist,” by Franz Kafka, will be
distributed to the class, and all students will read it. This should be the
first of multiple readings designed to prepare us for a rich and
engaging
discussion during our time at the college.
Tuesday 03/05
Today
we will work on practice questions to prepare for the
multiple choice
section of the AP Examination.
Wednesday
03/06
Students will begin the class period by
sharing their opening
question for our upcoming Socratic dialogue at St.
John’s College. They will
then complete an FRQ based on the reading of “A
Hunger Artist.”
Thursday
03/07
Our long awaited fieldtrip to St. John’s
College is here! We
will meet with the admissions department, tour the
campus, eat good food, and
participate in a Socratic dialogue based on our
reading of “A Hunger Artist” by
Franz Kafka.
Friday 03/08
Students
will write thank you letters to the sponsors of our
trip, who provided
funding for transportation. These letters will be
professional, cordial,
and will follow standard letter
format.
Week of 03/11 –
03/15
This week we will primarily be engaged in test
preparation for
the SBA (Standards Based Assessment) exams to be held next
week. Students will
review a variety of questions, both multiple choice and
short answer, and will
refresh their understanding of test-taking
strategies.
We will also work in tandem with the AP History class,
using the
same readings this week. Students will read “Letter from
Birmingham Jail” by Dr.
Martin Luther King, Jr. and answer short questions
that delve into the
rhetorical strategies employed by Dr. King in this
famous document.
Additionally, they will read “Message to the Grass Roots”
by Malcolm X and
engage in a Socratic dialogue on this latter reading on
Friday 03/15. All
students should generate an opening question for “Message”
by Friday.
Week of 04/01 –
04/05
Monday
04/01
Students will engage in a Socratic dialogue
based on “The Morals
of the Prince” by Nicolai
Machiavelli.
Tuesday
04/02
Machiavelli part II! The discussion was so
wonderful, it spilled
over into a new day.
Wednesday 04/03
Today
we delve into the world of rhetoric in advertising. In
small groups,
students will begin to read “Figures of Rhetoric in Advertising
Language.”
This is a scholarly article concerned with the use of rhetoric in
advertising. It uses exacting and technical language, and some students may find
it hard to understand. For this reason, they will read it slowly in small
groups
as the instructor circulates to check for understanding. Reading not
finished
today will be completed as
homework.
Thursday
04/04
Next, we will begin a project in which
students will begin to
identify written and visual rhetoric in advertising.
In the first phase,
students will work individually. The instructor will
supply examples of
advertising taken from print media. Each student
will choose separate
advertisements and generate a written analysis of the
rhetorical elements
employed in that advertisement, and their intended
purpose. Language and
terminology from the article “Figures of Rhetoric in
Advertising” should be
employed. Each written analysis should be three-five
paragraphs, and should
offer explicit and detailed examples of visual
and/or written rhetoric.
Friday
04/05
Presentations of rhetorical analysis of
advertisements begin
today. Our examination of rhetoric in advertising will
continue after spring
break. Enjoy your
break!
Week of
04/22-04/26
This week will be devoted to a creative song
analysis and
creation project. The link below explains the assignment in
great detail . . .
Please note that you only have to do the lyrics analysis
OR the original song
portion of the assignment. Also, you are not obligated
to present your work to
the class, though some students have decided that
they would like to. The
project has been shortened in accordance with the
AP testing schedule and our
need to engaged in test preparation before exam
time arrives.
griotlessonuniversal.pdf
File Size:
159 kb
File Type:
pdfDownload File
Monday
04/22
We will finish our previous Socratic dialogue
based on hip hop
song lyrics.
Tuesday
04/23
Today we established a deadline for the music
project. The work
will all be due on Friday 04/26, and a few students will
be presenting their
work on Friday. The remaining time today was used for
work on the music project.
Wednesday
04/24
Students will work on the music
project.
Thursday 04/25
Students will work on the music
project.
Friday 04/26
Part of
the class period will be devoted to finishing work on
the music project;
this will be followed by presentations by students to choose
to make them.
Grade 11 English:
Below you will find a link to the Grade 11
English III course description.
grade_11_english_iii_course_description.docx
File Size:
26 kb
File Type:
docxDownload File
Week of Wednesday 08/15 -
Friday 08/17
Thursday
08/16:
Reading "How the World Was Made" (textbook, pages
48-49) and "The Sky Tree" (page 51) and handout describing Socratic dialogue are
DUE.
Student notes on readings are DUE.
Below, you
will find a link to the Socratic dialogue handout:
socratic_seminars-directions.docx
File Size:
29 kb
File Type:
docxDownload File
Example Socratic seminar notes
are presented and discussed in class. Below, you will find a link to the example
notes (meant as a guide for student notes).
grade_11_english_iiisocraticnotesexample.docx
File Size:
12 kb
File Type:
docxDownload File
Friday 08/17: Socratic seminar number 1! Expanded student
notes (based on example notes discussed in the previous class) are DUE.
Week of 08/21 –
08/24
Monday
08/20:
Quiz: “The Iroquois
Constitution”
Group Work: Students will start
to develop a constitution of their own for an imagined country. This will follow
the format of the Iroquois Constitution, and will contain at least five
sections, one paragraph each, with at least five sentences per paragraph. The
final work may be hand-written, but should be neat and easy to read, well
organized, and bear the names of every member of the group.
Individual Work: Based on our class readings,
students will begin to develop their own creation myth, which will serve as the
creation story for the imagined nation they are simultaneously developing a
constitution for in groups. These two assignments should inform each other as
they develop (the creation myth will express the cultural values and worldview
that is later refined in the constitution of the nation (in our imagined
national chronology). A rough draft (which may be hand-written but neat) of the
creation myth will be DUE Wednesday 08/23.
Tuesday 08/21:
Group Work: Student will continue to
develop their constitution, which will be DUE on Friday 08/24. For up to five
additional points, groups may choose to generate a flag that represents their
imagined nation, using symbolism that describes the organization and/or values
of their nation (like the stars and stripes of the American flag and the arrows
of the Iroquois).
Individual Work: Students
will continue to develop their individual creation myths.
Wednesday 08/22:
Peer Editing: Students will be
introduced to the concept of peer editing and will share their work and edit the
work of at least two peers. Peer editing notes should be included with the final
draft of the creation myth (which is DUE Monday 08/27). The student editor will
use a peer editing work template (provided by the instructor) and will give this
sheet to the student whose work they are editing when complete.
Group Work: Student will continue to develop
their constitution, which will be DUE on Friday 08/24. For up to five additional
points, groups may choose to generate a flag that represents their imagined
nation, using symbolism that describes the organization and/or values of their
nation (like the stars and stripes of the American flag and the arrows of the
Iroquois).
Thursday 08/23:
Group Work: Student will continue to
develop their constitution, which will be DUE on Friday 08/24. For up to five
additional points, groups may choose to generate a flag that represents their
imagined nation, using symbolism that describes the organization and/or values
of their nation (like the stars and stripes of the American flag and the arrows
of the Iroquois).
Friday
08/24:
Student group-generated
constitutions are DUE. Each group will present their work to the class. Final
drafts of individual creation myths will be DUE Monday 08/27, and will adhere to
the following format (as will all non-notebook assignments in this class):
Microsoft Word, typed, double spaced, Times New Roman, 12 point font. If you do
not have access to a computer and the appropriate software, please speak to Mr.
Ayers. The final product should include a rough draft, two peer editing work
templates, and a typed final draft.
Below you will find a link to a peer
editing work template that will be used whenever students do peer editing in
class.
peer_editing_work_template.docx
File Size:
11 kb
File Type:
docxDownload File
Below you will find a link to a handout:
"Defining Myth." This document will guide our work this week.
definingmyth.docx
File Size:
18 kb
File Type:
docxDownload File
Week of Monday 08/27 – Friday
08/31
Monday 08/27:
Quiz: “Stay Alive, My Son”
Final group presentations (constitution
project)
Homework: read “The Serpents of
Paradise” (handout) and descriptive essay handout. Write opening paragraph for a
descriptive essay.
Tuesday 08/28:
Peer editing: Peer editing: Opening
paragraphs will be peer edited and students will provide one another with ideas
for expanding/creating their essays.
Wednesday
08/29:
Free
response questions: “The Serpents of Paradise”
In-class work on descriptive essays with
instructor support
Thursday
08/30:
Rough
draft of descriptive essay DUE
Peer editing:
descriptive essay
Students will generate an
opening question for a Socratic dialogue based on “The Serpents of Paradise.” An
opening question will be chosen at random for the discussion Friday.
Friday 08/31:
Socratic dialogue – “The Serpents of
Paradise.”
FRQ's: "The Serpents of Paradise" DUE
Descriptive essays with instructor edits will
be returned Tuesday 09/04/12
Homework: Locate an article from a credible news source
(ask instructor for clarification if needed) about environmental concerns. This
could be a local, national, or gloabal issue. Pollution, environmental change,
and species endangerment are all valid issues, but you may define one for
yourself as well. Print the article and write a paragraph defining its thesis
and either agreeing or disagreeing with this thesis. Provide clear, rational
reasons for your position. This is DUE Tuesday, 09/04.
Below you will find a link to
the FRQ's (free response questions) for "The Serpents of Paradise,"
which was assigned Wednesday, 08/29. Please note that because some class time
was used to review SBA scores, this assignment is not due until FRIDAY
08/31.
grade11serpentserq.docx
File Size:
11 kb
File Type:
docxDownload File
Week of 09/03/12 – 09/07/12
Monday
09/03
No School! Labor Day!
Tuesday 09/04:
“A Wind Storm in the Forests” by John
Muir distributed, along with FRQ prompt
Class
discussion of proper FRQ response
Wednesday
09/05
FRQ (free response question):
Students will read “A Wind-Storm in the Forests” and respond to the following
free response question.
Both “The Serpents of
Paradise” and “A Wind-Storm in the Forests” employ highly descriptive language
and both take the natural world as their subject matter. However, there are
significant differences in both style and purpose between the two pieces. Please
describe the similarities and/or differences in style and purpose in these two
pieces.
Thursday
09/06
In groups, students will answer
questions associated with “A Wind-Storm in the Forests” from the Norton Reader,
develop an opening question for a Socratic dialogue, and report out on both to
the class.
Friday
09/07
Socratic dialogue with
student-generated opening question – “A Wind-Storm in the Forests”
Week of 09/10/12 –
9/14/12
Monday
09/10
Students will read “The Life you Save May be
your Own” by Flannery O’Connor
Students will
read and save “Active Reading Strategies” handout
Notes on “Life” addressing one bullet point
from each of the seven sections in the “Active Reading” handout DUE Wednesday
Socratic dialogue on “Life” Friday (students
will generate opening question Thursday)
Tuesday
09/11
Work on short fiction project
Wednesday 09/12
"Active Reading" notes DUE
Work on short fiction project
Thursday
09/13
Short fiction reading #2 to be
assigned - "Active Reading" notes DUE Friday
Students will
generate an opening question for "The Life you Save May be your Own" for Friday
Friday 09/14
"Active
Reading" notes on short fiction reading #2 DUE
Socratic dialogue - "The Life
you Save May be your Own"
Besides
other work posted here, please read and follow the deadlines for the
student-generated fiction project posted below:
grade11shortfiction09_10.docx
File Size:
12 kb
File Type:
docxDownload File
Week of 09/17 –
09/21
Monday
09/17:
Students will peer edit one
another’s rough drafts (student-generated short fiction project) using peer
editing templates. All work must be in complete sentences with correct grammar,
spelling and syntax.
Homework: Read
“Adventures of Huckleberry Finn” chapters I - VI for Friday 09/21.
Tuesday
09/18:
Moving into “Adventures of
Huckleberry Finn” by Mark Twain . . . We will have a class discussion on the
following: What is dialect/slang? How and why do we use it in
our daily lives? How and why is it used in literature? What
problems might its use pose for the reader? How do we solve these problems?
Introducing: The Dialect/Slang Definition
Chart. Using this organizational tool, students will chart a course through the
sometimes confusing current of Mark Twain’s dialectical prose. We will identify
examples of dialect/slang in “Adventures of Huckleberry Finn” and “translate”
them into modern Standard English. Each student will be assigned a buddy, and
together they will translate Twain’s unusual English. This tool will be used
throughout our reading of “Huck Finn.”
Wednesday 09/19:
Final drafts of short fiction pieces,
with rough draft and peer edits are DUE.
If
need be, the Concept Definition Map exercise will continue.
The Dialect/Slang Definition Chart: Using this
organizational tool, students will chart a course through the sometimes
confusing current of Mark Twain’s dialectical prose. We will identify examples
of dialect/slang in “Adventures of Huckleberry Finn” and “translate” them into
modern Standard English. Each student will be assigned a buddy, and together
they will translate Twain’s unusual English. This tool will be used throughout
our reading of “Huck Finn.”
Thursday
09/20:
We will continue our practice
in using the Dialect/Slang Definition Chart.
Students will generate an opening question for
a Socratic seminar (“Huck Finn” chapters I - VI) to take place Friday 09/21.
Friday
09/21:
Students will participate in a
Socratic dialogue covering “Huck Finn” chapters I - VI.
Homework: Read “Huck Finn” chapters VII – XV
(pages 22-65) DUE Wednesday 09/26. Students will identify twenty examples of
dialect from their reading and enter them into the Dialect/Slang Definition
Chart.
Week of Monday 09/24 – Friday
09/28
Question for the Week: How
and why do we use dialectical speech in everyday life? How and why do we use it
in literature?
DUE DATES FOR THE
WEEK
-Twenty entries in the Dialect/Slang
Definition Chart (covering pages 22-65)
Wednesday
09/26
-“Adventures of Huckleberry
Finn” chapters XVI – XX (pages 65 – 102)
Friday
09/28
-Twenty
entries in the Dialect/Slang Definition Chart (covering pages 65-102)
Wednesday
10/03
Monday
09/24:
In class, students will work
together with the instructor to create an original lesson plan for a time
travel-based fiction assignment, based on our reading of “Adventures of
Huckleberry Finn.” Ask yourself – What language related problems might you face
if you were to travel through time? Imagine visiting various times and places.
How would your own language and the language of others create problems for you?
Tuesday
09/25:
Students will work on “Time
Travelin’ Blues OR 2112: A Language Odyssey,” which is a student-generated
week-long unit. You will find the assignment description posted on the course
page.
Wednesday
09/26:
Students will peer edit one
another’s work on the fiction
unit.
Thursday
09/27:
Students will peer edit one
another’s work on the fiction
unit.
Friday
09/28:
Socratic dialogue –
“Adventures of Huckleberry Finn” chapters XVI – XX, with student-generated
opening question. All students should arrive with an appropriate opening
question ready.
Below you
will find a link to the unit description "Time Travelin' Blues OR 2112: A
Language Oddyssey" which we will complete this week.
grade11hucktimetravelpiece.docx
File Size:
11 kb
File Type:
docxDownload File
Week of 10/01 - 10/05 AND Week of 10/08 -
10/12
This two-week period will follow the lesson plan linked
below. Specific deadlines will be established by student/instructor
collaboration, and will be posted soon. PLEASE REFER TO THE LINK BELOW FROM 10/1
- 10/12:
grasde11marktwaintrial.docx
File Size:
13 kb
File Type:
docxDownload File
Week of Monday 10/15 – Friday
10/19
Monday
10/15
Students will participate in the
closing Socratic dialogue for “Adventures of Huckleberry Finn.” Congratulations!
You have read and deeply understood a great American classic.
This dialogue proved to be the first one in
this class completely guided and directed by students, with no teacher
intervention. It was a resounding success.
Tuesday
10/16
We will introduce the concept of
“flash fiction,” or very short works of fiction (definitions vary, but for our
purposes we will say from 400-1000 words). Students will read examples of flash
fiction and participate in “mini-seminars” to explore the meaning and purpose of
these extremely short works. We will explore the question, “What can flash
fiction accomplish that longer works of fiction like novels or even longer
stories cannot?”
Students will write their own
piece of flash fiction. The only parameter in content is that every story must
include the following words: hammer, cotton candy, mother, rust,
imperturbable, and weekend.
As ever,
all written work should display correct grammar, spelling and syntax. All flash
fiction pieces should be between 400-1000 words, typed, double spaced, Times New
Roman, 12 point font. They will be DUE Friday
10/19.
END OF QUARTER ONE
Wednesday
10/17
PSAT at IAIA! How’s that for
acronyms? Meet at ATC and then proceed to IAIA to ace the test and win yourself
some scholarship money.
Thursday
10/18
Hinkley Family Fun Center! No
school!
Friday
10/19
We will finish up our flash
fiction flash unit by reading student work aloud. Bring snacks if you like.
Flash fiction pieces DUE.
Week of Monday 10/22 – Friday 10/26
Monday
10/22
Flash fiction continued! In
class we will read a few more examples of flash fiction and discuss them in
Socratic format.
Tuesday
10/23
Free Writing! Students will
write for twenty minutes without stopping! This exercise will lead to the
creation of a new piece of flash fiction. This is a complete story with
narrative, character development, setting, conflict and resolution, all in 400 –
800 words. Student work may be hand-written or typed (hand-written must be
legible) and all work MUST be double spaced. Students must adhere to the length
requirement in this assignment.
The class will
be addressed by student members of the AP Language and Composition class. We are
investigating the possibility of converting this section of American Literature
into a new section of AP Language and Composition.
New flash fiction pieces will be DUE Wednesday
10/24.
Wednesday
10/24
New flash fiction pieces
DUE today.
Students will peer edit
one another’s flash fiction pieces, offering both grammatical edits and
stylistic advice. Each student will offer peer editing to at least two-three
different compatriots.
Thursday
10/25
Writing workshops! Three student
volunteers will submit their work electronically to Mr. Ayers by Wednesday
evening (the evening prior to this class)and we will workshop these pieces in
class. A writing workshop involves the editing and discussion of a piece of
writing. We will offer examples of things that work well in the pieces, as well
as constructive criticism. The authors will be asked not to speak during the
workshop, but will be allowed time to speak at the end of the process.
Student volunteers for Thursday: Nina E.,
Lucas G., Josh M.
Friday
10/26
Writing workshops continued!
Three new student volunteers will submit their work electronically to Mr. Ayers
by Thursday evening (the evening prior to this class) and we will continue the
process of workshopping student flash fiction.
Student volunteers for Friday: Jordan G.,
Kusum G., Juan L.
Using the knowledge gained
from the peer editing process and the writing workshops, students will generate
a second draft of their flash fiction pieces.
First drafts, peer edits, and second
drafts of flash fiction will be DUE Wednesday 10/31.
Week of 10/29 – 11/02
Monday
10/29
Parent/Teacher conferences means
no school!
Tuesday 10/30
Student writing workshops: Kusum G.
and Jordan G.
Wednesday
10/31
Two drafts of flash
fiction piece #2 with peer edits are DUE today.
Flash fiction assignment number
three: Following the guidelines for flash fiction (telling a complete narrative
that includes setting, plot, character development, physical detail, some
dialogue, conflict, universal themes, rising action, climax and resolution in
400 – 800 words) students will tell their own life stories in the form of flash
fiction. Most good fiction is at least partially based on real life, and as
humans tend to be self-obsessed, this life is often the author’s. Use real
details from your own life story, but feel free to use artistic license
to make it more interesting!
Artistic license
is a colloquial term applied to a wide range of art forms, including the writing
of fiction. What it means, essentially, is that the author has license (or
permission) to distort, alter, bend, reform, abuse, massage and/or banish the
truth in pursuit of his or her artistic vision. But then, as world renowned
painter Pablo Picasso once said (and I use artistic license in quoting him) “Art
is the lie that tells the truth.” So, by freeing ourselves as creative writers
to alter the facts, we may actually come closer to truths about ourselves and
about what it is to be human.
Along with their
third flash fiction piece, students will produce a visual “artistic license”
modeled after a driver’s license. Students will render these images on an 8 ½ x
11 piece of paper, and it should include an image of yourself, just like a
driver’s license (though you may use artistic license in producing this image).
The idea is to produce a “license” that qualifies you, as a creative writer, to
bend the truth (in order to get at the truth) in your storytelling.
In pairs, students will interview one another
(using a form provided) regarding the important events of their lives. Then,
each student will help his or her partner choose interesting events to focus on
and help them to develop the plot for their fiction piece. You will find the
link to the interview sheet at the bottom of this week's schedule.
Flash fiction #3, with a first draft, peer
edits and a revised draft will be DUE Friday 11/02.
Thursday
11/01
Students will peer edit one
another's work on flash ficiton
#3.
Friday 11/02
Student writing workshops (Josh M.
and Lucas G.) will take place this day, and the flash fiction unit draws to a
close.
Flash fiction #3, (including
two drafts, two peer editing sheets, and an interview sheet) along with your
visual “artistic license” is DUE today.
Below you will find a
link to the "life story" interview sheet to be used on Wednesday 10/31:
grade11lifeinterview.docx
File Size:
12 kb
File Type:
docxDownload File
Week of 11/05 –
11/09
Monday
11/05
Introducing: This Side of
Paradise by F. Scott Fitzgerald. Meet the man who has been called perhaps
the most important modernist writer in American history, and one of the most
influential voices of the jazz age, or lost generation. We will discuss the
book, as well as methods of rhetorical analysis to employ as you read.
Additionally, a vocabulary list will be
distributed, and you will be given a quiz over the first 10 terms
(allegory-atmosphere) on Wednesday. For all vocabulary quizzes, you will be
required to use the term successfully in a sentence that shows your
understanding of the term. You will not simply give a definition.
For Wednesday: Read “Amory, Son of Beatrice”
(pages 1-26) and complete the rhetorical analysis handout.
For Friday: Read through page 44.
Tuesday
11/06
Election Day. No school!
Wednesday
11/07
Vocabulary quiz.
Group work: In small groups you will discuss
the results of your first rhetorical analysis worksheet. When you have spent
some time in groups, we will share our findings as a class.
Thursday
11/08
Multiple choice practice quiz:
Multiple choice practice will increase your readiness for the SBA, the SAT, the
ACT, and many other acronym-based tests you will encounter in the future. It
will also increase your ability to read deeply and to understand the subtleties
of quality literature.
When we have completed
the first section of the multiple choice practice, we will go over our answers
as a class to see where our areas of need and strength are.
Friday
11/09
Socratic dialogue: This Side
of Paradise, through page 44. Students should arrive with an opening
question.
Grade 11 English III
Week of 11/12 –
11/16
Monday
11/12
Today we will complete multiple
choice practice taken from an AP English exam (items 1-10) and analyze student
answers in small groups. When we can understand why we got the wrong
answer, we will begin to move toward the right answer.
Tuesday 11/13
Today we will work individually to
complete rhetorical analysis work sheets based on our reading of “This Side of
Paradise” pages 44 – 64. Prior to student completion of this work, you will be
provided with an example template from a previous chapter, provided by the
instructor. Once you have finished your individual work, we will share our
findings as a class.
Wednesday 11/14
There will be a Socratic dialogue on
“This Side of Paradise” through page 81 today!
Thursday
11/15
Standardized short cycle
assessments today. Please bring a book in case you finish early!
Friday 11/16
Standardized short cycle assessments
today. Please bring a book in case you finish early!
Week of 11/19 -
11//23
Students are reading “This Side of
Paradise” by F. Scott Fitzgerald. Mr. Ayers will not be in class Monday or
Tuesday, so they simply need to finish reading it by the end of Thanksgiving
break, develop an opening question for a Socratic dialogue based on any
part of the book they choose after page 80, and be prepared to
demonstrate their understanding of the book. Happy break!
Week of 11/26 - 11/30
The plan for
this week is encompassed in the two assignment links below:
grade11visualessay.docx
File Size:
10 kb
File Type:
docxDownload File
grade11paradiseclosingessay.docx
File Size:
13 kb
File Type:
docxDownload File
Please remember that ALL work that
includes citations should use MLA format. Below you will find a link to the
website this course uses for MLA format:
http://owl.english.purdue.edu/owl/resource/747/01/
Week of 12/03 –
12/07
This week will be entirely devoted to
grammar work, based on the results of your Discovery standardized test. Students
will be provided with test booklets and a copy of their score report, which
tells them which specific questions they missed on the test. Next, students will
be provided with a grammar and composition handbook, which they will use to
drill grammar skills for the remainder of the year. Additionally, each student
will be paired with a “grammar buddy” (or “language mechanics ally” for those of
you who want to appear more mature). These pairs will work together through
quarter three on all grammar lessons. For this week, each student will be
responsible for five grammar lessons of their choice per day, with ten due on
Wednesday and ten due on Friday. Students will use their test data to determine
which lessons to prioritize and they will also use simple self knowledge to
choose the grammar lessons they most urgently need to practice. Additionally,
there will be a Socratic dialogue on Friday based on a handout given in class,
and all students should generate an opening question.
Monday
12/03
We will work on grammar drilling
with grammar buddy.
Tuesday
12/04
Discovery test data will be
distributed to students. You will go over this data with your grammar buddy to
determine WHY you missed the items you did and HOW to get a correct answer next
time. You will also use this data to identify areas of potential growth and to
choose the lessons you would like to complete in the grammar and composition
handbook.
Wednesday
12/05
We will work on grammar drilling
with grammar buddy.
Thursday 12/06
We will work on grammar drilling with
grammar buddy.
Friday
12/07
We will hold a Socratic dialogue
on the in-class handout. Bring an opening question!
Week of 12/10 -
12/14
This week, students will develop their own midterm
exam, prepare for it, study it, and pass it. For a description of the project
and a day-by-day breakdown of events, see the attachment below.
grade11to_build_a_final.docx
File Size:
12 kb
File Type:
docxDownload File
Week of 12/17 - 12/21
Midterm
Exams! We will be following a special schedule this week, and the end of the
week also marks the end of the semester, as well as the beginning of our break.
Awesome!
Week of 01/07 –
01/11
Monday
01/07
Welcome
back! We are beginning a new novel, The Grapes of Wrath, by John
Steinbeck.
We will begin with some biographical information about the
author, a discussion
about the dustbowl, and some in-class
reading.
Reading: Chapters 1-3 are DUE on Wednesday 01/09,
and
chapters 4-6 are DUE on Friday 01/11.
Tuesday
01/08
We continue our introduction to The Grapes of
Wrath with an
audio guide featuring commentary by speakers of various
backgrounds and
relationships to the author, including Eleanor Roosevelt,
established
writers, the author’s son, and Steinbeck himself. While listening to
the
audio guide, students will take extensive notes and present some of the
major points of the presentation at the closing of
class.
Wednesday
01/09
In groups,
students will read three related
non-fiction pieces: “Introduction to the
Novel,” “John Steinbeck, 1902-1968,”
and “Steinbeck and His Other
Works.”After completing the reading, each group
will be assigned on of the
three pieces, and will report out to the class on the
major salient points
of the piece.
Homework: Students will write an essay of no
less
than five paragraphs (it may be hand written if legible) describing a
book,
movie, song, or other creative work that taught them something about
a group
they do not belong to. This might be a different culture, race,
gender,
religion, social class, subculture, etc.). If the book successfully
changed
their perspective on this group, they should discuss at least three
ways their
perspective was changed. This work will be due Friday
01/11.
Thursday
01/10
In class we will
read an informational handout
about the WPA (the Work Projects
Administration), the government agency that
improved infrastructure and
supported the arts while alleviating joblessness in
the Great Depression.
After a brief discussion, students will work in small
groups to create
their own updated version of the WPA. They must decide: What
programs would
they fund? Where would the funding come from? What populations
would they
most target? Students will generate a poster advertising this
imagined
agency, and will report out to the class about its
activities.
Friday
01/11
We will hold a
Socratic dialogue on The
Grapes of Wrath chapters 1 – 6. All
students should come to class with an
opening question ready.
Reading for next week: Chapters 7 -9 will be DUE
on
Wednesday 01/16. Chapters 10 – 13 will be DUE on Friday
01/18.
Week of 01/14 – 01/18
Reading: Students should complete reading
in The Grapes of Wrath, chapters 7-9 by Wednesday and chapters 10-13 by
Friday.
Monday
01/14
Students will be introduced (or
hopefully re-introduced) to the concept of formal character analysis in
literature.
They will choose a character that
they relate to and find interesting. Then, in an essay of no less than five
paragraphs, they will address the following questions: What motivates this
character? How would you describe their sense of ethics or morality? How does
this character relate to those around him/her? To what social class does this
character belong? How do you know? Essays should cite the text and should use
MLA format. As always, we will use the Purdue Owl website as our reference for
MLA rules and usage.
This assignment
should be no less than five paragraphs, typed, double spaced, twelve point font,
Times New Roman. This assignment was originally scheduled for a due date of
Wednesday, but due to illness on the part of the instructor, it will be due
Friday.
Tuesday
01/15
Utilizing group work in class,
we will investigate point of view and narrator in fiction.
Wednesday
01/16
Instructor out sick. A quiz will
be administered over chapters 1-9.
Thursday
01/17
Instructor out sick. Students
will catch up on reading and prepare for a Socratic dialogue.
Friday
01/18
We will hold a Socratic dialogue
over chapters 1-10. Students who have not read through chapter 13 by this point
should prioritize catching up on their reading.
Week of 01/21 –
01/25
Monday
01/21
Happy Martin Luther King Jr.
Day! No school!
Tuesday
01/22
Reading: The Grapes of
Wrath, chapters 14-16 by Wednesday, chapters 17-19 by Friday.
Students will begin a web quest using the
Purdue University OWL (online writing lab) site. Using a template provided in
class, students will answer 20 questions that will help familiarize them with
this invaluable writing tool, and re-familiarize them with the MLA format. This
web quest worksheet is due Friday, 01/25.
Students will be working toward completion of
a research paper related to their reading of The Grapes of Wrath. Students will
generate a thesis based on political, social, or cultural issues that occurred
during the dust bowl/Great Depression period of the 1930’s in which the action
of the book takes place. Then, students will generate a five page, double spaced
paper using Times New Roman, twelve point font, adhering to the MLA format as
outlined on the Purdue OWL website. This paper will be DUE Friday 02/01/13, and
we will spend considerable time together in class working on this assignment.
Wednesday
01/23
In the computer lab, students
will go to the OWL site, this time focusing on research techniques and
practices. Utilizing this section of the site, students will record 20 valuable
tips for academic research and turn these in by Friday, 01/25.
Thursday
01/24
Today, students will begin their
actual research, and by the end of the class period should generate a thesis
that must be approved by the instructor. The research paper can now begin in
earnest!
Friday
01/25
Students will be administered a
quiz over their reading in The Grapes of Wrath (through chapter 19). This will
include several short answer questions and one 40 minute FRQ (free response
question – an essay length response).
Reading
for next week: Chapters 20 -21 by
Wednesday
Chapters
22 – 24 by Friday
Week of 01/28 – 2/01
Monday
01/28
Today we will discuss the art of
the outline, and students will use the OWL (online writing lab) website, along
with other resources, to locate three examples of formats for outlines and/or
directions for creating an outline. Upon completion of this exercise, individual
students will report their findings to the class. After discussion, students
will spend the remainder of the period generating an outline for their own
research papers, which will be DUE on Wednesday 01/30.
Tuesday
01/29
Having now generated a thesis
and at least partially generated an outline, students will us the OWL website,
other online resources, instructor support and peer advisory to conduct research
on their chosen topic. Their research results should be organized using the
template they have created for their outlines.
Wednesday 01/30
Outlines for research papers are due
today.
Students should now be ready (if they
have not already begun) to generate the body of the paper itself. They will be
presented with a number of examples of quality research papers on which to base
their own work.
Thursday
01/31
Students will work on their
research papers with assistance from the instructor and peers when necessary.
Friday
02/01
The research papers are DUE!
We will hold a Socratic dialogue over our
reading in The Grapes of Wrath (through chapter 24). All students
should bring an opening question.
Reading for
next week: Students should have finished the book by Wednesday 02/06.
Monday 02/04 – Friday
02/08
Monday
02/04
Today we introduce the
research/debate project. In this project, the class will be divided randomly
into six groups, representing the positive and negative side of three different
topics of debate. The topics to be addressed will be partially chosen by the
class members. Once groups are assigned, topics will be given, and each pair of
teams will have an opportunity to agree on which groups will take the positive
or negative position. If no agreement can be reached, the position will be
determined by a coin toss.
Once issues and
position have been established, each group must conduct its own research a
detailed presentation of their argument. Presentations will be delivered by both
sides, with each taking no more than 15 minutes (for a total of 30 minutes for
each issue on the table). After this period, the instructor and the audience
(consisting of the rest of the class) will have an opportunity to ask questions,
with each side delivering an answer after being given one minute to formulate a
response. When this question and answer period comes to an end, the winner of
the debate will be determined by audience vote. All presentations must include
the following:
-A Powerpoint presentation of
at least 10 slides or video that is
equivalent
-Oral presentation to be delivered
by EVERY member of the group
-Charts or other
visual aids that present relevant data
-A
written speech that will be used as the backbone of the oral presentation. This
speech should cite at least five sources, and should be configured using MLA
format. Each student should be responsible for contributing at least two double
spaced pages to the final paper, and each section should be clearly labeled
according to student author.
Please remember
that this is a persuasive endeavor, and you should make clear use of rhetorical
strategies, including but not limited to the rhetorical triangle (logos, pathos,
and ethos). Also, you’re style of presentation will be taken into account when
grades are assigned. You should speak clearly, transition from one aspect of
your presentation to the next smoothly, make eye contact with the audience, and
dress appropriately and professionally on the day of your presentation/debate.
Debates will take place Tuesday 02/12 – Thursday 02/14.
Today we will begin by viewing an
example of student-generated persuasive documentary film, discussing the
elements of a quality persuasive argument, forming groups and choosing debate
topics.
Tuesday
02/05
Students will work in the
computer lab to compile research material for their
presentations.
Wednesday
02/06
Students will work in the
computer lab to compile research material for their presentations.
Thursday
02/07
Today there will be a vocabulary
quiz (the vocabulary list will be posted on the course page – students will be
responsible for 20 terms and will be given 20 minutes to complete the
quiz) and an FRQ writing prompt based on our reading of The Grapes of
Wrath.
Friday
02/08
Students will work together in
class to complete their presentations. Please be prepared to show progress (for
a grade) on this day.
Below is a link to the
vocabulary list to be used for Thursday's quiz. You will be responsible for 20
items from the second half of the list (labled "terms"). There are 34 words, and
you will be given 20 of these to use in a sentence correctly or
define:
grade11vocablist2.docx
File Size:
12 kb
File Type:
docxDownload File
Week of 02/11 - 02/14
This will be a simple
and wonderful week. Monday and Tuesday will be the last day of in-class
preparation for the coming debates. Wednesday and Thursday will be given over to
DIscovery testing, a standardized test that provides vital data on student
performance and areas of growth.
Week of 02/19 – 02/22
Tuesday 02/19 – Thursday
02/21
Students groups will deliver
their long-awaited debates!
Friday
02/22
Students will be administered a
vocabulary quiz. You will be responsible for 20 items from the second half of
the list (labeled "terms"). There are 34 words, and you will be given 20 of
these to use in a sentence correctly or define. The remainder of class will be
used to review the concept of “ACE” (answer, cite, explain) that will be crucial
to your success on the SBA exams in March.
The vocabulary
list for the quiz can be found below:
grade11vocablist2.docx
File Size:
15 kb
File Type:
docxDownload File
Thank you all for an amazing
series of debates! You did a great job!
Week of 02/25 – 03/01
Reading: In Fast Food Nation, students should
read through page 28 by Wednesday and through page 57 by Friday.
Monday
02/25
Today we begin a new book,
Fast Food Nation, with a discussion on the origin of food, locally
sourced vs. transported food, the origins and effects of fast food, and the
eating habits of Americans. Books will be distributed and reading assignments
for the week will be clarified.
Tuesday
02/26
Instructor absent due to illness
– students had the opportunity to knock out some reading!
Wednesday
02/27
For the next two days, students
will use the computer lab to conduct research – they should supplement this work
with research at home as well. The objective is to create two menus: one will
showcase a variety of meals from fast food chains, while the other will offer
options for meals to be prepared at home. For each menu, students should list
the number of calories present in each meal, as well as the amount of fat,
sodium, and cholesterol. Each menu should feature a breakfast meal, lunch meal,
dinner meal, and at least one dessert. For the fast food menu, each meal should
represent a different fast food restaurant, and the name of the restaurant
should be included with each menu item.
This
assignment will require you to find health information on fast food restaurants
as well as information of recipes that can be made at home. You may need to
visit a variety of sources to find all of the relevant information.
Please present your menus on unlined paper
with illustrations to make them interesting and creative! The two menus will be
due on Friday 03/01.
Thursday 02/28
We will continue our work on the menu
project.
Friday
03/01
We will hold a Socratic dialogue
on our reading for the week. All students should arrive with an opening
question.
Week of 03/4 –
03/08
Reading: In Fast Food Nation we
will read the chapter titled
“Behind the Counter” by Wednesday and “Success”
by Friday.
Monday 03/04
We
start the week with an in-depth discussion of the rhetorical
strategies
employed by advertisers to influence the spending habits of
consumers.
Next, students will create an advertisement for an imagined product,
including a brand logo that allows for instant recognition of imagined company
and/or product. These advertisements will be due Wednesday 03/06.
Additionally,
students will be asked to bring in print media for the
purposes of analyzing the
advertisements therein.
Tuesday 03/05
Today we
will watch an example of an advertisement using a
visual pun. This concept
will be discussed in class, and then students will use
print media to
discover examples of the use of visual pun in advertising. In
small groups,
students will create collages that demonstrate different examples
of visual
puns in advertising. These collages will be due Friday
03/08.
Wednesday
03/06
Individual student “advertisements” are due
today. Additionally,
students will continue to work on collages
demonstrating examples of visual puns
in print media.
Thursday 03/07
The
instructor will be absent due to a school field trip.
Students will use
this time to complete their weekly reading assignment and/or
complete
their visual pun collage.
Friday
03/08
Student groups will present and explain their
visual pun
collages. Then, we will hold a Socratic dialogue over the week’s
reading.
Week of 03/11 –
03/15
This week we will primarily be engaged in test
preparation for
the SBA (Standards Based Assessment) exams to be held next
week. Students will
review a variety of questions, both multiple choice and
short answer, and will
refresh their understanding of test-taking
strategies.
We will also work in tandem with the AP History class,
using the
same readings this week. Students will read “Letter from
Birmingham Jail” by Dr.
Martin Luther King, Jr. and answer short questions
that delve into the
rhetorical strategies employed by Dr. King in this
famous document.
Additionally, they will read “Message to the Grass Roots”
by Malcolm X and
engage in a Socratic dialogue on this latter reading on
Friday 03/15. All
students should generate an opening question for “Message”
by Friday.
Week of 04/01 –
04/05
Monday
04/01
Students will finish their “anti-ad”
projects. In
these, they have identified a particular product or company,
and created a
“spoof” advertisement pointing out the inconsistencies or
hypocrisy inherent in
the rhetorical devices employed by the advertiser. In
small groups, they have
created visual images (using examples of visual
rhetoric, such as visual puns)
and each individual member of each group has
created a written text that serves
as a narration for their newly created
anti-advertisement. No more class time
will be given for this project, but
students may turn it in on Wednesday.
Tuesday
04/02
Today we delve deeper into the world of
rhetoric
in advertising. In small groups, students will begin to read
“Figures of
Rhetoric in Advertising Language.” This is a scholarly article
concerned with
the use of rhetoric in advertising. It uses exacting and
technical language, and
some students may find it hard to understand. For
this reason, they will read it
slowly in small groups as the instructor
circulates to check for understanding.
Wednesday
04/03
In small groups, students will continue their
reading from the previous day. The goal is to finish the article today.
Once
this is accomplished, groups will be called upon to explain individual
sections
of the article. We will go through the entire piece as a whole
group in this
manner.
Next, we will begin a project in
which students
will begin to identify written and visual rhetoric in
advertising. In the first
phase, students will work individually. The
instructor will supply examples of
advertising taken from print media. Each
student will choose separate
advertisements and generate a written analysis
of the rhetorical elements
employed in that advertisement, and their
intended purpose. Language and
terminology from the article “Figures of
Rhetoric in Advertising” should be
employed. Each written analysis should
be three-five paragraphs, and should
offer explicit and detailed examples
of visual and/or written rhetoric.
Anti-Advertisements
are DUE today.
Thursday
04/04
Students will continue working on their
rhetorical analysis of advertisements. If they should finish all three, they may
complete more for a higher grade.
During the second
half of class, students will
begin to report out on their analysis of
advertisements, presenting their work
to the class.
Friday
04/05
Presentations of rhetorical analysis of
advertisements continue today. Our examination of rhetoric in advertising will
continue after spring break. Enjoy your
break!
Week of
04/22-04/26
This week students will undertake a unit of
study in which they
will analyze song lyrics as well as create and perform
original songs of their
own. The deadlines for this project (which were
generated by students) are as
follows:
-Friday 04/26:
Lyrics analysis is
due
-Monday and Tuesday
(04/29-04/30): Presentation of lyrics
analysis
-Friday
05/03: Original songs due/presentations of original
songs
begin
-Monday 05/06: If necessary, song presentations will
be
completed today
The link below describes the unit
in detail.
griotlessonuniversal.pdf
File Size:
159 kb
File Type:
pdfDownload File
Monday
04/22
The music unit begins with a class discussion
of selected rap
lyrics.
Tuesday
04/23
Students work on music
project.
Wednesday
04/24
Students work on music
project.
Thursday
04/25
Students work on music
project.
Friday 04/26
Students work on music project. The lyrics
analysis portion of
the assignment is due.
Grade 10 English:
Below you will find a link to the Grade 10
English II course description.
grade_10_english_ii_course_description.docx
File Size:
23 kb
File Type:
docxDownload File
Week of Wed. 08/15 - Fri.
08/17
Thu. 08/16: Reading "Tselane and the
Giant" (textbook page 43) and Socratic dialogue handout are DUE. Student
notes based on the reading are DUE. Below you will find a link to the Socratic
dialogue handout:
socratic_seminars-directions.docx
File Size:
29 kb
File Type:
docxDownload File
Example notes for Socratic
seminar will be presented and discussed in class. Below you will find a link to
the example notes:
grade_10_english_iisocraticnotesexample.docx
File Size:
12 kb
File Type:
docxDownload File
Fri. 08/17: Socratic dialogue 1
in class! Expanded student notes (based on example notes) are DUE.
Week of
08/20-08/24
Monday 08/20:
Quiz: “Anansi’s Fishing Expedition”
and “Edju and the Two Friends.”
“Defining
Myth” handout will be distributed and gone over in class. The “myth planning
rubric ideas” section offers 11 questions that you should use to create your
myth. Part of your grade will be based on your addressing these questions. Some
of these questions may be irrelevant to your story, but you MUST address at
least five of these questions. One planning rubric per group will be turned in
with your final product.
Group Work: Students
will begin to develop their own myths, following the criteria described in the
handout and based on their own lives and communities. The final product of
this myth will be DUE Friday 08/24. Each student will be responsible for
creating at least two paragraphs in the myth, and these paragraphs will be
clearly labeled by the student who produces them. Each student will write their
own paragraphs (though of course discussing the story line with their group) and
the group will then cut and paste each individual’s paragraphs to produce a
finished product. For up to five additional points, each group may choose to
create a visual representation of their myth (a painting, drawing, comic, etc.)
Tuesday 08/21:
An
individual questionnaire will be distributed. These will be used to complete the
myth assignment, and will be turned in with the final product. Each group member
should complete one questionnaire.
Group Work:
Students will continue to develop their own myths, following the criteria
described in the handout and based on their own lives and communities. The
final product of this myth will be DUE Friday 08/24. Each student will be
responsible for creating at least two paragraphs in the myth, and these
paragraphs will be clearly labeled by the student who produces them. Each
student will write their own paragraphs (though of course discussing the story
line with their group) and the group will then cut and paste each individual’s
paragraphs to produce a finished product. For up to five additional points, each
group may choose to create a visual representation of their myth (a painting,
drawing, comic, etc.)
Wednesday 08/22:
Group
Work: Students will continue to develop their own myths, following the criteria
described in the handout and based on their own lives and communities. The
final product of this myth will be DUE Friday 08/24. Each student will be
responsible for creating at least two paragraphs in the myth, and these
paragraphs will be clearly labeled by the student who produces them. Each
student will write their own paragraphs (though of course discussing the story
line with their group) and the group will then cut and paste each individual’s
paragraphs to produce a finished product. For up to five additional points, each
group may choose to create a visual representation of their myth (a painting,
drawing, comic, etc.)
Thursday 08/23:
Group Work: Students will continue to
develop their own myth. This is the final day of class work, so students should
cut and assemble their individual paragraphs, as well as assemble their
individual questionnaires, their group organizational sheet, and their peer
editing work templates. ALL of this will be DUE the following day.
Friday 08/24:
Myth projects are DUE, including one
individual questionnaire per student and one planning rubric per group.
Completed myths will be shared with the class.
Below you will find a link to a peer
editing work template that will be used whenever students do peer editing in
class.
peer_editing_work_template.docx
File Size:
11 kb
File Type:
docxDownload File
Below you will find an individual myth
questionnaire that will be used this week in class.
grade_10mythidividualquestionnaire.docx
File Size:
12 kb
File Type:
docxDownload File
Below you will find a link to a handout:
"Defining Myth." This document will guide our work this week.
definingmyth.docx
File Size:
18 kb
File Type:
docxDownload File
Week of Monday 08/27 – Friday
08/31
Monday 08/27:
Myth Projects
DUE
Quiz: “The Dress That Sang” Group myth
projects are DUE today.
Group Work: In small
groups, students will discuss the important events of their lives and write down
three-four ideas for an autobiographical writing piece that exposes injustice,
was life changing, or taught a lesson they would like to share with others.
Homework: Read “Life of Benin” and write an
opening paragraph for your autobiographical piece.
Tuesday
08/28:
Peer
editing: Opening paragraphs will be peer edited and students will provide one
another with ideas for expanding/creating their autobiographic
pieces.
Wednesday
08/29:
Free response questions: “Life of Benin”
In-class work on autobiographical piece with
instructor support
Thursday 08/30:
Rough draft of autobiographical piece
DUE
Peer editing: autobiographical
piece
Students will generate an opening
question for a Socratic dialogue based on “Life of Benin.” An opening question
will be chosen at random for the discussion Friday.
Friday 08/31:
Socratic dialogue – “Life of Benin”
Autobiographical pieces with instructor edits
will be returned Tuesday 09/04/12
Homework: Read "Half a Day" on page 107 in the textbook.
Be prepared to demonstarte your understanding of this text on Tuesday, 09/04.
Below you will find a link to FRQ
(free response questions) completed in class on Wednesday,
08/29.
grade10frqlifeinbenin.docx
File Size:
11 kb
File Type:
docxDownload File
Week of 09/03/12 –
09/07/12
Monday
09/03
No school! Labor Day!
Tuesday
09/04
Quiz: “Half a Day” by Naguib
Mahfouz
Class Discussion: historical fiction
(including a reading on page 113)
Students
will help develop the parameters of a historical fiction
assignment
Homework: Read “Tribal Scars” pages
114-124
Wednesday
09/05
Student development of
historical fiction project
Thursday
09/06
Student work on historical
fiction project
Friday 09/07
Student work on historical fiction
project
Week of 09/10 -
09/14
The class will follow the
student-generated syllabus posted below
grade10historicalfiction09_06.docx
File Size:
27 kb
File Type:
docxDownload File
Week of 09/17 –
09/21
Monday
09/17
Introducing . . . “The Kite
Runner” by Khaled Hosseini. As we introduce ourselves to the culture and people
of Afghanistan, we will prepare to read this New York Times Best Seller!
Ethnic groups of Afghanistan: In small
groups, students will read facts concerning the eight major ethnic groups of
Afghanistan. Then, in the first person, each member of each group will report to
the class on some aspect of the group they are learning about. We report in the
first person in order to feel a connection to the group we are describing, and
to foster empathy for a culture that is quite different from our own. This
activity will include a brief discussion on the concept of empathy and
cross-cultural understanding.
Homework: Read
“The Kite Runner” chapters 1-4 (pages 1-34), DUE Friday 09/21.
Tuesday
09/18
Quiz Game! Using the information
from yesterday’s activity, students will compete in two groups to answer
questions about the ethnic groups of Afghanistan. Time is a factor, so study up!
Where is Afghanistan? Using a map of the area,
students will test their knowledge of the country and its surroundings by
attempting to locate and name a variety of key geographical locations. Once
prior knowledge is used as much as possible, we will use computers to find the
locations we do not already know. If maps are not finished in class, then the
remainder of the assignment will be considered homework, DUE
Wednesday 09/19.
Wednesday
09/19
Important terms: Students will
be given a list of fifteen terms that will be vital in understanding
Afghanistan, the book we are reading, and the lessons to come. First, in small
groups, they will attempt to define the terms themselves using prior knowledge.
Next, they will use dictionary and Internet sources to clarify their definitions
and compare the “official” definitions with their own ideas.
Thursday
09/20
Review of the Socratic dialogue
process: It’s been a while, so we will revisit the proper way to engage in
Socratic dialogue, and the kinds of questions that make for a quality and
Homework: Students will develop an opening question for the Socratic
dialogue on Friday.
Friday 09/21
Socratic dialogue: “The Kite Runner,”
chapters 1-4 (pages 1-34).
Notebook Check: Mr.
Ayers will pick up notebooks, and all work for the week (other than the map
activity) should be present in the notebook, along with all “Do Now” writing
prompts. ALL writing for this course should be in the form of complete
sentences, with correct grammar, spelling and syntax. This will play a factor in
your grade for the notebook check.
Week of Monday 09/24 – Friday
09/28
Question for the Week: What defines
who we are and what makes us similar and/or different from
others?
DUE DATES FOR THE
WEEK
-Rough draft: Perspective writing
assignment
Wednesday
09/26
-Final draft: Perspective
writing assignment
Friday
09/28
-Read chapters 5-8 (pages
35-100) in “The Kite Runner”
Friday
09/28
Monday
09/24:
In class, students will help
generate a writing assignment, based on our reading of “The Kite Runner” whose
primary focus is perspective. We will discuss the different aspects of a
person’s life that define their unique point of view, that which we might call a
“world view.” Then, we will create a writing assignment that illuminates these
experiences.
Tuesday
09/25:
Students will work on their
perspective writing projects in class. Some are working in groups, while others
will benefit from input from the
instructor.
Wednesday
09/26:
Students will peer edit one
another’s work on the perspective writing project.
Thursday 09/27:
Students will peer edit one another’s
work on the perspective writing
project.
Friday 09/28:
Socratic dialogue – “The Kite Runner”
pages 35 – 100. Students will generate an appropriate opening question, and one
of these opening questions will be used to begin and to guide our discussion.
Below you will find a
link to the student-generated (and teacher-typed) writing assignment for the
week.
grade10kiteperspective.docx
File Size:
11 kb
File Type:
docxDownload File
Week of 10/01 - 10/05 AND Week of 10/08 -
10/12
This two-week period will follow the lesson plan linked below.
Deadelines are listed on the lesson plan. PLEASE REFER TO THE LINK BELOW FROM
10/1 - 10/12:
grade10kiterunnertrial.docx
File Size:
13 kb
File Type:
docxDownload File
Week of Monday 10/15 – Friday
10/19
Monday
10/15
Students will close up their
preparations for “The Kite Runner” mock trial. We start tomorrow!
Tuesday
10/16
Mock trial! We will determine
the guilt or innocence of Amir, the protagonist of “The Kite Runner.” No matter
if you are the defendant, the defense, the prosecution, the judge, a member of
the jury, or a witness, come prepared to do your duty.
END OF QUARTER ONE
Wednesday
10/17
PSAT at IAIA! How’s that for
acronyms? Meet at ATC and then proceed to IAIA to ace the test and win yourself
some scholarship money.
Thursday
10/18
Much of the school (including
Mr. Ayers) will be gone on a trip. There will be an altered schedule.
Friday
10/19
Depending on how things proceed
on Tuesday, we will complete our mock trial. The verdict will be handed down . .
.
Week of Monday 10/22 – Friday 10/26
Deadlines:
-Reading through page 25 DUE
Wednesday 10/24
-Symbol writing assignment DUE
Wednesday 10/24
-Reading through page 58 DUE
Friday 10/26
-“Quick reaction” writing
assignment DUE Friday 10/26
-Socratic dialogue
through page 58 on Friday 10/26
Monday
10/22
We begin our reading of “The
Things They Carried” by Tim O’Brien with the following “Do Now” writing
prompt:
“If you are writing about a
serious and contentious topic, what advantages might there be to writing in the
form of fiction? What other advantages might there be to writing
non-fiction?”
We will then discuss
the differences between the two forms and spend some time discussing O’Brien’s
decision to render this startling and informative book on war through the lens
of fiction.
Homework: Reading of chapter one
(The Things They Carried – pages 1-26) is DUE Wednesday
10/24.
Tuesday
10/23
Do Now writing prompt: “Please
make a list of all the items you are carrying with you today (or at least, the
most important ones). What do these items say about you as a student and as an
individual?”
Group Work: In groups of three,
students will be assigned a particular character from chapter one. They will
then compile a list of things carried by that soldier, and what their symbolic
meaning might be. After 20 minutes of this work, each group will write their
list on the board, and as a class we will decide if anything about the list
needs to be altered. Finally, we will decide on one to three major symbols for
each character that seem particularly important.
Homework: Students will choose one character
from chapter one that they relate to, based on the symbols associated with that
character. They will then write two paragraphs – one describing the character
and why the student relates to him, and the other describing the symbols
associated with that
character.
Wednesday
10/24
Do Now writing prompt: “What is
figurative language? Please offer examples of figurative language in the book,
in other things you have read, and in your own writing.”
Introducing . . . synecdoche and metonymy . .
. two terms that will help us in our understanding of language in general and
this book specifically. After a brief discussion of these terms (accompanied by
a handout for each) students will work individually. They will choose five
standard items members of the platoon carry, and rename them using synecdoche
and metonymy. We will share the results with the class and turn in the resulting
work.
Below are links to the handouts you will
need:
http://rhetoric.byu.edu/figures/M/metonymy.htm
http://rhetoric.byu.edu/figures/S/synecdoche.htm
Now,
we will briefly review metaphor and simile. Working in pairs, students will
answer the question, “How do members of the platoon use simile and metaphor to
describe particularly dangerous situations, or even death?”
Homework: In a “quick reaction” writing
assignment of no less than three paragraphs, students will respond to the use of
figurative language in chapter one of “The Things They Carried.” Students will
choose one example of figurative language from chapter one and answer the
questions, “What about the description or use of figurative language caught your
attention? How did this use of figurative language contribute to your experience
as a reader? This assignment is DUE Friday
10/26.
Reading through page 25 is DUE
today. Two paragraph “symbol writing assignment” assigned on Tuesday is DUE
today.
Thursday
10/25
Students will peer edit the
“quick reaction” writing assignment and then develop a revised draft. Both
drafts and peer edits will be DUE Friday 10/26.
Students should develop an opening question
for the Socratic dialogue on Friday 10/26.
Friday 10/26
Students will engage in a Socratic
dialogue on “The Things They Carried” through page 58. Each student should
arrive with an opening question and be prepared to participate in the dialogue.
Homework: Reading through page 81 is DUE
Wednesday 10/31.
“Quick reaction”
writing assignment is DUE today. Reading through page 58 is DUE
today.
Week of Monday 10/29 – Friday 11/02
Monday
10/29
Parent/Teacher conferences mean
. . . no school!
Tuesday
10/30
In “How to Tell a True War
Story,” Tim O’Brien writes:
“In any war story,
but especially a true one, it’s difficult to separate what
happened
from what seemed to happen. What seems
to happen becomes its own happening
and has to
be told that way. The angles of vision are skewed.… The pictures
get
jumbled; you tend to miss a lot. And then
afterward, when you go to tell about it,
there
is always that surreal seemingness, which makes the story seem untrue,
but
which in fact represents the hard and exact
truth as it seemed.” (Pages 67-68)
One
definition for the word surreal is: having the disorienting, hallucinatory
quality of a dream; unreal; fantastic.
In the
next exercise, we will find an instance where O’Brien’s writing reflects the
surreal
nature of war and write a short essay
on how he achieves this effect. What kinds
of
truths can surrealism reveal? In other words, how does this dreamlike, unreal
quality help the author reach the truth about his experience in war?
Your essays should be a minimum of five
paragraphs in length. The rough draft may be hand-written, but MUST be double
spaced. Work that is not double spaced will be returned to its creator. The
final draft should be typed, 12 point font, Times New Roman, and double spaced.
In pairs, students will search the text to
find examples of the surreal in the text, and to help one another develop ideas
for their essay. By the end of the period, you should have a list of at least
five examples of scenes or moments in the book that embody the surreal. This
list will be the basis of your essay, and will be turned in with the final
draft.
Rough drafts of this essay will be DUE
Wednesday 10/31.
For Friday: Read “The
Dentist” and “Sweetheart of the Song Tra Bong” (pages 81-110).
Wednesday
10/31
Reading through page 81 is DUE
today.
Students will peer edit their work with
at least two different peer editing partners. These peer editing sheets will be
turned in with the final draft.
Thursday
11/01
Students will be given time in
class to work on their essays, utilizing comments from peer editing, and
accessing the instructor as a source of ideas, support and improvement.
Friday 11/02
Reading through page 110 is
DUE today.
Students will arrive in
class with an opening question, and we will hold a student-lead Socratic
dialogue on the reading thus far.
Essays, including your original list
of five examples of the surreal, a rough draft, two peer editing sheets, and a
final draft are DUE today.
For
Wednesday 10/07: Read pages 111-130.
Week of 11/05 –
11/09
Monday
Introduction to rhetorical analysis:
We will explore the meaning and method of rhetorical analysis in literature.
Using a worksheet provided, in small groups, you will analyze the chapters
“Church” and “The Man I Killed.” When we are finished with our group work we
will share out as an entire class.
For
Wednesday: Read through page 130.
For Friday:
Read through page 148.
Tuesday
Election Day! No school!
Wednesday
Reading through page 130 is DUE.
Using the same rhetorical analysis techniques
we introduced on Monday, we will repeat the process with the chapters “Ambush”
and “Style.”
Thursday
In class, you will respond to a
writing prompt based on one of the chapters we have read in “The Things They
Carried,” generating a complete essay response in the span of one class period!
Friday
We will hold a Socratic dialogue on
the chapter “Speaking of Courage” (page 131 – 148).
Below you will find the FRQ (Free Response Question) writing prompt we
will use in class on Thursday 11/08.
grade10frq1.docx
File Size:
10 kb
File Type:
docxDownload File
Week of 11/12 –
11/16
Monday
11/12
In class you will work
individually on completing rhetorical analysis worksheets for the chapters
“Notes” and “In the Field” (pages 149-170). Prior to student completion of this
work, you will be provided with an example template from a previous chapter,
provided by the instructor. Once you have finished your individual work, we will
share our findings as a class.
Tuesday
11/13
FRQ (Free Response Question)
number two! You will be provided with a supplementary document that addresses
Vietnam War era happenings, and will use this document, along with a writing
prompt, to produce a complete essay in one class period.
Homework: Students should arrive on Wednesday
with an opening question for use in our Socratic dialogue.
Wednesday 11/14
There will be a Socratic dialogue on
the chapters “Notes” and “In the Field” (pages 149-170) today!
Thursday
11/15
Standardized short cycle
assessments today. Please bring a book in case you finish early!
Friday 11/16
Standardized short cycle assessments
today. Please bring a book in case you finish early!
Below you will find
links to the FRQ and the article associated with it for Tuesday
11/13.
grade10kentstatefrq.docx
File Size:
10 kb
File Type:
docxDownload File
http://www.nytimes.com/learning/general/onthisday/big/0504.html
Week of 11/19 - 11/23
Students
are reading “The Things They Carried” by Tim O’Brien. They need to finish the
book by the end of Thanksgiving break. That’s it! Read!
Happy Break!
Week of 11/26 - 11/30
The plan for this
week is encompassed in the two assignment links below:
grade10visualessay.docx
File Size:
11 kb
File Type:
docxDownload File
grade10thingsfinalessay.docx
File Size:
13 kb
File Type:
docxDownload File
Please remember that ALL work that
includes citations should use MLA format. Below you will find a link to the
website this course uses for MLA format:
http://owl.english.purdue.edu/owl/resource/747/01/
Week of 12/03 –
12/07
This week will be entirely devoted to
grammar work, based on the results of your Discovery standardized test. Students
will be provided with test booklets and a copy of their score report, which
tells them which specific questions they missed on the test. Next, students will
be provided with a grammar and composition handbook, which they will use to
drill grammar skills for the remainder of the year. Additionally, each student
will be paired with a “grammar buddy” (or “language mechanics ally” for those of
you who want to appear more mature). These pairs will work together through
quarter three on all grammar lessons. For this week, each student will be
responsible for five grammar lessons of their choice per day, with ten due on
Wednesday and ten due on Friday. Students will use their test data to determine
which lessons to prioritize and they will also use simple self knowledge to
choose the grammar lessons they most urgently need to practice. Additionally,
there will be a Socratic dialogue on Friday based on a handout given in class,
and all students should generate an opening question.
Monday
12/03
We will work on grammar drilling
with grammar buddy.
Tuesday
12/04
Discovery test data will be
distributed to students. You will go over this data with your grammar buddy to
determine WHY you missed the items you did and HOW to get a correct answer next
time. You will also use this data to identify areas of potential growth and to
choose the lessons you would like to complete in the grammar and composition
handbook.
Wednesday
12/05
We will work on grammar drilling
with grammar buddy.
Thursday 12/06
We will work on grammar drilling with
grammar buddy.
Friday
12/07
We will hold a Socratic dialogue
on the in-class handout. Bring an opening question!
Week of 12/10 - 12/14
This week, students
will develop their own midterm exam, prepare for it, study it, and pass it. For
a description of the project and a day-by-day breakdown of events, see the
attachment below.
grade10to_build_a_final.docx
File Size:
13 kb
File Type:
docxDownload File
Week of 12/17 - 12/21
Midterm Exams! We
will be following a special schedule this week, and the end of the week also
marks the end of the semester, as well as the beginning of our break. Awesome!
Week of 01/07 –
01/11
Monday
01/07
Welcome back! We are beginning a new novel,
Siddhartha,
by Herman Hesse. We will begin by discussion the author, the
cultural
background of the piece, and doing a bit of in-class
reading.
Reading: Sections 1 -3 will be due on Wednesday
01/09, and sections 4 – 6 will be due on Friday
01/11.
Tuesday
01/08
Today we begin a
multi-faceted project that
investigates the function of religion in
everyday life, a theme that is strong
in the novel. Please see the
assignment description for details.
Wednesday
01/09
The religion project continues.
Thursday
01/10
The religion project concludes; student groups
will
present their posters and describe their invented society and
religion.
Friday
01/11
The individual
essay portion of the religion
project is DUE today.
We
will hold a Socratic dialogue on Siddhartha,
sections 1 – 6 today. All
students should arrive with an opening question ready.
Reading for
next week: Sections 7 – 9 will be DUE
on Wednesday 01/16. We will complete
the book by Friday 01/18.
Below
you will find a link to the assignment sheet handed out in calss on
Tuesday.
siddharthanewreligionproject.docx
File Size:
15 kb
File Type:
docxDownload File
Week of 01/14 –
01/18
Reading: Students should complete
reading in Siddhartha, including the sections “Samsara,”
“By the
River,” and “The Ferryman” by Wednesday and completing the book by Friday.
Monday
01/14
Students will read a news
article detailing the mass conversion of Hindus of the “untouchable” caste to
Buddhism in order to avoid the stigma of their place in the enduring (though
officially outlawed) caste system. Students should analyze the rhetorical
devices employed by the author, and should agree with, disagree with, or qualify
the opinions and ideas expressed by the author. Essays should cite the text and
should use MLA format. As always, we will use the Purdue Owl website as our
reference for MLA rules and usage.
This
assignment should be no less than five paragraphs, typed, double spaced, twelve
point font, Times New Roman. This assignment was originally scheduled for a due
date of Wednesday, but due to illness on the part of the instructor, it will be
due Friday.
Tuesday
01/15
Utilizing group work in class,
we will investigate point of view and narrator in fiction.
Wednesday
01/16
Instructor out sick. A quiz will
be administered reading through the section “The Ferryman.”
Thursday
01/17
Instructor out sick. Students
will catch up on reading and prepare for a Socratic dialogue.
Friday
01/18
We will hold a Socratic dialogue
over Siddhartha, up to and including the section “The Ferryman.”
Week of 01/21 –
01/25
Monday
01/21
Happy Martin Luther King Jr.
Day! No school!
Tuesday
01/22
Reading: Students who have not
finished reading Siddhartha by Herman Hesse should do so as soon as
possible.
Students will begin a web quest
using the Purdue University OWL (online writing lab) site. Using a template
provided in class, students will answer 15 questions that will help familiarize
them with this invaluable writing tool, and re-familiarize them with the MLA
format. This web quest worksheet is due Friday, 01/25.
Students will be working toward completion of
a research paper related to their reading of Siddhartha. Students will
generate a thesis based on political, social, or cultural issues that occurred
in classical India where the action of the book takes place. Students may relate
the setting and action of the book to the reality of life in ancient India, to
contemporary Indian society, and/or to contemporary life in the United States.
Religion, class structure, and social norms are all likely places to begin.
Then, students will generate a three page, double spaced paper using Times New
Roman, twelve point font, adhering to the MLA format as outlined on the Purdue
OWL website. This paper will be DUE Friday 02/01/13, and we will spend
considerable time together in class working on this assignment.
Wednesday
01/23
In the computer lab, students
will go to the OWL site, this time focusing on research techniques and
practices. Utilizing this section of the site, students will record 10 valuable
tips for academic research and turn these in by Friday, 01/25.
Thursday
01/24
Today, students will begin their
actual research, and by the end of the class period should generate a thesis
that must be approved by the instructor. The research paper can now begin in
earnest!
Friday
01/25
Students will be administered a
quiz over their reading of Siddhartha in its entirety. This will
include several short answer questions and one 40 minute FRQ (free response
question – an essay length response).
Week of 01/28 – 2/01
Monday
01/28
Today we will discuss the art of
the outline, and students will use the OWL (online writing lab) website, along
with other resources, to locate three examples of formats for outlines and/or
directions for creating an outline. Upon completion of this exercise, individual
students will report their findings to the class. After discussion, students
will spend the remainder of the period generating an outline for their own
research papers, which will be DUE on Wednesday 01/30.
Tuesday
01/29
Having now generated a thesis
and at least partially generated an outline, students will us the OWL website,
other online resources, instructor support and peer advisory to conduct research
on their chosen topic. Their research results should be organized using the
template they have created for their outlines.
Wednesday 01/30
Outlines for research papers are due
today.
There will be a test over
Siddhartha, covering the entire book, on Friday. Study guides for
Friday’s test will be distributed today.
Students should now be ready (if they have not
already begun) to generate the body of the paper itself. They will be presented
with a number of examples of quality research papers on which to base their own
work.
Thursday
01/31
Students will work on their
research papers with assistance from the instructor and peers when necessary.
Friday
02/01
The research papers are DUE!
There will be a multiple choice test over
Siddhartha, covering the entire book. Make sure you have done your
review!
Monday 02/04 – Friday
02/08
Monday
02/04
Today we introduce the
research/debate project. In this project, the class will be divided randomly
into six groups, representing the positive and negative side of three different
topics of debate. The topics to be addressed will be partially chosen by the
class members. Once groups are assigned, topics will be given, and each pair of
teams will have an opportunity to agree on which groups will take the positive
or negative position. If no agreement can be reached, the position will be
determined by a coin toss.
Once issues and
position have been established, each group must conduct its own research a
detailed presentation of their argument. Presentations will be delivered by both
sides, with each taking no more than 15 minutes (for a total of 30 minutes for
each issue on the table). After this period, the instructor and the audience
(consisting of the rest of the class) will have an opportunity to ask questions,
with each side delivering an answer after being given one minute to formulate a
response. When this question and answer period comes to an end, the winner of
the debate will be determined by audience vote. All presentations must include
the following:
-A Powerpoint presentation of
at least 10 slides or video that is
equivalent
-Oral presentation to be delivered
by EVERY member of the group
-Charts or other
visual aids that present relevant data
-A
written speech that will be used as the backbone of the oral presentation. This
speech should cite at least five sources, and should be configured using MLA
format. Each student should be responsible for contributing at least two double
spaced pages to the final paper, and each section should be clearly labeled
according to student author.
Please remember
that this is a persuasive endeavor, and you should make clear use of rhetorical
strategies, including but not limited to the rhetorical triangle (logos, pathos,
and ethos). Also, you’re style of presentation will be taken into account when
grades are assigned. You should speak clearly, transition from one aspect of
your presentation to the next smoothly, make eye contact with the audience, and
dress appropriately and professionally on the day of your presentation/debate.
Debates will take place Tuesday 02/12 – Thursday 02/14.
Today we will begin by viewing an
example of student-generated persuasive documentary film, discussing the
elements of a quality persuasive argument, forming groups and choosing debate
topics.
Tuesday
02/05
Students will work in the
computer lab to compile research material for their
presentations.
Wednesday
02/06
Students will work in the
computer lab to compile research material for their presentations.
Thursday
02/07
Today there will be a vocabulary
quiz (the vocabulary list will be posted on the course page – students will be
responsible for 20 terms out of the 24 listed and will be given 20 minutes to
complete the quiz). The remainder of the class will be spent working on
presentations.
Friday
02/08
Students will work together in
class to complete their presentations. Please be prepared to show progress (for
a grade) on this day.
Below you will find a
link to the vocabulary list to be used for Thursday's quiz:
grade10vocablist2.docx
File Size:
12 kb
File Type:
docxDownload File
Week of 02/11 - 02/14
This will be a simple
and wonderful week. Monday and Tuesday will be the last day of in-class
preparation for the coming debates. Wednesday and Thursday will be given over to
DIscovery testing, a standardized test that provides vital data on student
performance and areas of growth.
Week of 02/19 – 02/22
Tuesday 02/19 – Thursday
02/21
Students groups will deliver
their long-awaited debates!
Friday
02/22
Today there will be a vocabulary
quiz (the vocabulary list will be posted on the course page – students will be
responsible for 20 terms out of the 24 listed and will be given 20 minutes to
complete the quiz).The remainder of class will be used to review the
concept of “ACE” (answer, cite, explain) that will be crucial to your success on
the SBA exams in March.
The vocabulary list to be used in
preparation for the quiz can be found below:
grade10vocablist2.docx
File Size:
12 kb
File Type:
docxDownload File
Thank you all for doing an amazing job on your
debates! It was awesome!
Reading:
Students should read the introduction, historical context section, and chapters
one and two by Wednesday 02/27. They should read chapters three and four by
Friday 03/01.
Monday
02/25
Today we introduced a new book:
The Good Earth by Pearl S. Buck. We will open our reading with a class
discussion on one of the major themes of the book – the personal relationships
individuals have with the land, and how human relationships with the land
overall have changed over time.
Tuesday
Instructor absent due to illness –
students had a chance to knock out some reading!
Wednesday
Students will work on a rough draft
of the following writing assignment:
Interview
one parent or other adult concerning his or her relationship with the land, in
terms of farming and/or the natural world in general. We will generate questions
in class as a whole group. Then, answer the same questions yourself. Finally,
use this data to produce a compare and contrast essay, demonstrating the ways in
which your own relationship with the land and the natural world are similar
and/or different from your adult interviewee. The rough draft may be
hand-written, but should be double spaced and legible. If your handwriting is
not legible, type the rough draft. Rough drafts will be peer edited in class,
and final drafts (due Friday) will be five paragraphs, double spaced, Times New
Roman, 12 point font.
Thursday
In class we will peer edit with two
partners. Then, students will report out on some of their perceived similarities
and differences with their interviewees.
Friday
Final drafts of essays are due today.
We will hold a Socratic dialogue over the reading thus far, and all students
should arrive with an opening question.
Week of 03/04 – 03/08
Reading: Students will read chapters
5-6 by Wednesday and
chapters 7-8 by Friday.
Monday 03/04
We will begin with a discussion of historical and
cultural
context as it pertains to the understanding of literature,
specifically in our
case, “The Good Earth,” a book that takes place in both
a time and a
geographical location that is unfamiliar to most students in
our class. A
historical timeline at the opening of the novel offers clues
to the significant
political and cultural events that shaped life in China
in the late nineteenth
to early/mid-twentieth centuries. Each student will
choose a significant
historical event from the timeline, and will conduct
research on this event.
Time will be scheduled in the computer lab for this
purpose. Students will
generate a poster that uses visual images (either
personally rendered or taken
from Internet or print sources) to describe
the event they have chosen to
research. The posters may also include
written language, but the focus here is
to create a “story” using primarily
visual images. Each student will create a
“visual history” of their chosen
event, and will present it to the class along
with an explanation. These
projects will be due on Wednesday, 03/06.
Tuesday 03/05
Students will have class time to complete their
“visual history”
projects. Then, each student will create a fictional
“newspaper report”on the
historical event they have chosen. In these
reports, students will imagine that
they are writing during the time period
they are covering, as if reporting in
real time on their chosen event.
These pieces should be written in a
journalistic style, with simple
language, a wealth of facts, and an objective
style. These pieces
should be short (three-five paragraphs) and may be hand
written
(though they must be double spaced). This assignment is due Wednesday
03/06.
Wednesday
03/06
Students will present their visual history
posters to the class
and read their newspaper reports as well.
Thursday 03/07
The
instructor will be absent due to a school trip. Students may
use this time
to complete their assigned reading and to prepare for a Socratic
dialogue
on Friday. All students should produce an opening question for the
dialogue.
Friday
03/08
We will hold a Socratic dialogue on the
reading for the week.
Grade 10 English
II
Week of 03/11 – 03/15
This
week we will primarily be engaged in test preparation for
the SBA
(Standards Based Assessment) exams to be held next week. Students will
review a variety of questions, both multiple choice and short answer, and will
refresh their understanding of test-taking strategies.
Besides
test preparation, students should read through chapter
nine in “The Good
Earth” and create an opening question for a Socratic dialogue
on Friday
03/15.
grade10bodybiography.docx
File Size:
15 kb
File Type:
docxDownload File
Week of 04/01 –
04/05
Monday
04/01
Students will complete their “body biography”
projects based on their reading of The Good Earth. Please see the
link above for a complete description of the project. This is the
last
day for class work on this project, but students may turn them in
Wednesday.
Tuesday
04/02
Today we begin a short “flash fiction” unit.
Flash fiction can be described as “very short” short stories. They may be from
500 to around 1000 words. Though very short, a good piece of flash fiction is
difficult to create because it must contain all the elements of a complete
story. Characters (with character development), plot progression, conflict, and
at least partialresolution must all be present in one of these
works.
In class, we will read several examples of flash fiction to
analyze their purpose and the literary devices employed to achieve them. Once
this is done, students will be asked to create their own piece of flash fiction
for Wednesday. They may be hand-written, but they must be double
spaced.
Wednesday 04/03
Today
students will peer edit their works of flash fiction using a peer editing work
template. Students will share their work with at least three of their peers.
If time allows, we will read and analyze further examples
of
quality flash fiction.
Thursday
04/04
Today, we will read and analyze further
examples of quality flash fiction.
Friday 04/05
Students will turn in complete final drafts of
flash fiction. They should be typed, double spaced, Times New Roman, 12 point
font. Students should turn in their rough drafts and peer editing work sheets
along with their final drafts.
We will have a writer’s café
in which students will read their flash fiction aloud. Please feel free to bring
snacks and drinks. Happy spring break!
Week of
04/22-04/26
This week students will undertake a unit of
study in which they
will analyze song lyrics as well as create and perform
original songs of their
own. The deadlines for this project (which were
generated by students) are as
follows:
-Friday 04/26:
Lyrics analysis is
due
-Monday and Tuesday
(04/29-04/30): Presentation of lyrics
analysis
-Friday
05/03: Original songs due/presentations of original
songs
begin
-Monday 05/06: If necessary, song presentations will
be
completed today
The link below describes the unit
in detail.
griotlessonuniversal.pdf
File Size:
159 kb
File Type:
pdfDownload File
Monday
04/22
The music unit begins with a class discussion
of selected rap
lyrics.
Tuesday
04/23
Students work on music
project.
Wednesday
04/24
Students work on music
project.
Thursday
04/25
Students work on music
project.
Friday 04/26
Students work on music project. The lyrics
analysis portion of
the assignment is due.
Course pages from the 2012-2013 school year:
AP Language and Composition
Below, you will find a link to the course syllabus for AP Language and
Composition.
ayersapfinalsyllabus.pdf
File Size:
286 kb
File Type:
pdfDownload File
Week of Wed. 08/15 - Fri.
08/17
Thur. 08/16: Reading from the Norton
Reader, "An Album of Styles," "No Man is an Island" and "A Farewell to Arms"
excerpt (all from a handout), and Socratic dialogue handout are
DUE. Notes based on readings are DUE. Below you will find a link to the Socratic
dialogue handout:
socratic_seminars-directions.docx
File Size:
29 kb
File Type:
docxDownload File
Example notes for the above
readings will be presented in class Thursday. Students will expand their notes,
based on the information presented in class. Below you will find a link to the
example notes:
ap_language_and_compositionsocraticexamplenotes.docx
File Size:
33 kb
File Type:
docxDownload File
Fri. 08/17: Expanded student
notes, based on example notes, are DUE. Socratic seminar 1 in class!
Students
and Parents!!! If at all possible, please purchase a copy of "5 Steps to a
5 - Writing the AP English Essay" by Barbara L. Murphy and Estelle Rankin. If
you cannot, that is fine, but if you can afford this expense, it will be very
helpful!!!
Week of 08/20 –
08/24
Monday 08/20:
Pages 1-15 “5 Steps to a 5” DUE. Read
and discuss “Beer Can” by John Updike (p. 607). How would you describe the
writing style? The purpose of the piece?
Group
Work: Choose a topic and develop a long paragraph (at least 10 sentences) that
emulates the style and purpose of “Beer Can.” Notes will stay in your class
notebook, and one final copy will be turned in with the names of all group
members.
Homework: Read the remainder of the
pieces in “An Album of Styles” and answer the questions on pages 337-338. These
answers should be clearly labeled, dated, and kept in your notebook.
Tuesday 08/21:
Questions on “An Album of
Styles” DUE.
Group Work: Students will work in
groups to complete their paragraph based on the style and purpose of “Beer Can.”
At least one member of the group must type the paragraph (Microsoft Word, 12
point font, Times New Roman, double spaced, with names of every group member).
This electronic copy should be e-mailed to Mr. Ayers at: [email protected]. This will be DUE the following
day.
Wednesday 08/22:
“Beer Can” based paragraph DUE.
Teacher and students will review examples of student work in class.
Students will then choose a different piece
from “An Album of Styles” to emulate for a paragraph of their own. Additionally,
students will provide a separate paragraph that describes the style and purpose
of the piece they are emulating. A rough draft will be DUE the following day.
Students will produce one paragraph describing the piece they have chosen, as
well as its style and purpose. They will then produce a paragraph of no less
than 10 sentences that emulates that style and purpose. This work will be typed
and will follow the basic guidelines (Microsoft Word, 12 point font, Times New
Roman, double spaced), as will all non-notebook assignments in this class.
Thursday
08/23:
Each student will choose a
piece from “An Album of Styles” and develop an opening question based on it for
a Socratic dialogue. Then, a student will be chosen at random to provide the
piece and opening question for a Socratic dialogue to take place the next day.
The remainder of the class period will be used
for peer editing of paragraph rough drafts (after an explanation of peer
editing). Final drafts will be DUE Friday 08/24.
Friday 08/24:
Two paragraphs (style emulation
assignment) DUE.
Socratic seminar (led by the
student who produced the opening question) will take the remainder of the
period.
“5 Steps to a 5” pages 19-26 will
be distributed, and will be DUE Monday 08/27.
Below you will find a link to a peer
editing work template that will be used whenever students do peer editing in
class.
peer_editing_work_template.docx
File Size:
11 kb
File Type:
docxDownload File
Week of Monday 08/27 – Friday
08/31
Monday 08/27:
Rough and final drafts of “Beer Can”
based GROUP writing assignment DUE today.
In
class peer editing of “Beer Can” based individual writing assignments (see last
week for assignment details). Both rough and final drafts will be DUE tomorrow.
We will review the descriptive essay handout, assignment, and rubric.
Homework: Review descriptive essay handout and
read “The Serpents of Paradise” by Edward Abbey (Norton Reader). Write the
opening paragraph for your descriptive essay (see handout for assignment
details).
Tuesday 08/28:
Rough and final drafts of individual
“Beer Can” based writing assignment DUE today (see last week for assignment
details).
Peer editing: Opening paragraphs
will be peer edited and students will provide one another with ideas for
expanding/creating their essays.
Wednesday 08/29:
AP timed writing assignment.
Thursday
08/30:
Rough
draft of descriptive essay is DUE today.
Peer
editing: descriptive essay. Rough draft essays, along with all peer editing
notes and all preparatory writing DUE today. Students will then generate an
opening question for a Socratic dialogue based on “The Serpents of Paradise.” An
opening question will be chosen at random for the discussion Friday.
Friday
08/31:
Socratic
dialogue – “The Serpents of Paradise.”
Rough
drafts of descriptive essays returned with instructor edits (peer editing
materials will also be returned).
Second draft
of descriptive essay DUE Tuesday 09/04/12 (with all peer editing materials,
rough draft, and all preparatory writing).
Below you will find a link to the FRQ
(free response question) that was used as a timed writing prompt in class
Wednesday, 08/29. Students were given 40 minute to complete an essay based on
this prompt.
apfrq1.docx
File Size:
10 kb
File Type:
docxDownload File
Homework: Locate an article from a credible news source
(ask instructor for clarification if needed) about environmental concerns. This
could be a local, national, or gloabal issue. Pollution, environmental change,
and species endangerment are all valid issues, but you may define one for
yourself as well. Print the article and write a paragraph defining its thesis
and either agreeing or disagreeing with this thesis. Provide clear, rational
reasons for your position. This is DUE Tuesday, 09/04.
Week of 09/03/12 –
09/07/12
Monday
09/03/12
No School! Labor
Day!
Tuesday
09/04/12
Second draft of
descriptive essay (with all peer editing materials, rough draft, and all
preparatory writing) DUE
Class discussion of
proper FRQ response
Wednesday
09/05
School-wide fiestas
presentation – class interrupted
Thursday 09/06
FRQ (free
response question): Students will read “A Wind-Storm in the Forests” and respond
to the following free response question.
Both “The Serpents of Paradise” and “A Wind-Storm in the Forests” employ highly
descriptive language and both take the natural world as their subject matter.
However, there are significant differences in both style and purpose between the
two pieces. Please describe the similarities and/or differences in style and
purpose in these two pieces.
Students
will generate an opening question for Socratic dialogue – question to be chosen
at random
Friday
09/07
Socratic dialogue, “A
Wind-Storm in the Forests” by John
Muir
Week of 09/10/12 –
09/14/12
Texts/Assignments for the week: Three examples of student
descriptive essays (anonymous); “5 Steps to a 5” pages 27 – 38; This Side of
Paradise by F. Scott Fitzgerald pages 1-26
Monday
09/10
Discussion of AP Language essay rubric
Distribution of student example essay – in pairs, students will read the
example essay, agree on a score using the AP Language rubric and report their
findings to the class citing specific evidence from the text to back up
their decision
Tuesday 09/11
Distribution
of student example essay – in pairs, students will read the example essay, agree
on a score using the AP Language rubric and report their findings to the class
citing specific evidence from the text to back up their decision
Wednesday 09/12
FRQ timed writing
“5 Steps to a 5” pages 27 – 38 DUE (keep in binder – binders will be
picked up)
Thursday 09/13
Distribution of
student example essay – in pairs, students will read the example essay, agree on
a score using the AP Language rubric and report their findings to the class
citing specific evidence from the text to back up their decision
Students will generate an opening question for Socratic dialogue,
to be chosen at random
Friday 09/14
Socratic
dialogue, This Side of Paradise, pages 1 – 26
Week of 09/17 –
09/21
Monday 09/17:
The class will discuss the grade
given (using the AP scale 1-9) to an anonymous student descriptive essay written
in our class (distributed last week).
The
third and final student essay will be distributed for editing and analysis.
Homework: Anonymous student essay with
student edits and specific reasoning and comments is DUE Wednesday
09/19.
Tuesday 09/18:
Students will complete an in-class
FRQ (free response question) taken from the 2012 released AP
Exam.
Wednesday 09/19:
Class will review previously graded
student responses to the FRQ completed on Tuesday (released by the College
Board) to determine the score (1-9) they believe it earned and compare their own
ideas to the actual score the work
received.
Thursday 09/20:
Class will review previously graded
student responses to the FRQ completed on Tuesday (released by the College
Board) to determine the score (1-9) they believe it earned and compare their own
ideas to the actual score the work received.
Homework: Student will prepare an opening
question for Friday’s Socratic
dialogue.
Friday 09/21:
Socratic dialogue – “This Side of
Paradise” pages 27-66.
Homework: “5 Steps to a
5” pages 39 – 50 DUE Wednesday 09/26.
Week of Monday 09/24 – Friday
09/28
DUE DATES FOR THE
WEEK
-Analysis of nine AP essays
(edits, notes, and rating of essays 1-9 on the AP grading
scale)
WEDNESDAY
09/26
-Quiz – first 20 AP vocabulary
terms (distributed in class Monday 09/24). Students must be able to use the
first 20 vocabulary terms correctly in a sentence that reveals understanding of
the word.
WEDNESDAY
09/26
-“5 Steps to a 5” pages 51-59
(distributed in class Monday 09/24)
FRIDAY
09/28
-“This Side of Paradise”
Socratic dialogue pages 67-115
FRIDAY
09/28
Monday
09/24:
In groups, students will complete their analysis of nine AP
essays, based on an FRQ prompt they themselves have completed. The entire class
period will be given to this work. Completed written work will be due on
Wednesday.
Tuesday 09/25:
As a
whole class, we will discuss or (inevitably different) results in terms of
rating and analyzing the example AP essays. We are seeking to understand the way
in which our own work will be analyzed and graded on the AP Exam.
Wednesday
09/26:
Quiz – Students will use the first 20 vocabulary terms
(allegory through extended metaphor) in complete sentences
that demonstrate understanding of the terms.
FRQ (to be executed and kept in class
notebook)
Thursday 09/27:
The
narrative essay: Together we will review a handout describing in detail the
expectations for a narrative essay. This is your next major writing assignment,
and will involve writing, peer editing, revision, teacher commentary and further
revision. Students will work in pairs to generate ideas and create an outline
for this assignment, which will be kept in your course notebook.
All major writing assignments in this course
are typed, double spaced, Times New Roman, twelve point font. There will be no
length requirement, as this is not the way essays function on the AP Exam. You
will be expected to fulfill the requirements of the assignment and judge your
own work on the AP rubric (1-9). First drafts of this assignment will be
DUE WEDNESDAY 10/03.
Friday
09/28:
Socratic dialogue, “This Side of Paradise” pages 67-115. All
students are expected to generate an opening question and one of these student
questions will be used to guide the discussion.
Week of 10/01 – 10/05
DUE DATES:
-Multiple Choice Quiz: Wednesday 10/03
-Vocabulary Quiz (Questions 11-22): Wednesday
10/03
-First draft of narrative essay: Friday
10/05
-“This Side of Paradise” read through
page 165: Friday 10/05
-Complete reading “This
Side of Paradise”: Friday
10/12
Monday
10/01
The narrative essay: Together we
will review a handout describing in detail the expectations for a narrative
essay. This is your next major writing assignment, and the final major writing
assignment of quarter one. It will involve writing, peer editing, revision,
teacher commentary and further revision. Students will work in pairs to generate
ideas and create an outline for this assignment, which will be kept in your
course notebook.
All major writing assignments
in this course are typed, double spaced, Times New Roman, twelve point font.
There will be no length requirement, as this is not the way essays function on
the AP Exam. You will be expected to fulfill the requirements of the assignment
and judge your own work on the AP rubric (1-9). First drafts of this assignment
will be DUE FRIDAY 10/05.
-Pair Work: In pairs, students will go over
the narrative essay handout and generate three complete theses (which will be
turned in with the final draft of their narrative essay) and then choose one to
develop into a complete essay. One of these theses will appear in your
complete
essay.
Tuesday
10/02
Visit from Earth Care
International! This is a local non-profit group dedicated to the preservation of
the natural environment. ATC has a strong history of collaboration with Earth
Care, and they have a specifically youth-oriented program you may wish to become
involved in. Remember . . . extracurricular activities and community service are
imperative when developing a strong resume for college admittance and
scholarships (as in, free money).
Multiple
Choice Review: We will go over the results from your first multiple choice quiz.
This quiz will not count as a grade for performance, but will prepare you for
multiple choice quizzes to come, and for the AP Exam.
Wednesday 10/03
Vocabulary Quiz – Students will use
the second 20 vocabulary terms (figurative language through
parallelism) in complete sentences that demonstrate understanding of
the terms.
Multiple Choice Quiz – Students
will complete questions 11-22 in the multiple choice
handout.
Thursday
10/04
Narrative Essay: Students will
work on their essay rough drafts and the instructor will offer ideas and
constructive criticism. Students may also consult their peers concerning
improvements that might be made to their work.
Friday 10/05
Socratic Dialogue: “This Side of
Paradise” (through page 165). All students should arrive with an appropriate
opening question ready (which should be in your class notebook).
Rough Draft of Narrative Essay
DUE
Week of Monday 10/08 - Friday
10/12
Mr. Ayers was out sick two days this week, and the
remainding days were used to peer edit, self edit, and instructor edit the
narrative essay to produce a second draft. Besides this, we had our closing
Socratic seminar on "This Side of Paradise on Friday 10/12. For the
first time, students not only provided the opening question for our discussion,
but conducted the entire dialogue independently without any guidance from the
instructor! Mr. Ayers, apparently, had to be gagged in order to stop
him from speaking. Second drafts of narrative essays were collected
Friday 10/12.
Week of Monday 10/15 – Friday
10/19
Deadlines:
-Vocabulary quiz (anaphora – rhetorical modes on
vocab list) Tuesday
10/16
-Read “Letter to President Pierce, 1855” by Chief
Seattle and “The Climate Emergency” by Al Gore (Norton 364-376) for Friday
10/19
-Second draft of narrative essay DUE Monday
10/22
Monday
10/15
-Briefly,
the class will fill out forms associated with the
PSAT
-Graded descriptive essays will be presented to
the class, and students will have a chance to question their scores.
-As a class, we will analyze and edit an example
of the narrative essay (taken from a volunteer in our class). Students will edit
individual copies, and we will all edit together on a projected electronic copy.
Students will turn in their individually edited copies (this editing will
include a proposed score based on the AP 1-9 scale).
Tuesday
10/16
-Vocabulary
quiz (anaphora – rhetorical modes on vocab list)
-Review of answers to multiple choice questions
11-22 in AP handout
Wednesday
10/17
PSAT
– No Class
Thursday
10/18
Hinkle
Family Fun Center – No
Class
Friday
10/19
-Socratic
dialogue: “Letter to President Pierce, 1855” by Chief Seattle and “The Climate
Emergency” by Al Gore (Norton 364-376). Students should arrive with an opening
question ready (questions should be kept in class notebooks).
-Second draft of narrative essays DUE Monday
10/22
Week of Monday 10/22 – Friday
10/26
AND
Monday 10/29 – Friday 11/02
Essay Boot Camp:
For the next two weeks, students will
work intensively on their essay writing and editing skills. This will involve
writing initial drafts of four different essays, each with peer editing done by
a different individual. Students will focus exclusively on writing, writing,
writing (and editing). At the end of the two week period, students will choose
one essay to expand and craft into a fine complete product. Each essay will
follow a particular format, but the choice of subject and thesis will belong to
the student. By the end of “boot camp,” each student will have four new essays,
as well as a previously written narrative essay to choose from in terms of which
work they will develop further. All other activities (such as vocabulary essays
and multiple choice practice) will be suspended for the two weeks of “boot camp”
and will be reinstated the following week.
Monday
10/22
Students are introduced to the
concept of the essay boot camp, and will provide feedback as to how exactly it
will function for our class. Student input is invaluable, and students will
define the details of this project (their input is reflected in the schedule
below).
Tuesday
10/23
Students will work on their
initial essay (persuasive).
Wednesday
10/24
The first essay is DUE. This is
a persuasive essay, based on a topic of local, state, national, or international
origin and magnitude. This period will be used for peer editing.
Thursday
10/25
Students will work on second
essay (expository).
Friday 10/26
The expository essay is DUE. The
function of this essay is to inform and educate the reader on a particular
subject. It should be factual, clear, and fact-based. You may choose to cite
sources, and if you do, please use MLA format and include a bibliography. A
link to a quality website that explains MLA format can be found
below:
http://owl.english.purdue.edu/owl/resource/747/01/
Students
will peer edit their work in class.
Monday
10/29
Parent/teacher conferences: No
school!
Tuesday
10/30
As a class we will analyze an
essay by student volunteer Ms. Anna Sones.
With any
remaining time, tudents will work on the rhetorical analysis essay, and they
will complete it as homework.This essay will require that students choose a
written source to evaluate. This may come from the Norton Reader, but can also
come from a source of the student’s choosing. In this essay, students should
analyze and describe the author’s intention and the rhetorical devices used to
achieve that goal (remember the rhetorical triangle: ethos, pathos, and logos).
Wednesday
10/31
The rhetorical analysis essay is
DUE.
This period will be used for peer
editing.
Thursday
11/01
Students will work on the
defend/challenge/qualify essay. This essay is based on a quote from a famous
public figure, and students must defend (agree with), challenge (disagree with),
or qualify (agree/disagree with reservations) an argument asserted in the
quotation by using their own reading, knowledge, and/or experience. A prompt and
quote are provided below (taken from an actual AP exam). Students may use this
example for their essay, or they may choose to base their work on a quote of
their own choosing. If they choose the latter, students should show their
proposed quote to the instructor for approval prior to beginning the essay.
The following passage is the introduction to
Martin Luther King, Jr.’s Why Can’t We Wait, a book that describes the
social conditions and the attitudes of many Black Americans in the 1960’s. Read
the passage carefully. Then write a cohesive essay in which you describe the
rhetorical purpose of the passage and analyze its stylistic, narrative, and
persuasive devices.
It is the beginning of the
year of our Lord 1963.
I
see a young Negro boy. He is sitting on a stoop in front of a vermin-infested
apartment house in Harlem. The stench of garbage is in the halls. The drunks,
the jobless, the junkies are shadow figures of his everyday world. The boy goes
to a school attended mostly by Negro students with a scattering of Puerto
Ricans. His father is one of the jobless. His mother is a sleep-in domestic,
working for a family on Long
Island.
I see a young Negro girl. She is sitting on the stoop of a rickety wooden
one-family house in Birmingham. Some visitors would call it a shack. It needs
paint badly and the patched-up roof appears in danger of caving in. Half a dozen
small children, in various stages of undress, are scampering about the house.
The girl is forced to play the role of their mother. She can no longer attend
the all-Negro school in her neighborhood because her mother died only recently
after a car accident. Neighbors say if the ambulance hadn’t come so late to take
her to the all-Negro hospital the mother might still be alive. The girl’s father
is a porter in a downtown department store. He will always be a porter, for
there are no promotions for the Negro in this store, where every counter serves
him except the one that sells hot dogs and orange
juice.
This boy and girl, separated by stretching miles, are wondering: Why does misery
constantly haunt the Negro? In some distant past, had their forebears done some
tragic injury to the nation, and was the curse of punishment upon the black
race? Had they shirked in their duty as patriots, betrayed their country, denied
their national birthright? Had they refused to defend their land against a
foreign
foe?
Not all of history is recorded in the books supplied to school children in
Harlem or Birmingham. Yet this boy and this girl know something of the part of
history which has been censored by the white writers and purchasers of
board-of-education books. They know that Negroes were with George Washington at
Valley Forge. They know that the first American to shed blood in the
revolution which freed his country from British oppression was a black seaman
named Crispus Attucks. The boy’s Sunday-school teacher has told him that one of
the team who designed the capital of their nation, Washington, D. C., was a
Negro, Benjamin Banneker. Once the girl had heard a speaker, invited to her
school during Negro History Week. This speaker told how, for two hundred years,
without wages, black people, brought to this land in slave ships and in chains,
had drained swamps, built the homes, made cotton king and helped, on whip-lashed
backs, to lift this nation from colonial obscurity to commanding influence in
domestic commerce and world
trade.
Wherever there was hard work, dirty work, dangerous work — in the mines, on the
docks, in the blistering foundries — Negroes had done more than their share.
The
pale history books in Harlem and Birmingham told how the nation had fought a war
over slavery.
Abraham Lincoln had signed a
document that would come to be known as the Emancipation Proclamation. The war
had been won but not a just peace. Equality had never arrived. Equality was a
hundred years
late.
The boy and girl knew more than history. They knew something about current
events. They knew that African
nations had
burst the bonds of colonialism. They knew that a great-great grandson of Crispus
Attucks might be ruled out of some restricted, all-white restaurant in some
restricted, all-white section of a southern town, his United States Marines
uniform notwithstanding. They knew that Negroes living in the capital of their
own nation were confined to ghettos and could not always get a job for which
they were qualified. They knew that white supremacists had defied the Supreme
Court and that southern governors had attempted to interpose themselves between
the people and the highest law of the land. They knew that, for years, their own
lawyers had won great victories in the courts which were not being translated
into
reality.
They were seeing on television, hearing from the radio, reading in the
newspapers that this was the one-hundredth birthday of their freedom. But
freedom had a dull ring, a mocking emptiness when, in their time — in the short
life span of this boy and girl — buses had stopped rolling in Montgomery;
sit-inners were jailed and beaten; freedom riders were brutalized and mobbed;
dogs’ fangs were bared in Birmingham; and in Brooklyn, New York, there were
certain kinds of construction jobs for whites
only.
It was the summer of 1963. Was emancipation a fact? Was freedom a
force?
The boy in Harlem stood up. The girl in Birmingham arose. Separated by
stretching miles, both of them squared their shoulders and lifted their eyes
toward heaven. Across the miles they joined hands, and took a firm, forward
step. It was a step that rocked the richest, most powerful nation to its
foundations.
This is the story of that boy and that girl. This is the story of Why We
Can’t Wait.
Friday
11/02
The defend/challenge/qualify
essay is DUE. Class time will be used for peer editing. Today the essay boot
camp comes to an end. Students should choose an essay to craft further in the
coming week, and all other activities will resume. You made it!
Week of 11/05 –
11/09
Monday
11/05
We will engage in a rhetorical
analysis of “Girl Moved to Tears by Of Mice and Men Cliffs Notes” (a
news article). In small groups, students will read and discuss the article and
then answer a series of questions that will guide their understanding of the
piece. When finished, we will discuss our answers.
With any remaining class time, students may
work on the fruit of their essay boot camp labor. By this time they should have
chosen one essay to expand and develop further. Students will be expected to
edit independently and generate a further draft prior to any peer editing. The
assignment will include a total of three drafts when it is handed in on
Wednesday 11/14.
A student
volunteer is needed so that we may analyze their essay as a class on Wednesday
11/07.
For Wednesday: “In Defense of
Prejudice” (Norton 391-400) reading
DUE.
Tuesday
11/06
Election Day. No school!
Wednesday
11/07
Vocabulary quiz: With this quiz,
we finish the current vocabulary list! The quiz will cover the words
sarcasm-wit.
As a class we will analyze an
essay from a student volunteer.
Thursday
11/08
Multiple choice practice quiz
23-33.
After completing the quiz, we will
spend the remainder of the class going over our answers to determine where are
strengths and weaknesses are and to improve our test taking skills.
Friday
11/09
Socratic dialogue: “In Defense
of Prejudice” (Norton 391-400). Students should arrive with an opening question,
and prepared to engage in a rich discussion.
For Wednesday 11/14: Three drafts of your
chosen essay DUE. Reading of “Advice to Youth” by Mark Twain (Norton 389-391)
DUE.
Week of 11/12 –
11/16
Monday
11/12
Today we will analyze student
answers to AP multiple choice preparation questions in small groups. When we can
understand why we got the wrong answer, we will begin to move toward
the right answer.
Tuesday 11/13
In class we will engage in peer
editing of the essay you chose to extend as a product of the essay boot camp.
Wednesday 11/14
There will be a Socratic dialogue on
“Advice to Youth” by Mark Twain today!
Thursday
11/15
Standardized short cycle
assessments today. Please bring a book in case you finish early!
Friday 11/16
Standardized short cycle assessments
today. Please bring a book in case you finish early!
Week of 11/19 - 11//23
Monday
11/19
Students will lead and participate in a
Socratic dialogue based on their reading of “Advice to Youth” by Mark Twain. Two
volunteers will facilitate the dialogue. Then, students must agree on an
opening question, and hold their dialogue.
Tuesday 11/20
Students should read the entire “Ethics” section in their
Norton Readers (pages 389 – 463) and prepare an opening question for Socratic
dialogue for each individual piece in this section by the end
of Thanksgiving break. They should return to school ready to complete work based
on any part of this reading, and with their opening questions done. They may use
class time on Tuesday to relax, read, and develop their opening questions.
Happy Break!
Week of 11/26 –
11/30
Monday
11/26
Students will turn in a clean,
legible copy of ONE Socratic dialogue opening question based on their reading of
the “Ethics” section in the Norton Reader. The instructor will choose
one question (and hence one selection from the reading) for a Socratic dialogue
on Friday.
Today students will receive a new
vocabulary list and a packet on visual rhetoric that will be used this week.
In class, students will work on the visual
rhetoric packet. They may work individually, in pairs, or in small groups of
their choosing. By Wednesday, students should complete the visual rhetoric
packet, except for the final 40 minute writing prompt, which will be
administered in class on Thursday.
Below
you will find links to the new vocabulary list and the visual rhetoric
handout.
apvocablist1.docx
File Size:
17 kb
File Type:
docxDownload File
visualrhetoric.pdf
File Size:
2497 kb
File Type:
pdfDownload File
Tuesday
11/27
Student essays (those expanded
from the essay boot camp) will be returned with instructor edits and
suggestions. In class, students will work on applying these edits and generating
another draft of the essay. Both drafts will be DUE on Friday 11/30, and each
draft should show significant growth in grammar, structure, organization,
clarity of purpose and style.
Wednesday
11/28
Students will take a quiz on the
first column of vocabulary terms from the new list (ala carte
through adulterate). They will then complete multiple choice
practice questions 34 – 43. After being given 10 minutes to complete their
initial responses, students will work in pairs or small groups of their choosing
to discuss and revise their answers. The finished product will be turned in at
the end of class and students will be graded on their performance.
Thursday
11/29
Students will complete the timed
writing prompt from the visual rhetoric packet in class.
Friday 11/30
We will hold a Socratic dialogue
based on a student-generated opening question on a selection from the “Ethics”
section of the Norton Reader. Specific reading and opening question will be
announced.
Week of 12/03 –
12/07
This week will be entirely devoted to
grammar work, based on the results of your Discovery standardized test. Students
will be provided with test booklets and a copy of their score report, which
tells them which specific questions they missed on the test. Next, students will
be provided with a grammar and composition handbook, which they will use to
drill grammar skills for the remainder of the year. Additionally, each student
will be paired with a “grammar buddy” (or “language mechanics ally” for those of
you who want to appear more mature). These pairs will work together through
quarter three on all grammar lessons. For this week, each student will be
responsible for five grammar lessons of their choice per day, with ten due on
Wednesday and ten due on Friday. Students will use their test data to determine
which lessons to prioritize and they will also use simple self knowledge to
choose the grammar lessons they most urgently need to practice. Additionally,
there will be a Socratic dialogue on Friday based on a handout given in class,
and all students should generate an opening question.
Monday
12/03
We will work on grammar drilling
with grammar buddy.
Tuesday
12/04
Discovery test data will be
distributed to students. You will go over this data with your grammar buddy to
determine WHY you missed the items you did and HOW to get a correct answer next
time. You will also use this data to identify areas of potential growth and to
choose the lessons you would like to complete in the grammar and composition
handbook.
Wednesday
12/05
We will work on grammar drilling
with grammar buddy.
Thursday 12/06
We will work on grammar drilling with
grammar buddy.
Friday
12/07
We will hold a Socratic dialogue
on the in-class handout. Bring an opening question!
Week of 12/10 - 12/14
This week, students
will develop their own midterm exam, prepare for it, study it, and pass it. For
a description of the project and a day-by-day breakdown of events, see the
attachment below.
apto_build_a_final.docx
File Size:
12 kb
File Type:
docxDownload File
Week of 12/17 - 12/21
Midterm Exams! We
will be following a special schedule this week, and the end of the week also
marks the end of the semester, as well as the beginning of our break. Awesome!
December 19: Semester grades,
including your midterm examination grades, are up NOW on
Powerschool!
Week of 01/07 –
01/11
Monday
01/07
Welcome back!
Students will enjoy organic granola
bars that have been donated to us by a
local business. While eating, they will
compose a letter of thanks to the
donor, and another letter addressed to a
friend or family member outside of
our class. This can be a thank you letter, a
friendly letter, a confession
of undying love . . . the point is to write and
actually send a paper letter
(a thing almost unheard of in 2013). Letters will
be DUE Wednesday 01/09.
Students will also be responsible for reading “Always
Living in Spanish” and
“How to Tame a Wild Tongue” in the Norton Reader (Norton
292 – 303) and be
prepared for a Socratic dialogue on Friday 01/11.
Tuesday
1/08
In class we will undergo an in-depth review of
the
multiple choice section of the midterm examination. We will explore why
wrong answers were arrived at, and why the right answers are in fact
correct. We
will review and analyze the entire multiple choice section from
the midterm
examination.
Wednesday
1/09
In
class we will undergo an in-depth review of
the multiple choice section of
the midterm examination. We will explore why
wrong answers were arrived at,
and why the right answers are in fact correct. We
will review and analyze
the entire multiple choice section from the midterm
examination.
The two letters described on Monday are DUE.
Thursday
1/10
In class we will undergo an in-depth review of
the
multiple choice section of the midterm examination. We will explore why
wrong answers were arrived at, and why the right answers are in fact
correct. We
will review and analyze the entire multiple choice section from
the midterm
examination.
Friday
1/11
We
will hold a Socratic dialogue on “Always
Living in Spanish” and “How to Tame
a Wild Tongue” (Norton 292 – 303). All
students should generate an opening
question.
Week of 01/14 – 01/18
Reading: Students should complete reading
in Blue Highways, through page44 by Wednesday and through page 88 by
Friday.
Monday
01/14
We will complete our analysis of
an AP multiple choice exam, which was administered as our midterm examination.
Students will explore the reasons for the correct answers, and the reasons they
chose the wrong answers.
Tuesday
01/15
A new AP practice multiple
choice exam will be administered.
Wednesday
01/16
Instructor out sick. A quiz will
be administered over the reading in Blue Highways.
Thursday
01/17
Instructor out sick. Students
will catch up on reading and prepare for a Socratic dialogue.
Friday
01/18
We will hold a Socratic dialogue
through page 88.
Week of 01/21 –
01/25
Reading: Students should complete
Blue Highways through page 127 by Friday.
Monday
01/21
Happy Martin Luther King Jr.
Day! No school!
Tuesday 01/22
– Thursday 01/24
These three
days will be dedicated to analyzing our answers to an official AP multiple
choice practice exam, as we endeavor to increase our abilities in this area with
dignity, tenacity, and good cheer.
Friday
01/25
We will hold a Socratic dialogue
covering Blue Highways (through page 127). All students should come with an
opening question prepared.
Week of 01/28 –
02/01
Monday
01/28
In class we will go over the way
in which the AP exam is scored, and some strategies for effective test taking.
Then, we will begin a new practice section of multiple choice questions; we will
read each passage together and answer the questions as a class, debating,
analyzing and explaining each answer (and incorrect answer) as we go.
Tuesday
01/29
Multiple choice practice
continues.
Wednesday
01/30
Multiple choice practice
continues.
Thursday
01/31
We will have a vocabulary quiz
over items from the vocabulary list already in the students’ possession.
Multiple choice practice continues.
Friday 02/01
We will hold a Socratic dialogue over
our reading of Blue Highways. Please bring an opening question. In this
dialogue, we will divide the class into two groups, using the “fishbowl” format.
This means that one group will speak while the other takes notes, and then the
groups will switch places.
Below
you will find a link to the vocabulary list for Thursday's quiz:
apvocablist2.docx
File Size:
12 kb
File Type:
docxDownload File
Week of 02/04 –
02/08
Monday
02/04
Today we introduce the
research/debate project. In this project, the class will be divided randomly
into six groups, representing the positive and negative side of three different
topics of debate. The topics to be addressed will be partially chosen by the
class members. Once groups are assigned, topics will be given, and each pair of
teams will have an opportunity to agree on which groups will take the positive
or negative position. If no agreement can be reached, the position will be
determined by a coin toss.
Once issues and
position have been established, each group must conduct its own research a
detailed presentation of their argument. Presentations will be delivered by both
sides, with each taking no more than 15 minutes (for a total of 30 minutes for
each issue on the table). After this period, the instructor and the audience
(consisting of the rest of the class) will have an opportunity to ask questions,
with each side delivering an answer after being given one minute to formulate a
response. When this question and answer period comes to an end, the winner of
the debate will be determined by audience vote. All presentations must include
the following:
-A Powerpoint presentation of
at least 10 slides or video that is
equivalent
-Oral presentation to be delivered
by EVERY member of the group
-Charts or other
visual aids that present relevant data
-A
written speech that will be used as the backbone of the oral presentation. This
speech should cite at least five sources, and should be configured using MLA
format. Each student should be responsible for contributing at least two double
spaced pages to the final paper, and each section should be clearly labeled
according to student author.
Please remember
that this is a persuasive endeavor, and you should make clear use of rhetorical
strategies, including but not limited to the rhetorical triangle (logos, pathos,
and ethos). Also, you’re style of presentation will be taken into account when
grades are assigned. You should speak clearly, transition from one aspect of
your presentation to the next smoothly, make eye contact with the audience, and
dress appropriately and professionally on the day of your presentation/debate.
Debates will take place Tuesday 02/12 – Thursday 02/14.
Today we will begin by viewing an
example of student-generated persuasive documentary film, discussing the
elements of a quality persuasive argument, forming groups and choosing debate
topics.
Tuesday
02/05
Students will work in the
computer lab to compile research material for their
presentations.
Wednesday
02/06
Students will work in the
computer lab to compile research material for their presentations.
Thursday
02/07
Today there will be a vocabulary
quiz based on the list used for the class midterm examination (20 minutes) and
an FRQ writing prompt based on our reading of Blue Highways.
Friday
02/08
Students will work together in
class to complete their presentations. Please be prepared to show progress (for
a grade) on this day.
Week of 02/11 - 02/14
This will be a simple
and wonderful week. Monday and Tuesday will be the last day of in-class
preparation for the coming debates. Wednesday and Thursday will be given over to
DIscovery testing, a standardized test that provides vital data on student
performance and areas of growth.
Week of 02/19 – 02/22
Tuesday
02/19
Due to student illness, our
debate must be postponed. Today, we will do in-class drilling of multiple choice
practice for the AP exam.
Wednesday
02/20 – Friday 02/22
For the remainder
of the week, students groups will deliver their long-awaited debates!
Week of 02/25 –
03/01
Thank you for
an excellent round of debates! Your work was impressive and
inspiring!
This week we will be
taking an in-depth look at “Politics and the English Language” by George Orwell.
After completing our transition out of Blue Highways with a short answer quiz,
we will endeavor to understand Orwell’s ideas, methods, and vocabulary in this
famous and vital essay on the nature of writing and language.
Reading: “Politics and the English Language”
(Norton 317) should be read Monday and will be used for all class activities for
the remainder of the week.
Monday
02/25
We will take a short answer quiz
to wrap up our experience with Blue Highways. Then, students will begin
work on a vocabulary exercise that will be due Wednesday 02/27.
Tuesday
02/26
Instructor absent due to illness
– Students will focus on completing the reading and vocabulary exercise.
Wednesday
02/27
In pairs, students will complete
a handout that guides them through the process of violating poor Mr. Orwell’s
rules of writing by re-creating three paragraphs from three separate published
essays written in different styles.
Then,
students will be given a list of 19 study questions based on the reading, which
will be due Friday, 02/29.
Thursday
02/28
Students will complete a
vocabulary quiz in class based on earlier work this week. Then, they will
complete four short answer questions pertaining to “Politics and the English
Language.” They will be allowed to use the text in completing this, and will be
expected to cite the text in their answers.
Friday
03/01
We will complete a Socratic
dialogue on “Politics and the English Language.” Each student should come
prepared with an opening question.
Monday 03/04
We
begin the week with a group discussion of our upcoming
fieldtrip to St.
John’s College! Seniors and juniors together will discuss
expectations for
our trip and define their own parameters for behavior during
our visit. The
reading for our visit, “A Hunger Artist,” by Franz Kafka, will be
distributed to the class, and all students will read it. This should be the
first of multiple readings designed to prepare us for a rich and
engaging
discussion during our time at the college.
Tuesday 03/05
Today
we will work on practice questions to prepare for the
multiple choice
section of the AP Examination.
Wednesday
03/06
Students will begin the class period by
sharing their opening
question for our upcoming Socratic dialogue at St.
John’s College. They will
then complete an FRQ based on the reading of “A
Hunger Artist.”
Thursday
03/07
Our long awaited fieldtrip to St. John’s
College is here! We
will meet with the admissions department, tour the
campus, eat good food, and
participate in a Socratic dialogue based on our
reading of “A Hunger Artist” by
Franz Kafka.
Friday 03/08
Students
will write thank you letters to the sponsors of our
trip, who provided
funding for transportation. These letters will be
professional, cordial,
and will follow standard letter
format.
Week of 03/11 –
03/15
This week we will primarily be engaged in test
preparation for
the SBA (Standards Based Assessment) exams to be held next
week. Students will
review a variety of questions, both multiple choice and
short answer, and will
refresh their understanding of test-taking
strategies.
We will also work in tandem with the AP History class,
using the
same readings this week. Students will read “Letter from
Birmingham Jail” by Dr.
Martin Luther King, Jr. and answer short questions
that delve into the
rhetorical strategies employed by Dr. King in this
famous document.
Additionally, they will read “Message to the Grass Roots”
by Malcolm X and
engage in a Socratic dialogue on this latter reading on
Friday 03/15. All
students should generate an opening question for “Message”
by Friday.
Week of 04/01 –
04/05
Monday
04/01
Students will engage in a Socratic dialogue
based on “The Morals
of the Prince” by Nicolai
Machiavelli.
Tuesday
04/02
Machiavelli part II! The discussion was so
wonderful, it spilled
over into a new day.
Wednesday 04/03
Today
we delve into the world of rhetoric in advertising. In
small groups,
students will begin to read “Figures of Rhetoric in Advertising
Language.”
This is a scholarly article concerned with the use of rhetoric in
advertising. It uses exacting and technical language, and some students may find
it hard to understand. For this reason, they will read it slowly in small
groups
as the instructor circulates to check for understanding. Reading not
finished
today will be completed as
homework.
Thursday
04/04
Next, we will begin a project in which
students will begin to
identify written and visual rhetoric in advertising.
In the first phase,
students will work individually. The instructor will
supply examples of
advertising taken from print media. Each student
will choose separate
advertisements and generate a written analysis of the
rhetorical elements
employed in that advertisement, and their intended
purpose. Language and
terminology from the article “Figures of Rhetoric in
Advertising” should be
employed. Each written analysis should be three-five
paragraphs, and should
offer explicit and detailed examples of visual
and/or written rhetoric.
Friday
04/05
Presentations of rhetorical analysis of
advertisements begin
today. Our examination of rhetoric in advertising will
continue after spring
break. Enjoy your
break!
Week of
04/22-04/26
This week will be devoted to a creative song
analysis and
creation project. The link below explains the assignment in
great detail . . .
Please note that you only have to do the lyrics analysis
OR the original song
portion of the assignment. Also, you are not obligated
to present your work to
the class, though some students have decided that
they would like to. The
project has been shortened in accordance with the
AP testing schedule and our
need to engaged in test preparation before exam
time arrives.
griotlessonuniversal.pdf
File Size:
159 kb
File Type:
pdfDownload File
Monday
04/22
We will finish our previous Socratic dialogue
based on hip hop
song lyrics.
Tuesday
04/23
Today we established a deadline for the music
project. The work
will all be due on Friday 04/26, and a few students will
be presenting their
work on Friday. The remaining time today was used for
work on the music project.
Wednesday
04/24
Students will work on the music
project.
Thursday 04/25
Students will work on the music
project.
Friday 04/26
Part of
the class period will be devoted to finishing work on
the music project;
this will be followed by presentations by students to choose
to make them.
Grade 11 English:
Below you will find a link to the Grade 11
English III course description.
grade_11_english_iii_course_description.docx
File Size:
26 kb
File Type:
docxDownload File
Week of Wednesday 08/15 -
Friday 08/17
Thursday
08/16:
Reading "How the World Was Made" (textbook, pages
48-49) and "The Sky Tree" (page 51) and handout describing Socratic dialogue are
DUE.
Student notes on readings are DUE.
Below, you
will find a link to the Socratic dialogue handout:
socratic_seminars-directions.docx
File Size:
29 kb
File Type:
docxDownload File
Example Socratic seminar notes
are presented and discussed in class. Below, you will find a link to the example
notes (meant as a guide for student notes).
grade_11_english_iiisocraticnotesexample.docx
File Size:
12 kb
File Type:
docxDownload File
Friday 08/17: Socratic seminar number 1! Expanded student
notes (based on example notes discussed in the previous class) are DUE.
Week of 08/21 –
08/24
Monday
08/20:
Quiz: “The Iroquois
Constitution”
Group Work: Students will start
to develop a constitution of their own for an imagined country. This will follow
the format of the Iroquois Constitution, and will contain at least five
sections, one paragraph each, with at least five sentences per paragraph. The
final work may be hand-written, but should be neat and easy to read, well
organized, and bear the names of every member of the group.
Individual Work: Based on our class readings,
students will begin to develop their own creation myth, which will serve as the
creation story for the imagined nation they are simultaneously developing a
constitution for in groups. These two assignments should inform each other as
they develop (the creation myth will express the cultural values and worldview
that is later refined in the constitution of the nation (in our imagined
national chronology). A rough draft (which may be hand-written but neat) of the
creation myth will be DUE Wednesday 08/23.
Tuesday 08/21:
Group Work: Student will continue to
develop their constitution, which will be DUE on Friday 08/24. For up to five
additional points, groups may choose to generate a flag that represents their
imagined nation, using symbolism that describes the organization and/or values
of their nation (like the stars and stripes of the American flag and the arrows
of the Iroquois).
Individual Work: Students
will continue to develop their individual creation myths.
Wednesday 08/22:
Peer Editing: Students will be
introduced to the concept of peer editing and will share their work and edit the
work of at least two peers. Peer editing notes should be included with the final
draft of the creation myth (which is DUE Monday 08/27). The student editor will
use a peer editing work template (provided by the instructor) and will give this
sheet to the student whose work they are editing when complete.
Group Work: Student will continue to develop
their constitution, which will be DUE on Friday 08/24. For up to five additional
points, groups may choose to generate a flag that represents their imagined
nation, using symbolism that describes the organization and/or values of their
nation (like the stars and stripes of the American flag and the arrows of the
Iroquois).
Thursday 08/23:
Group Work: Student will continue to
develop their constitution, which will be DUE on Friday 08/24. For up to five
additional points, groups may choose to generate a flag that represents their
imagined nation, using symbolism that describes the organization and/or values
of their nation (like the stars and stripes of the American flag and the arrows
of the Iroquois).
Friday
08/24:
Student group-generated
constitutions are DUE. Each group will present their work to the class. Final
drafts of individual creation myths will be DUE Monday 08/27, and will adhere to
the following format (as will all non-notebook assignments in this class):
Microsoft Word, typed, double spaced, Times New Roman, 12 point font. If you do
not have access to a computer and the appropriate software, please speak to Mr.
Ayers. The final product should include a rough draft, two peer editing work
templates, and a typed final draft.
Below you will find a link to a peer
editing work template that will be used whenever students do peer editing in
class.
peer_editing_work_template.docx
File Size:
11 kb
File Type:
docxDownload File
Below you will find a link to a handout:
"Defining Myth." This document will guide our work this week.
definingmyth.docx
File Size:
18 kb
File Type:
docxDownload File
Week of Monday 08/27 – Friday
08/31
Monday 08/27:
Quiz: “Stay Alive, My Son”
Final group presentations (constitution
project)
Homework: read “The Serpents of
Paradise” (handout) and descriptive essay handout. Write opening paragraph for a
descriptive essay.
Tuesday 08/28:
Peer editing: Peer editing: Opening
paragraphs will be peer edited and students will provide one another with ideas
for expanding/creating their essays.
Wednesday
08/29:
Free
response questions: “The Serpents of Paradise”
In-class work on descriptive essays with
instructor support
Thursday
08/30:
Rough
draft of descriptive essay DUE
Peer editing:
descriptive essay
Students will generate an
opening question for a Socratic dialogue based on “The Serpents of Paradise.” An
opening question will be chosen at random for the discussion Friday.
Friday 08/31:
Socratic dialogue – “The Serpents of
Paradise.”
FRQ's: "The Serpents of Paradise" DUE
Descriptive essays with instructor edits will
be returned Tuesday 09/04/12
Homework: Locate an article from a credible news source
(ask instructor for clarification if needed) about environmental concerns. This
could be a local, national, or gloabal issue. Pollution, environmental change,
and species endangerment are all valid issues, but you may define one for
yourself as well. Print the article and write a paragraph defining its thesis
and either agreeing or disagreeing with this thesis. Provide clear, rational
reasons for your position. This is DUE Tuesday, 09/04.
Below you will find a link to
the FRQ's (free response questions) for "The Serpents of Paradise,"
which was assigned Wednesday, 08/29. Please note that because some class time
was used to review SBA scores, this assignment is not due until FRIDAY
08/31.
grade11serpentserq.docx
File Size:
11 kb
File Type:
docxDownload File
Week of 09/03/12 – 09/07/12
Monday
09/03
No School! Labor Day!
Tuesday 09/04:
“A Wind Storm in the Forests” by John
Muir distributed, along with FRQ prompt
Class
discussion of proper FRQ response
Wednesday
09/05
FRQ (free response question):
Students will read “A Wind-Storm in the Forests” and respond to the following
free response question.
Both “The Serpents of
Paradise” and “A Wind-Storm in the Forests” employ highly descriptive language
and both take the natural world as their subject matter. However, there are
significant differences in both style and purpose between the two pieces. Please
describe the similarities and/or differences in style and purpose in these two
pieces.
Thursday
09/06
In groups, students will answer
questions associated with “A Wind-Storm in the Forests” from the Norton Reader,
develop an opening question for a Socratic dialogue, and report out on both to
the class.
Friday
09/07
Socratic dialogue with
student-generated opening question – “A Wind-Storm in the Forests”
Week of 09/10/12 –
9/14/12
Monday
09/10
Students will read “The Life you Save May be
your Own” by Flannery O’Connor
Students will
read and save “Active Reading Strategies” handout
Notes on “Life” addressing one bullet point
from each of the seven sections in the “Active Reading” handout DUE Wednesday
Socratic dialogue on “Life” Friday (students
will generate opening question Thursday)
Tuesday
09/11
Work on short fiction project
Wednesday 09/12
"Active Reading" notes DUE
Work on short fiction project
Thursday
09/13
Short fiction reading #2 to be
assigned - "Active Reading" notes DUE Friday
Students will
generate an opening question for "The Life you Save May be your Own" for Friday
Friday 09/14
"Active
Reading" notes on short fiction reading #2 DUE
Socratic dialogue - "The Life
you Save May be your Own"
Besides
other work posted here, please read and follow the deadlines for the
student-generated fiction project posted below:
grade11shortfiction09_10.docx
File Size:
12 kb
File Type:
docxDownload File
Week of 09/17 –
09/21
Monday
09/17:
Students will peer edit one
another’s rough drafts (student-generated short fiction project) using peer
editing templates. All work must be in complete sentences with correct grammar,
spelling and syntax.
Homework: Read
“Adventures of Huckleberry Finn” chapters I - VI for Friday 09/21.
Tuesday
09/18:
Moving into “Adventures of
Huckleberry Finn” by Mark Twain . . . We will have a class discussion on the
following: What is dialect/slang? How and why do we use it in
our daily lives? How and why is it used in literature? What
problems might its use pose for the reader? How do we solve these problems?
Introducing: The Dialect/Slang Definition
Chart. Using this organizational tool, students will chart a course through the
sometimes confusing current of Mark Twain’s dialectical prose. We will identify
examples of dialect/slang in “Adventures of Huckleberry Finn” and “translate”
them into modern Standard English. Each student will be assigned a buddy, and
together they will translate Twain’s unusual English. This tool will be used
throughout our reading of “Huck Finn.”
Wednesday 09/19:
Final drafts of short fiction pieces,
with rough draft and peer edits are DUE.
If
need be, the Concept Definition Map exercise will continue.
The Dialect/Slang Definition Chart: Using this
organizational tool, students will chart a course through the sometimes
confusing current of Mark Twain’s dialectical prose. We will identify examples
of dialect/slang in “Adventures of Huckleberry Finn” and “translate” them into
modern Standard English. Each student will be assigned a buddy, and together
they will translate Twain’s unusual English. This tool will be used throughout
our reading of “Huck Finn.”
Thursday
09/20:
We will continue our practice
in using the Dialect/Slang Definition Chart.
Students will generate an opening question for
a Socratic seminar (“Huck Finn” chapters I - VI) to take place Friday 09/21.
Friday
09/21:
Students will participate in a
Socratic dialogue covering “Huck Finn” chapters I - VI.
Homework: Read “Huck Finn” chapters VII – XV
(pages 22-65) DUE Wednesday 09/26. Students will identify twenty examples of
dialect from their reading and enter them into the Dialect/Slang Definition
Chart.
Week of Monday 09/24 – Friday
09/28
Question for the Week: How
and why do we use dialectical speech in everyday life? How and why do we use it
in literature?
DUE DATES FOR THE
WEEK
-Twenty entries in the Dialect/Slang
Definition Chart (covering pages 22-65)
Wednesday
09/26
-“Adventures of Huckleberry
Finn” chapters XVI – XX (pages 65 – 102)
Friday
09/28
-Twenty
entries in the Dialect/Slang Definition Chart (covering pages 65-102)
Wednesday
10/03
Monday
09/24:
In class, students will work
together with the instructor to create an original lesson plan for a time
travel-based fiction assignment, based on our reading of “Adventures of
Huckleberry Finn.” Ask yourself – What language related problems might you face
if you were to travel through time? Imagine visiting various times and places.
How would your own language and the language of others create problems for you?
Tuesday
09/25:
Students will work on “Time
Travelin’ Blues OR 2112: A Language Odyssey,” which is a student-generated
week-long unit. You will find the assignment description posted on the course
page.
Wednesday
09/26:
Students will peer edit one
another’s work on the fiction
unit.
Thursday
09/27:
Students will peer edit one
another’s work on the fiction
unit.
Friday
09/28:
Socratic dialogue –
“Adventures of Huckleberry Finn” chapters XVI – XX, with student-generated
opening question. All students should arrive with an appropriate opening
question ready.
Below you
will find a link to the unit description "Time Travelin' Blues OR 2112: A
Language Oddyssey" which we will complete this week.
grade11hucktimetravelpiece.docx
File Size:
11 kb
File Type:
docxDownload File
Week of 10/01 - 10/05 AND Week of 10/08 -
10/12
This two-week period will follow the lesson plan linked
below. Specific deadlines will be established by student/instructor
collaboration, and will be posted soon. PLEASE REFER TO THE LINK BELOW FROM 10/1
- 10/12:
grasde11marktwaintrial.docx
File Size:
13 kb
File Type:
docxDownload File
Week of Monday 10/15 – Friday
10/19
Monday
10/15
Students will participate in the
closing Socratic dialogue for “Adventures of Huckleberry Finn.” Congratulations!
You have read and deeply understood a great American classic.
This dialogue proved to be the first one in
this class completely guided and directed by students, with no teacher
intervention. It was a resounding success.
Tuesday
10/16
We will introduce the concept of
“flash fiction,” or very short works of fiction (definitions vary, but for our
purposes we will say from 400-1000 words). Students will read examples of flash
fiction and participate in “mini-seminars” to explore the meaning and purpose of
these extremely short works. We will explore the question, “What can flash
fiction accomplish that longer works of fiction like novels or even longer
stories cannot?”
Students will write their own
piece of flash fiction. The only parameter in content is that every story must
include the following words: hammer, cotton candy, mother, rust,
imperturbable, and weekend.
As ever,
all written work should display correct grammar, spelling and syntax. All flash
fiction pieces should be between 400-1000 words, typed, double spaced, Times New
Roman, 12 point font. They will be DUE Friday
10/19.
END OF QUARTER ONE
Wednesday
10/17
PSAT at IAIA! How’s that for
acronyms? Meet at ATC and then proceed to IAIA to ace the test and win yourself
some scholarship money.
Thursday
10/18
Hinkley Family Fun Center! No
school!
Friday
10/19
We will finish up our flash
fiction flash unit by reading student work aloud. Bring snacks if you like.
Flash fiction pieces DUE.
Week of Monday 10/22 – Friday 10/26
Monday
10/22
Flash fiction continued! In
class we will read a few more examples of flash fiction and discuss them in
Socratic format.
Tuesday
10/23
Free Writing! Students will
write for twenty minutes without stopping! This exercise will lead to the
creation of a new piece of flash fiction. This is a complete story with
narrative, character development, setting, conflict and resolution, all in 400 –
800 words. Student work may be hand-written or typed (hand-written must be
legible) and all work MUST be double spaced. Students must adhere to the length
requirement in this assignment.
The class will
be addressed by student members of the AP Language and Composition class. We are
investigating the possibility of converting this section of American Literature
into a new section of AP Language and Composition.
New flash fiction pieces will be DUE Wednesday
10/24.
Wednesday
10/24
New flash fiction pieces
DUE today.
Students will peer edit
one another’s flash fiction pieces, offering both grammatical edits and
stylistic advice. Each student will offer peer editing to at least two-three
different compatriots.
Thursday
10/25
Writing workshops! Three student
volunteers will submit their work electronically to Mr. Ayers by Wednesday
evening (the evening prior to this class)and we will workshop these pieces in
class. A writing workshop involves the editing and discussion of a piece of
writing. We will offer examples of things that work well in the pieces, as well
as constructive criticism. The authors will be asked not to speak during the
workshop, but will be allowed time to speak at the end of the process.
Student volunteers for Thursday: Nina E.,
Lucas G., Josh M.
Friday
10/26
Writing workshops continued!
Three new student volunteers will submit their work electronically to Mr. Ayers
by Thursday evening (the evening prior to this class) and we will continue the
process of workshopping student flash fiction.
Student volunteers for Friday: Jordan G.,
Kusum G., Juan L.
Using the knowledge gained
from the peer editing process and the writing workshops, students will generate
a second draft of their flash fiction pieces.
First drafts, peer edits, and second
drafts of flash fiction will be DUE Wednesday 10/31.
Week of 10/29 – 11/02
Monday
10/29
Parent/Teacher conferences means
no school!
Tuesday 10/30
Student writing workshops: Kusum G.
and Jordan G.
Wednesday
10/31
Two drafts of flash
fiction piece #2 with peer edits are DUE today.
Flash fiction assignment number
three: Following the guidelines for flash fiction (telling a complete narrative
that includes setting, plot, character development, physical detail, some
dialogue, conflict, universal themes, rising action, climax and resolution in
400 – 800 words) students will tell their own life stories in the form of flash
fiction. Most good fiction is at least partially based on real life, and as
humans tend to be self-obsessed, this life is often the author’s. Use real
details from your own life story, but feel free to use artistic license
to make it more interesting!
Artistic license
is a colloquial term applied to a wide range of art forms, including the writing
of fiction. What it means, essentially, is that the author has license (or
permission) to distort, alter, bend, reform, abuse, massage and/or banish the
truth in pursuit of his or her artistic vision. But then, as world renowned
painter Pablo Picasso once said (and I use artistic license in quoting him) “Art
is the lie that tells the truth.” So, by freeing ourselves as creative writers
to alter the facts, we may actually come closer to truths about ourselves and
about what it is to be human.
Along with their
third flash fiction piece, students will produce a visual “artistic license”
modeled after a driver’s license. Students will render these images on an 8 ½ x
11 piece of paper, and it should include an image of yourself, just like a
driver’s license (though you may use artistic license in producing this image).
The idea is to produce a “license” that qualifies you, as a creative writer, to
bend the truth (in order to get at the truth) in your storytelling.
In pairs, students will interview one another
(using a form provided) regarding the important events of their lives. Then,
each student will help his or her partner choose interesting events to focus on
and help them to develop the plot for their fiction piece. You will find the
link to the interview sheet at the bottom of this week's schedule.
Flash fiction #3, with a first draft, peer
edits and a revised draft will be DUE Friday 11/02.
Thursday
11/01
Students will peer edit one
another's work on flash ficiton
#3.
Friday 11/02
Student writing workshops (Josh M.
and Lucas G.) will take place this day, and the flash fiction unit draws to a
close.
Flash fiction #3, (including
two drafts, two peer editing sheets, and an interview sheet) along with your
visual “artistic license” is DUE today.
Below you will find a
link to the "life story" interview sheet to be used on Wednesday 10/31:
grade11lifeinterview.docx
File Size:
12 kb
File Type:
docxDownload File
Week of 11/05 –
11/09
Monday
11/05
Introducing: This Side of
Paradise by F. Scott Fitzgerald. Meet the man who has been called perhaps
the most important modernist writer in American history, and one of the most
influential voices of the jazz age, or lost generation. We will discuss the
book, as well as methods of rhetorical analysis to employ as you read.
Additionally, a vocabulary list will be
distributed, and you will be given a quiz over the first 10 terms
(allegory-atmosphere) on Wednesday. For all vocabulary quizzes, you will be
required to use the term successfully in a sentence that shows your
understanding of the term. You will not simply give a definition.
For Wednesday: Read “Amory, Son of Beatrice”
(pages 1-26) and complete the rhetorical analysis handout.
For Friday: Read through page 44.
Tuesday
11/06
Election Day. No school!
Wednesday
11/07
Vocabulary quiz.
Group work: In small groups you will discuss
the results of your first rhetorical analysis worksheet. When you have spent
some time in groups, we will share our findings as a class.
Thursday
11/08
Multiple choice practice quiz:
Multiple choice practice will increase your readiness for the SBA, the SAT, the
ACT, and many other acronym-based tests you will encounter in the future. It
will also increase your ability to read deeply and to understand the subtleties
of quality literature.
When we have completed
the first section of the multiple choice practice, we will go over our answers
as a class to see where our areas of need and strength are.
Friday
11/09
Socratic dialogue: This Side
of Paradise, through page 44. Students should arrive with an opening
question.
Grade 11 English III
Week of 11/12 –
11/16
Monday
11/12
Today we will complete multiple
choice practice taken from an AP English exam (items 1-10) and analyze student
answers in small groups. When we can understand why we got the wrong
answer, we will begin to move toward the right answer.
Tuesday 11/13
Today we will work individually to
complete rhetorical analysis work sheets based on our reading of “This Side of
Paradise” pages 44 – 64. Prior to student completion of this work, you will be
provided with an example template from a previous chapter, provided by the
instructor. Once you have finished your individual work, we will share our
findings as a class.
Wednesday 11/14
There will be a Socratic dialogue on
“This Side of Paradise” through page 81 today!
Thursday
11/15
Standardized short cycle
assessments today. Please bring a book in case you finish early!
Friday 11/16
Standardized short cycle assessments
today. Please bring a book in case you finish early!
Week of 11/19 -
11//23
Students are reading “This Side of
Paradise” by F. Scott Fitzgerald. Mr. Ayers will not be in class Monday or
Tuesday, so they simply need to finish reading it by the end of Thanksgiving
break, develop an opening question for a Socratic dialogue based on any
part of the book they choose after page 80, and be prepared to
demonstrate their understanding of the book. Happy break!
Week of 11/26 - 11/30
The plan for
this week is encompassed in the two assignment links below:
grade11visualessay.docx
File Size:
10 kb
File Type:
docxDownload File
grade11paradiseclosingessay.docx
File Size:
13 kb
File Type:
docxDownload File
Please remember that ALL work that
includes citations should use MLA format. Below you will find a link to the
website this course uses for MLA format:
http://owl.english.purdue.edu/owl/resource/747/01/
Week of 12/03 –
12/07
This week will be entirely devoted to
grammar work, based on the results of your Discovery standardized test. Students
will be provided with test booklets and a copy of their score report, which
tells them which specific questions they missed on the test. Next, students will
be provided with a grammar and composition handbook, which they will use to
drill grammar skills for the remainder of the year. Additionally, each student
will be paired with a “grammar buddy” (or “language mechanics ally” for those of
you who want to appear more mature). These pairs will work together through
quarter three on all grammar lessons. For this week, each student will be
responsible for five grammar lessons of their choice per day, with ten due on
Wednesday and ten due on Friday. Students will use their test data to determine
which lessons to prioritize and they will also use simple self knowledge to
choose the grammar lessons they most urgently need to practice. Additionally,
there will be a Socratic dialogue on Friday based on a handout given in class,
and all students should generate an opening question.
Monday
12/03
We will work on grammar drilling
with grammar buddy.
Tuesday
12/04
Discovery test data will be
distributed to students. You will go over this data with your grammar buddy to
determine WHY you missed the items you did and HOW to get a correct answer next
time. You will also use this data to identify areas of potential growth and to
choose the lessons you would like to complete in the grammar and composition
handbook.
Wednesday
12/05
We will work on grammar drilling
with grammar buddy.
Thursday 12/06
We will work on grammar drilling with
grammar buddy.
Friday
12/07
We will hold a Socratic dialogue
on the in-class handout. Bring an opening question!
Week of 12/10 -
12/14
This week, students will develop their own midterm
exam, prepare for it, study it, and pass it. For a description of the project
and a day-by-day breakdown of events, see the attachment below.
grade11to_build_a_final.docx
File Size:
12 kb
File Type:
docxDownload File
Week of 12/17 - 12/21
Midterm
Exams! We will be following a special schedule this week, and the end of the
week also marks the end of the semester, as well as the beginning of our break.
Awesome!
Week of 01/07 –
01/11
Monday
01/07
Welcome
back! We are beginning a new novel, The Grapes of Wrath, by John
Steinbeck.
We will begin with some biographical information about the
author, a discussion
about the dustbowl, and some in-class
reading.
Reading: Chapters 1-3 are DUE on Wednesday 01/09,
and
chapters 4-6 are DUE on Friday 01/11.
Tuesday
01/08
We continue our introduction to The Grapes of
Wrath with an
audio guide featuring commentary by speakers of various
backgrounds and
relationships to the author, including Eleanor Roosevelt,
established
writers, the author’s son, and Steinbeck himself. While listening to
the
audio guide, students will take extensive notes and present some of the
major points of the presentation at the closing of
class.
Wednesday
01/09
In groups,
students will read three related
non-fiction pieces: “Introduction to the
Novel,” “John Steinbeck, 1902-1968,”
and “Steinbeck and His Other
Works.”After completing the reading, each group
will be assigned on of the
three pieces, and will report out to the class on the
major salient points
of the piece.
Homework: Students will write an essay of no
less
than five paragraphs (it may be hand written if legible) describing a
book,
movie, song, or other creative work that taught them something about
a group
they do not belong to. This might be a different culture, race,
gender,
religion, social class, subculture, etc.). If the book successfully
changed
their perspective on this group, they should discuss at least three
ways their
perspective was changed. This work will be due Friday
01/11.
Thursday
01/10
In class we will
read an informational handout
about the WPA (the Work Projects
Administration), the government agency that
improved infrastructure and
supported the arts while alleviating joblessness in
the Great Depression.
After a brief discussion, students will work in small
groups to create
their own updated version of the WPA. They must decide: What
programs would
they fund? Where would the funding come from? What populations
would they
most target? Students will generate a poster advertising this
imagined
agency, and will report out to the class about its
activities.
Friday
01/11
We will hold a
Socratic dialogue on The
Grapes of Wrath chapters 1 – 6. All
students should come to class with an
opening question ready.
Reading for next week: Chapters 7 -9 will be DUE
on
Wednesday 01/16. Chapters 10 – 13 will be DUE on Friday
01/18.
Week of 01/14 – 01/18
Reading: Students should complete reading
in The Grapes of Wrath, chapters 7-9 by Wednesday and chapters 10-13 by
Friday.
Monday
01/14
Students will be introduced (or
hopefully re-introduced) to the concept of formal character analysis in
literature.
They will choose a character that
they relate to and find interesting. Then, in an essay of no less than five
paragraphs, they will address the following questions: What motivates this
character? How would you describe their sense of ethics or morality? How does
this character relate to those around him/her? To what social class does this
character belong? How do you know? Essays should cite the text and should use
MLA format. As always, we will use the Purdue Owl website as our reference for
MLA rules and usage.
This assignment
should be no less than five paragraphs, typed, double spaced, twelve point font,
Times New Roman. This assignment was originally scheduled for a due date of
Wednesday, but due to illness on the part of the instructor, it will be due
Friday.
Tuesday
01/15
Utilizing group work in class,
we will investigate point of view and narrator in fiction.
Wednesday
01/16
Instructor out sick. A quiz will
be administered over chapters 1-9.
Thursday
01/17
Instructor out sick. Students
will catch up on reading and prepare for a Socratic dialogue.
Friday
01/18
We will hold a Socratic dialogue
over chapters 1-10. Students who have not read through chapter 13 by this point
should prioritize catching up on their reading.
Week of 01/21 –
01/25
Monday
01/21
Happy Martin Luther King Jr.
Day! No school!
Tuesday
01/22
Reading: The Grapes of
Wrath, chapters 14-16 by Wednesday, chapters 17-19 by Friday.
Students will begin a web quest using the
Purdue University OWL (online writing lab) site. Using a template provided in
class, students will answer 20 questions that will help familiarize them with
this invaluable writing tool, and re-familiarize them with the MLA format. This
web quest worksheet is due Friday, 01/25.
Students will be working toward completion of
a research paper related to their reading of The Grapes of Wrath. Students will
generate a thesis based on political, social, or cultural issues that occurred
during the dust bowl/Great Depression period of the 1930’s in which the action
of the book takes place. Then, students will generate a five page, double spaced
paper using Times New Roman, twelve point font, adhering to the MLA format as
outlined on the Purdue OWL website. This paper will be DUE Friday 02/01/13, and
we will spend considerable time together in class working on this assignment.
Wednesday
01/23
In the computer lab, students
will go to the OWL site, this time focusing on research techniques and
practices. Utilizing this section of the site, students will record 20 valuable
tips for academic research and turn these in by Friday, 01/25.
Thursday
01/24
Today, students will begin their
actual research, and by the end of the class period should generate a thesis
that must be approved by the instructor. The research paper can now begin in
earnest!
Friday
01/25
Students will be administered a
quiz over their reading in The Grapes of Wrath (through chapter 19). This will
include several short answer questions and one 40 minute FRQ (free response
question – an essay length response).
Reading
for next week: Chapters 20 -21 by
Wednesday
Chapters
22 – 24 by Friday
Week of 01/28 – 2/01
Monday
01/28
Today we will discuss the art of
the outline, and students will use the OWL (online writing lab) website, along
with other resources, to locate three examples of formats for outlines and/or
directions for creating an outline. Upon completion of this exercise, individual
students will report their findings to the class. After discussion, students
will spend the remainder of the period generating an outline for their own
research papers, which will be DUE on Wednesday 01/30.
Tuesday
01/29
Having now generated a thesis
and at least partially generated an outline, students will us the OWL website,
other online resources, instructor support and peer advisory to conduct research
on their chosen topic. Their research results should be organized using the
template they have created for their outlines.
Wednesday 01/30
Outlines for research papers are due
today.
Students should now be ready (if they
have not already begun) to generate the body of the paper itself. They will be
presented with a number of examples of quality research papers on which to base
their own work.
Thursday
01/31
Students will work on their
research papers with assistance from the instructor and peers when necessary.
Friday
02/01
The research papers are DUE!
We will hold a Socratic dialogue over our
reading in The Grapes of Wrath (through chapter 24). All students
should bring an opening question.
Reading for
next week: Students should have finished the book by Wednesday 02/06.
Monday 02/04 – Friday
02/08
Monday
02/04
Today we introduce the
research/debate project. In this project, the class will be divided randomly
into six groups, representing the positive and negative side of three different
topics of debate. The topics to be addressed will be partially chosen by the
class members. Once groups are assigned, topics will be given, and each pair of
teams will have an opportunity to agree on which groups will take the positive
or negative position. If no agreement can be reached, the position will be
determined by a coin toss.
Once issues and
position have been established, each group must conduct its own research a
detailed presentation of their argument. Presentations will be delivered by both
sides, with each taking no more than 15 minutes (for a total of 30 minutes for
each issue on the table). After this period, the instructor and the audience
(consisting of the rest of the class) will have an opportunity to ask questions,
with each side delivering an answer after being given one minute to formulate a
response. When this question and answer period comes to an end, the winner of
the debate will be determined by audience vote. All presentations must include
the following:
-A Powerpoint presentation of
at least 10 slides or video that is
equivalent
-Oral presentation to be delivered
by EVERY member of the group
-Charts or other
visual aids that present relevant data
-A
written speech that will be used as the backbone of the oral presentation. This
speech should cite at least five sources, and should be configured using MLA
format. Each student should be responsible for contributing at least two double
spaced pages to the final paper, and each section should be clearly labeled
according to student author.
Please remember
that this is a persuasive endeavor, and you should make clear use of rhetorical
strategies, including but not limited to the rhetorical triangle (logos, pathos,
and ethos). Also, you’re style of presentation will be taken into account when
grades are assigned. You should speak clearly, transition from one aspect of
your presentation to the next smoothly, make eye contact with the audience, and
dress appropriately and professionally on the day of your presentation/debate.
Debates will take place Tuesday 02/12 – Thursday 02/14.
Today we will begin by viewing an
example of student-generated persuasive documentary film, discussing the
elements of a quality persuasive argument, forming groups and choosing debate
topics.
Tuesday
02/05
Students will work in the
computer lab to compile research material for their
presentations.
Wednesday
02/06
Students will work in the
computer lab to compile research material for their presentations.
Thursday
02/07
Today there will be a vocabulary
quiz (the vocabulary list will be posted on the course page – students will be
responsible for 20 terms and will be given 20 minutes to complete the
quiz) and an FRQ writing prompt based on our reading of The Grapes of
Wrath.
Friday
02/08
Students will work together in
class to complete their presentations. Please be prepared to show progress (for
a grade) on this day.
Below is a link to the
vocabulary list to be used for Thursday's quiz. You will be responsible for 20
items from the second half of the list (labled "terms"). There are 34 words, and
you will be given 20 of these to use in a sentence correctly or
define:
grade11vocablist2.docx
File Size:
12 kb
File Type:
docxDownload File
Week of 02/11 - 02/14
This will be a simple
and wonderful week. Monday and Tuesday will be the last day of in-class
preparation for the coming debates. Wednesday and Thursday will be given over to
DIscovery testing, a standardized test that provides vital data on student
performance and areas of growth.
Week of 02/19 – 02/22
Tuesday 02/19 – Thursday
02/21
Students groups will deliver
their long-awaited debates!
Friday
02/22
Students will be administered a
vocabulary quiz. You will be responsible for 20 items from the second half of
the list (labeled "terms"). There are 34 words, and you will be given 20 of
these to use in a sentence correctly or define. The remainder of class will be
used to review the concept of “ACE” (answer, cite, explain) that will be crucial
to your success on the SBA exams in March.
The vocabulary
list for the quiz can be found below:
grade11vocablist2.docx
File Size:
15 kb
File Type:
docxDownload File
Thank you all for an amazing
series of debates! You did a great job!
Week of 02/25 – 03/01
Reading: In Fast Food Nation, students should
read through page 28 by Wednesday and through page 57 by Friday.
Monday
02/25
Today we begin a new book,
Fast Food Nation, with a discussion on the origin of food, locally
sourced vs. transported food, the origins and effects of fast food, and the
eating habits of Americans. Books will be distributed and reading assignments
for the week will be clarified.
Tuesday
02/26
Instructor absent due to illness
– students had the opportunity to knock out some reading!
Wednesday
02/27
For the next two days, students
will use the computer lab to conduct research – they should supplement this work
with research at home as well. The objective is to create two menus: one will
showcase a variety of meals from fast food chains, while the other will offer
options for meals to be prepared at home. For each menu, students should list
the number of calories present in each meal, as well as the amount of fat,
sodium, and cholesterol. Each menu should feature a breakfast meal, lunch meal,
dinner meal, and at least one dessert. For the fast food menu, each meal should
represent a different fast food restaurant, and the name of the restaurant
should be included with each menu item.
This
assignment will require you to find health information on fast food restaurants
as well as information of recipes that can be made at home. You may need to
visit a variety of sources to find all of the relevant information.
Please present your menus on unlined paper
with illustrations to make them interesting and creative! The two menus will be
due on Friday 03/01.
Thursday 02/28
We will continue our work on the menu
project.
Friday
03/01
We will hold a Socratic dialogue
on our reading for the week. All students should arrive with an opening
question.
Week of 03/4 –
03/08
Reading: In Fast Food Nation we
will read the chapter titled
“Behind the Counter” by Wednesday and “Success”
by Friday.
Monday 03/04
We
start the week with an in-depth discussion of the rhetorical
strategies
employed by advertisers to influence the spending habits of
consumers.
Next, students will create an advertisement for an imagined product,
including a brand logo that allows for instant recognition of imagined company
and/or product. These advertisements will be due Wednesday 03/06.
Additionally,
students will be asked to bring in print media for the
purposes of analyzing the
advertisements therein.
Tuesday 03/05
Today we
will watch an example of an advertisement using a
visual pun. This concept
will be discussed in class, and then students will use
print media to
discover examples of the use of visual pun in advertising. In
small groups,
students will create collages that demonstrate different examples
of visual
puns in advertising. These collages will be due Friday
03/08.
Wednesday
03/06
Individual student “advertisements” are due
today. Additionally,
students will continue to work on collages
demonstrating examples of visual puns
in print media.
Thursday 03/07
The
instructor will be absent due to a school field trip.
Students will use
this time to complete their weekly reading assignment and/or
complete
their visual pun collage.
Friday
03/08
Student groups will present and explain their
visual pun
collages. Then, we will hold a Socratic dialogue over the week’s
reading.
Week of 03/11 –
03/15
This week we will primarily be engaged in test
preparation for
the SBA (Standards Based Assessment) exams to be held next
week. Students will
review a variety of questions, both multiple choice and
short answer, and will
refresh their understanding of test-taking
strategies.
We will also work in tandem with the AP History class,
using the
same readings this week. Students will read “Letter from
Birmingham Jail” by Dr.
Martin Luther King, Jr. and answer short questions
that delve into the
rhetorical strategies employed by Dr. King in this
famous document.
Additionally, they will read “Message to the Grass Roots”
by Malcolm X and
engage in a Socratic dialogue on this latter reading on
Friday 03/15. All
students should generate an opening question for “Message”
by Friday.
Week of 04/01 –
04/05
Monday
04/01
Students will finish their “anti-ad”
projects. In
these, they have identified a particular product or company,
and created a
“spoof” advertisement pointing out the inconsistencies or
hypocrisy inherent in
the rhetorical devices employed by the advertiser. In
small groups, they have
created visual images (using examples of visual
rhetoric, such as visual puns)
and each individual member of each group has
created a written text that serves
as a narration for their newly created
anti-advertisement. No more class time
will be given for this project, but
students may turn it in on Wednesday.
Tuesday
04/02
Today we delve deeper into the world of
rhetoric
in advertising. In small groups, students will begin to read
“Figures of
Rhetoric in Advertising Language.” This is a scholarly article
concerned with
the use of rhetoric in advertising. It uses exacting and
technical language, and
some students may find it hard to understand. For
this reason, they will read it
slowly in small groups as the instructor
circulates to check for understanding.
Wednesday
04/03
In small groups, students will continue their
reading from the previous day. The goal is to finish the article today.
Once
this is accomplished, groups will be called upon to explain individual
sections
of the article. We will go through the entire piece as a whole
group in this
manner.
Next, we will begin a project in
which students
will begin to identify written and visual rhetoric in
advertising. In the first
phase, students will work individually. The
instructor will supply examples of
advertising taken from print media. Each
student will choose separate
advertisements and generate a written analysis
of the rhetorical elements
employed in that advertisement, and their
intended purpose. Language and
terminology from the article “Figures of
Rhetoric in Advertising” should be
employed. Each written analysis should
be three-five paragraphs, and should
offer explicit and detailed examples
of visual and/or written rhetoric.
Anti-Advertisements
are DUE today.
Thursday
04/04
Students will continue working on their
rhetorical analysis of advertisements. If they should finish all three, they may
complete more for a higher grade.
During the second
half of class, students will
begin to report out on their analysis of
advertisements, presenting their work
to the class.
Friday
04/05
Presentations of rhetorical analysis of
advertisements continue today. Our examination of rhetoric in advertising will
continue after spring break. Enjoy your
break!
Week of
04/22-04/26
This week students will undertake a unit of
study in which they
will analyze song lyrics as well as create and perform
original songs of their
own. The deadlines for this project (which were
generated by students) are as
follows:
-Friday 04/26:
Lyrics analysis is
due
-Monday and Tuesday
(04/29-04/30): Presentation of lyrics
analysis
-Friday
05/03: Original songs due/presentations of original
songs
begin
-Monday 05/06: If necessary, song presentations will
be
completed today
The link below describes the unit
in detail.
griotlessonuniversal.pdf
File Size:
159 kb
File Type:
pdfDownload File
Monday
04/22
The music unit begins with a class discussion
of selected rap
lyrics.
Tuesday
04/23
Students work on music
project.
Wednesday
04/24
Students work on music
project.
Thursday
04/25
Students work on music
project.
Friday 04/26
Students work on music project. The lyrics
analysis portion of
the assignment is due.
Grade 10 English:
Below you will find a link to the Grade 10
English II course description.
grade_10_english_ii_course_description.docx
File Size:
23 kb
File Type:
docxDownload File
Week of Wed. 08/15 - Fri.
08/17
Thu. 08/16: Reading "Tselane and the
Giant" (textbook page 43) and Socratic dialogue handout are DUE. Student
notes based on the reading are DUE. Below you will find a link to the Socratic
dialogue handout:
socratic_seminars-directions.docx
File Size:
29 kb
File Type:
docxDownload File
Example notes for Socratic
seminar will be presented and discussed in class. Below you will find a link to
the example notes:
grade_10_english_iisocraticnotesexample.docx
File Size:
12 kb
File Type:
docxDownload File
Fri. 08/17: Socratic dialogue 1
in class! Expanded student notes (based on example notes) are DUE.
Week of
08/20-08/24
Monday 08/20:
Quiz: “Anansi’s Fishing Expedition”
and “Edju and the Two Friends.”
“Defining
Myth” handout will be distributed and gone over in class. The “myth planning
rubric ideas” section offers 11 questions that you should use to create your
myth. Part of your grade will be based on your addressing these questions. Some
of these questions may be irrelevant to your story, but you MUST address at
least five of these questions. One planning rubric per group will be turned in
with your final product.
Group Work: Students
will begin to develop their own myths, following the criteria described in the
handout and based on their own lives and communities. The final product of
this myth will be DUE Friday 08/24. Each student will be responsible for
creating at least two paragraphs in the myth, and these paragraphs will be
clearly labeled by the student who produces them. Each student will write their
own paragraphs (though of course discussing the story line with their group) and
the group will then cut and paste each individual’s paragraphs to produce a
finished product. For up to five additional points, each group may choose to
create a visual representation of their myth (a painting, drawing, comic, etc.)
Tuesday 08/21:
An
individual questionnaire will be distributed. These will be used to complete the
myth assignment, and will be turned in with the final product. Each group member
should complete one questionnaire.
Group Work:
Students will continue to develop their own myths, following the criteria
described in the handout and based on their own lives and communities. The
final product of this myth will be DUE Friday 08/24. Each student will be
responsible for creating at least two paragraphs in the myth, and these
paragraphs will be clearly labeled by the student who produces them. Each
student will write their own paragraphs (though of course discussing the story
line with their group) and the group will then cut and paste each individual’s
paragraphs to produce a finished product. For up to five additional points, each
group may choose to create a visual representation of their myth (a painting,
drawing, comic, etc.)
Wednesday 08/22:
Group
Work: Students will continue to develop their own myths, following the criteria
described in the handout and based on their own lives and communities. The
final product of this myth will be DUE Friday 08/24. Each student will be
responsible for creating at least two paragraphs in the myth, and these
paragraphs will be clearly labeled by the student who produces them. Each
student will write their own paragraphs (though of course discussing the story
line with their group) and the group will then cut and paste each individual’s
paragraphs to produce a finished product. For up to five additional points, each
group may choose to create a visual representation of their myth (a painting,
drawing, comic, etc.)
Thursday 08/23:
Group Work: Students will continue to
develop their own myth. This is the final day of class work, so students should
cut and assemble their individual paragraphs, as well as assemble their
individual questionnaires, their group organizational sheet, and their peer
editing work templates. ALL of this will be DUE the following day.
Friday 08/24:
Myth projects are DUE, including one
individual questionnaire per student and one planning rubric per group.
Completed myths will be shared with the class.
Below you will find a link to a peer
editing work template that will be used whenever students do peer editing in
class.
peer_editing_work_template.docx
File Size:
11 kb
File Type:
docxDownload File
Below you will find an individual myth
questionnaire that will be used this week in class.
grade_10mythidividualquestionnaire.docx
File Size:
12 kb
File Type:
docxDownload File
Below you will find a link to a handout:
"Defining Myth." This document will guide our work this week.
definingmyth.docx
File Size:
18 kb
File Type:
docxDownload File
Week of Monday 08/27 – Friday
08/31
Monday 08/27:
Myth Projects
DUE
Quiz: “The Dress That Sang” Group myth
projects are DUE today.
Group Work: In small
groups, students will discuss the important events of their lives and write down
three-four ideas for an autobiographical writing piece that exposes injustice,
was life changing, or taught a lesson they would like to share with others.
Homework: Read “Life of Benin” and write an
opening paragraph for your autobiographical piece.
Tuesday
08/28:
Peer
editing: Opening paragraphs will be peer edited and students will provide one
another with ideas for expanding/creating their autobiographic
pieces.
Wednesday
08/29:
Free response questions: “Life of Benin”
In-class work on autobiographical piece with
instructor support
Thursday 08/30:
Rough draft of autobiographical piece
DUE
Peer editing: autobiographical
piece
Students will generate an opening
question for a Socratic dialogue based on “Life of Benin.” An opening question
will be chosen at random for the discussion Friday.
Friday 08/31:
Socratic dialogue – “Life of Benin”
Autobiographical pieces with instructor edits
will be returned Tuesday 09/04/12
Homework: Read "Half a Day" on page 107 in the textbook.
Be prepared to demonstarte your understanding of this text on Tuesday, 09/04.
Below you will find a link to FRQ
(free response questions) completed in class on Wednesday,
08/29.
grade10frqlifeinbenin.docx
File Size:
11 kb
File Type:
docxDownload File
Week of 09/03/12 –
09/07/12
Monday
09/03
No school! Labor Day!
Tuesday
09/04
Quiz: “Half a Day” by Naguib
Mahfouz
Class Discussion: historical fiction
(including a reading on page 113)
Students
will help develop the parameters of a historical fiction
assignment
Homework: Read “Tribal Scars” pages
114-124
Wednesday
09/05
Student development of
historical fiction project
Thursday
09/06
Student work on historical
fiction project
Friday 09/07
Student work on historical fiction
project
Week of 09/10 -
09/14
The class will follow the
student-generated syllabus posted below
grade10historicalfiction09_06.docx
File Size:
27 kb
File Type:
docxDownload File
Week of 09/17 –
09/21
Monday
09/17
Introducing . . . “The Kite
Runner” by Khaled Hosseini. As we introduce ourselves to the culture and people
of Afghanistan, we will prepare to read this New York Times Best Seller!
Ethnic groups of Afghanistan: In small
groups, students will read facts concerning the eight major ethnic groups of
Afghanistan. Then, in the first person, each member of each group will report to
the class on some aspect of the group they are learning about. We report in the
first person in order to feel a connection to the group we are describing, and
to foster empathy for a culture that is quite different from our own. This
activity will include a brief discussion on the concept of empathy and
cross-cultural understanding.
Homework: Read
“The Kite Runner” chapters 1-4 (pages 1-34), DUE Friday 09/21.
Tuesday
09/18
Quiz Game! Using the information
from yesterday’s activity, students will compete in two groups to answer
questions about the ethnic groups of Afghanistan. Time is a factor, so study up!
Where is Afghanistan? Using a map of the area,
students will test their knowledge of the country and its surroundings by
attempting to locate and name a variety of key geographical locations. Once
prior knowledge is used as much as possible, we will use computers to find the
locations we do not already know. If maps are not finished in class, then the
remainder of the assignment will be considered homework, DUE
Wednesday 09/19.
Wednesday
09/19
Important terms: Students will
be given a list of fifteen terms that will be vital in understanding
Afghanistan, the book we are reading, and the lessons to come. First, in small
groups, they will attempt to define the terms themselves using prior knowledge.
Next, they will use dictionary and Internet sources to clarify their definitions
and compare the “official” definitions with their own ideas.
Thursday
09/20
Review of the Socratic dialogue
process: It’s been a while, so we will revisit the proper way to engage in
Socratic dialogue, and the kinds of questions that make for a quality and
Homework: Students will develop an opening question for the Socratic
dialogue on Friday.
Friday 09/21
Socratic dialogue: “The Kite Runner,”
chapters 1-4 (pages 1-34).
Notebook Check: Mr.
Ayers will pick up notebooks, and all work for the week (other than the map
activity) should be present in the notebook, along with all “Do Now” writing
prompts. ALL writing for this course should be in the form of complete
sentences, with correct grammar, spelling and syntax. This will play a factor in
your grade for the notebook check.
Week of Monday 09/24 – Friday
09/28
Question for the Week: What defines
who we are and what makes us similar and/or different from
others?
DUE DATES FOR THE
WEEK
-Rough draft: Perspective writing
assignment
Wednesday
09/26
-Final draft: Perspective
writing assignment
Friday
09/28
-Read chapters 5-8 (pages
35-100) in “The Kite Runner”
Friday
09/28
Monday
09/24:
In class, students will help
generate a writing assignment, based on our reading of “The Kite Runner” whose
primary focus is perspective. We will discuss the different aspects of a
person’s life that define their unique point of view, that which we might call a
“world view.” Then, we will create a writing assignment that illuminates these
experiences.
Tuesday
09/25:
Students will work on their
perspective writing projects in class. Some are working in groups, while others
will benefit from input from the
instructor.
Wednesday
09/26:
Students will peer edit one
another’s work on the perspective writing project.
Thursday 09/27:
Students will peer edit one another’s
work on the perspective writing
project.
Friday 09/28:
Socratic dialogue – “The Kite Runner”
pages 35 – 100. Students will generate an appropriate opening question, and one
of these opening questions will be used to begin and to guide our discussion.
Below you will find a
link to the student-generated (and teacher-typed) writing assignment for the
week.
grade10kiteperspective.docx
File Size:
11 kb
File Type:
docxDownload File
Week of 10/01 - 10/05 AND Week of 10/08 -
10/12
This two-week period will follow the lesson plan linked below.
Deadelines are listed on the lesson plan. PLEASE REFER TO THE LINK BELOW FROM
10/1 - 10/12:
grade10kiterunnertrial.docx
File Size:
13 kb
File Type:
docxDownload File
Week of Monday 10/15 – Friday
10/19
Monday
10/15
Students will close up their
preparations for “The Kite Runner” mock trial. We start tomorrow!
Tuesday
10/16
Mock trial! We will determine
the guilt or innocence of Amir, the protagonist of “The Kite Runner.” No matter
if you are the defendant, the defense, the prosecution, the judge, a member of
the jury, or a witness, come prepared to do your duty.
END OF QUARTER ONE
Wednesday
10/17
PSAT at IAIA! How’s that for
acronyms? Meet at ATC and then proceed to IAIA to ace the test and win yourself
some scholarship money.
Thursday
10/18
Much of the school (including
Mr. Ayers) will be gone on a trip. There will be an altered schedule.
Friday
10/19
Depending on how things proceed
on Tuesday, we will complete our mock trial. The verdict will be handed down . .
.
Week of Monday 10/22 – Friday 10/26
Deadlines:
-Reading through page 25 DUE
Wednesday 10/24
-Symbol writing assignment DUE
Wednesday 10/24
-Reading through page 58 DUE
Friday 10/26
-“Quick reaction” writing
assignment DUE Friday 10/26
-Socratic dialogue
through page 58 on Friday 10/26
Monday
10/22
We begin our reading of “The
Things They Carried” by Tim O’Brien with the following “Do Now” writing
prompt:
“If you are writing about a
serious and contentious topic, what advantages might there be to writing in the
form of fiction? What other advantages might there be to writing
non-fiction?”
We will then discuss
the differences between the two forms and spend some time discussing O’Brien’s
decision to render this startling and informative book on war through the lens
of fiction.
Homework: Reading of chapter one
(The Things They Carried – pages 1-26) is DUE Wednesday
10/24.
Tuesday
10/23
Do Now writing prompt: “Please
make a list of all the items you are carrying with you today (or at least, the
most important ones). What do these items say about you as a student and as an
individual?”
Group Work: In groups of three,
students will be assigned a particular character from chapter one. They will
then compile a list of things carried by that soldier, and what their symbolic
meaning might be. After 20 minutes of this work, each group will write their
list on the board, and as a class we will decide if anything about the list
needs to be altered. Finally, we will decide on one to three major symbols for
each character that seem particularly important.
Homework: Students will choose one character
from chapter one that they relate to, based on the symbols associated with that
character. They will then write two paragraphs – one describing the character
and why the student relates to him, and the other describing the symbols
associated with that
character.
Wednesday
10/24
Do Now writing prompt: “What is
figurative language? Please offer examples of figurative language in the book,
in other things you have read, and in your own writing.”
Introducing . . . synecdoche and metonymy . .
. two terms that will help us in our understanding of language in general and
this book specifically. After a brief discussion of these terms (accompanied by
a handout for each) students will work individually. They will choose five
standard items members of the platoon carry, and rename them using synecdoche
and metonymy. We will share the results with the class and turn in the resulting
work.
Below are links to the handouts you will
need:
http://rhetoric.byu.edu/figures/M/metonymy.htm
http://rhetoric.byu.edu/figures/S/synecdoche.htm
Now,
we will briefly review metaphor and simile. Working in pairs, students will
answer the question, “How do members of the platoon use simile and metaphor to
describe particularly dangerous situations, or even death?”
Homework: In a “quick reaction” writing
assignment of no less than three paragraphs, students will respond to the use of
figurative language in chapter one of “The Things They Carried.” Students will
choose one example of figurative language from chapter one and answer the
questions, “What about the description or use of figurative language caught your
attention? How did this use of figurative language contribute to your experience
as a reader? This assignment is DUE Friday
10/26.
Reading through page 25 is DUE
today. Two paragraph “symbol writing assignment” assigned on Tuesday is DUE
today.
Thursday
10/25
Students will peer edit the
“quick reaction” writing assignment and then develop a revised draft. Both
drafts and peer edits will be DUE Friday 10/26.
Students should develop an opening question
for the Socratic dialogue on Friday 10/26.
Friday 10/26
Students will engage in a Socratic
dialogue on “The Things They Carried” through page 58. Each student should
arrive with an opening question and be prepared to participate in the dialogue.
Homework: Reading through page 81 is DUE
Wednesday 10/31.
“Quick reaction”
writing assignment is DUE today. Reading through page 58 is DUE
today.
Week of Monday 10/29 – Friday 11/02
Monday
10/29
Parent/Teacher conferences mean
. . . no school!
Tuesday
10/30
In “How to Tell a True War
Story,” Tim O’Brien writes:
“In any war story,
but especially a true one, it’s difficult to separate what
happened
from what seemed to happen. What seems
to happen becomes its own happening
and has to
be told that way. The angles of vision are skewed.… The pictures
get
jumbled; you tend to miss a lot. And then
afterward, when you go to tell about it,
there
is always that surreal seemingness, which makes the story seem untrue,
but
which in fact represents the hard and exact
truth as it seemed.” (Pages 67-68)
One
definition for the word surreal is: having the disorienting, hallucinatory
quality of a dream; unreal; fantastic.
In the
next exercise, we will find an instance where O’Brien’s writing reflects the
surreal
nature of war and write a short essay
on how he achieves this effect. What kinds
of
truths can surrealism reveal? In other words, how does this dreamlike, unreal
quality help the author reach the truth about his experience in war?
Your essays should be a minimum of five
paragraphs in length. The rough draft may be hand-written, but MUST be double
spaced. Work that is not double spaced will be returned to its creator. The
final draft should be typed, 12 point font, Times New Roman, and double spaced.
In pairs, students will search the text to
find examples of the surreal in the text, and to help one another develop ideas
for their essay. By the end of the period, you should have a list of at least
five examples of scenes or moments in the book that embody the surreal. This
list will be the basis of your essay, and will be turned in with the final
draft.
Rough drafts of this essay will be DUE
Wednesday 10/31.
For Friday: Read “The
Dentist” and “Sweetheart of the Song Tra Bong” (pages 81-110).
Wednesday
10/31
Reading through page 81 is DUE
today.
Students will peer edit their work with
at least two different peer editing partners. These peer editing sheets will be
turned in with the final draft.
Thursday
11/01
Students will be given time in
class to work on their essays, utilizing comments from peer editing, and
accessing the instructor as a source of ideas, support and improvement.
Friday 11/02
Reading through page 110 is
DUE today.
Students will arrive in
class with an opening question, and we will hold a student-lead Socratic
dialogue on the reading thus far.
Essays, including your original list
of five examples of the surreal, a rough draft, two peer editing sheets, and a
final draft are DUE today.
For
Wednesday 10/07: Read pages 111-130.
Week of 11/05 –
11/09
Monday
Introduction to rhetorical analysis:
We will explore the meaning and method of rhetorical analysis in literature.
Using a worksheet provided, in small groups, you will analyze the chapters
“Church” and “The Man I Killed.” When we are finished with our group work we
will share out as an entire class.
For
Wednesday: Read through page 130.
For Friday:
Read through page 148.
Tuesday
Election Day! No school!
Wednesday
Reading through page 130 is DUE.
Using the same rhetorical analysis techniques
we introduced on Monday, we will repeat the process with the chapters “Ambush”
and “Style.”
Thursday
In class, you will respond to a
writing prompt based on one of the chapters we have read in “The Things They
Carried,” generating a complete essay response in the span of one class period!
Friday
We will hold a Socratic dialogue on
the chapter “Speaking of Courage” (page 131 – 148).
Below you will find the FRQ (Free Response Question) writing prompt we
will use in class on Thursday 11/08.
grade10frq1.docx
File Size:
10 kb
File Type:
docxDownload File
Week of 11/12 –
11/16
Monday
11/12
In class you will work
individually on completing rhetorical analysis worksheets for the chapters
“Notes” and “In the Field” (pages 149-170). Prior to student completion of this
work, you will be provided with an example template from a previous chapter,
provided by the instructor. Once you have finished your individual work, we will
share our findings as a class.
Tuesday
11/13
FRQ (Free Response Question)
number two! You will be provided with a supplementary document that addresses
Vietnam War era happenings, and will use this document, along with a writing
prompt, to produce a complete essay in one class period.
Homework: Students should arrive on Wednesday
with an opening question for use in our Socratic dialogue.
Wednesday 11/14
There will be a Socratic dialogue on
the chapters “Notes” and “In the Field” (pages 149-170) today!
Thursday
11/15
Standardized short cycle
assessments today. Please bring a book in case you finish early!
Friday 11/16
Standardized short cycle assessments
today. Please bring a book in case you finish early!
Below you will find
links to the FRQ and the article associated with it for Tuesday
11/13.
grade10kentstatefrq.docx
File Size:
10 kb
File Type:
docxDownload File
http://www.nytimes.com/learning/general/onthisday/big/0504.html
Week of 11/19 - 11/23
Students
are reading “The Things They Carried” by Tim O’Brien. They need to finish the
book by the end of Thanksgiving break. That’s it! Read!
Happy Break!
Week of 11/26 - 11/30
The plan for this
week is encompassed in the two assignment links below:
grade10visualessay.docx
File Size:
11 kb
File Type:
docxDownload File
grade10thingsfinalessay.docx
File Size:
13 kb
File Type:
docxDownload File
Please remember that ALL work that
includes citations should use MLA format. Below you will find a link to the
website this course uses for MLA format:
http://owl.english.purdue.edu/owl/resource/747/01/
Week of 12/03 –
12/07
This week will be entirely devoted to
grammar work, based on the results of your Discovery standardized test. Students
will be provided with test booklets and a copy of their score report, which
tells them which specific questions they missed on the test. Next, students will
be provided with a grammar and composition handbook, which they will use to
drill grammar skills for the remainder of the year. Additionally, each student
will be paired with a “grammar buddy” (or “language mechanics ally” for those of
you who want to appear more mature). These pairs will work together through
quarter three on all grammar lessons. For this week, each student will be
responsible for five grammar lessons of their choice per day, with ten due on
Wednesday and ten due on Friday. Students will use their test data to determine
which lessons to prioritize and they will also use simple self knowledge to
choose the grammar lessons they most urgently need to practice. Additionally,
there will be a Socratic dialogue on Friday based on a handout given in class,
and all students should generate an opening question.
Monday
12/03
We will work on grammar drilling
with grammar buddy.
Tuesday
12/04
Discovery test data will be
distributed to students. You will go over this data with your grammar buddy to
determine WHY you missed the items you did and HOW to get a correct answer next
time. You will also use this data to identify areas of potential growth and to
choose the lessons you would like to complete in the grammar and composition
handbook.
Wednesday
12/05
We will work on grammar drilling
with grammar buddy.
Thursday 12/06
We will work on grammar drilling with
grammar buddy.
Friday
12/07
We will hold a Socratic dialogue
on the in-class handout. Bring an opening question!
Week of 12/10 - 12/14
This week, students
will develop their own midterm exam, prepare for it, study it, and pass it. For
a description of the project and a day-by-day breakdown of events, see the
attachment below.
grade10to_build_a_final.docx
File Size:
13 kb
File Type:
docxDownload File
Week of 12/17 - 12/21
Midterm Exams! We
will be following a special schedule this week, and the end of the week also
marks the end of the semester, as well as the beginning of our break. Awesome!
Week of 01/07 –
01/11
Monday
01/07
Welcome back! We are beginning a new novel,
Siddhartha,
by Herman Hesse. We will begin by discussion the author, the
cultural
background of the piece, and doing a bit of in-class
reading.
Reading: Sections 1 -3 will be due on Wednesday
01/09, and sections 4 – 6 will be due on Friday
01/11.
Tuesday
01/08
Today we begin a
multi-faceted project that
investigates the function of religion in
everyday life, a theme that is strong
in the novel. Please see the
assignment description for details.
Wednesday
01/09
The religion project continues.
Thursday
01/10
The religion project concludes; student groups
will
present their posters and describe their invented society and
religion.
Friday
01/11
The individual
essay portion of the religion
project is DUE today.
We
will hold a Socratic dialogue on Siddhartha,
sections 1 – 6 today. All
students should arrive with an opening question ready.
Reading for
next week: Sections 7 – 9 will be DUE
on Wednesday 01/16. We will complete
the book by Friday 01/18.
Below
you will find a link to the assignment sheet handed out in calss on
Tuesday.
siddharthanewreligionproject.docx
File Size:
15 kb
File Type:
docxDownload File
Week of 01/14 –
01/18
Reading: Students should complete
reading in Siddhartha, including the sections “Samsara,”
“By the
River,” and “The Ferryman” by Wednesday and completing the book by Friday.
Monday
01/14
Students will read a news
article detailing the mass conversion of Hindus of the “untouchable” caste to
Buddhism in order to avoid the stigma of their place in the enduring (though
officially outlawed) caste system. Students should analyze the rhetorical
devices employed by the author, and should agree with, disagree with, or qualify
the opinions and ideas expressed by the author. Essays should cite the text and
should use MLA format. As always, we will use the Purdue Owl website as our
reference for MLA rules and usage.
This
assignment should be no less than five paragraphs, typed, double spaced, twelve
point font, Times New Roman. This assignment was originally scheduled for a due
date of Wednesday, but due to illness on the part of the instructor, it will be
due Friday.
Tuesday
01/15
Utilizing group work in class,
we will investigate point of view and narrator in fiction.
Wednesday
01/16
Instructor out sick. A quiz will
be administered reading through the section “The Ferryman.”
Thursday
01/17
Instructor out sick. Students
will catch up on reading and prepare for a Socratic dialogue.
Friday
01/18
We will hold a Socratic dialogue
over Siddhartha, up to and including the section “The Ferryman.”
Week of 01/21 –
01/25
Monday
01/21
Happy Martin Luther King Jr.
Day! No school!
Tuesday
01/22
Reading: Students who have not
finished reading Siddhartha by Herman Hesse should do so as soon as
possible.
Students will begin a web quest
using the Purdue University OWL (online writing lab) site. Using a template
provided in class, students will answer 15 questions that will help familiarize
them with this invaluable writing tool, and re-familiarize them with the MLA
format. This web quest worksheet is due Friday, 01/25.
Students will be working toward completion of
a research paper related to their reading of Siddhartha. Students will
generate a thesis based on political, social, or cultural issues that occurred
in classical India where the action of the book takes place. Students may relate
the setting and action of the book to the reality of life in ancient India, to
contemporary Indian society, and/or to contemporary life in the United States.
Religion, class structure, and social norms are all likely places to begin.
Then, students will generate a three page, double spaced paper using Times New
Roman, twelve point font, adhering to the MLA format as outlined on the Purdue
OWL website. This paper will be DUE Friday 02/01/13, and we will spend
considerable time together in class working on this assignment.
Wednesday
01/23
In the computer lab, students
will go to the OWL site, this time focusing on research techniques and
practices. Utilizing this section of the site, students will record 10 valuable
tips for academic research and turn these in by Friday, 01/25.
Thursday
01/24
Today, students will begin their
actual research, and by the end of the class period should generate a thesis
that must be approved by the instructor. The research paper can now begin in
earnest!
Friday
01/25
Students will be administered a
quiz over their reading of Siddhartha in its entirety. This will
include several short answer questions and one 40 minute FRQ (free response
question – an essay length response).
Week of 01/28 – 2/01
Monday
01/28
Today we will discuss the art of
the outline, and students will use the OWL (online writing lab) website, along
with other resources, to locate three examples of formats for outlines and/or
directions for creating an outline. Upon completion of this exercise, individual
students will report their findings to the class. After discussion, students
will spend the remainder of the period generating an outline for their own
research papers, which will be DUE on Wednesday 01/30.
Tuesday
01/29
Having now generated a thesis
and at least partially generated an outline, students will us the OWL website,
other online resources, instructor support and peer advisory to conduct research
on their chosen topic. Their research results should be organized using the
template they have created for their outlines.
Wednesday 01/30
Outlines for research papers are due
today.
There will be a test over
Siddhartha, covering the entire book, on Friday. Study guides for
Friday’s test will be distributed today.
Students should now be ready (if they have not
already begun) to generate the body of the paper itself. They will be presented
with a number of examples of quality research papers on which to base their own
work.
Thursday
01/31
Students will work on their
research papers with assistance from the instructor and peers when necessary.
Friday
02/01
The research papers are DUE!
There will be a multiple choice test over
Siddhartha, covering the entire book. Make sure you have done your
review!
Monday 02/04 – Friday
02/08
Monday
02/04
Today we introduce the
research/debate project. In this project, the class will be divided randomly
into six groups, representing the positive and negative side of three different
topics of debate. The topics to be addressed will be partially chosen by the
class members. Once groups are assigned, topics will be given, and each pair of
teams will have an opportunity to agree on which groups will take the positive
or negative position. If no agreement can be reached, the position will be
determined by a coin toss.
Once issues and
position have been established, each group must conduct its own research a
detailed presentation of their argument. Presentations will be delivered by both
sides, with each taking no more than 15 minutes (for a total of 30 minutes for
each issue on the table). After this period, the instructor and the audience
(consisting of the rest of the class) will have an opportunity to ask questions,
with each side delivering an answer after being given one minute to formulate a
response. When this question and answer period comes to an end, the winner of
the debate will be determined by audience vote. All presentations must include
the following:
-A Powerpoint presentation of
at least 10 slides or video that is
equivalent
-Oral presentation to be delivered
by EVERY member of the group
-Charts or other
visual aids that present relevant data
-A
written speech that will be used as the backbone of the oral presentation. This
speech should cite at least five sources, and should be configured using MLA
format. Each student should be responsible for contributing at least two double
spaced pages to the final paper, and each section should be clearly labeled
according to student author.
Please remember
that this is a persuasive endeavor, and you should make clear use of rhetorical
strategies, including but not limited to the rhetorical triangle (logos, pathos,
and ethos). Also, you’re style of presentation will be taken into account when
grades are assigned. You should speak clearly, transition from one aspect of
your presentation to the next smoothly, make eye contact with the audience, and
dress appropriately and professionally on the day of your presentation/debate.
Debates will take place Tuesday 02/12 – Thursday 02/14.
Today we will begin by viewing an
example of student-generated persuasive documentary film, discussing the
elements of a quality persuasive argument, forming groups and choosing debate
topics.
Tuesday
02/05
Students will work in the
computer lab to compile research material for their
presentations.
Wednesday
02/06
Students will work in the
computer lab to compile research material for their presentations.
Thursday
02/07
Today there will be a vocabulary
quiz (the vocabulary list will be posted on the course page – students will be
responsible for 20 terms out of the 24 listed and will be given 20 minutes to
complete the quiz). The remainder of the class will be spent working on
presentations.
Friday
02/08
Students will work together in
class to complete their presentations. Please be prepared to show progress (for
a grade) on this day.
Below you will find a
link to the vocabulary list to be used for Thursday's quiz:
grade10vocablist2.docx
File Size:
12 kb
File Type:
docxDownload File
Week of 02/11 - 02/14
This will be a simple
and wonderful week. Monday and Tuesday will be the last day of in-class
preparation for the coming debates. Wednesday and Thursday will be given over to
DIscovery testing, a standardized test that provides vital data on student
performance and areas of growth.
Week of 02/19 – 02/22
Tuesday 02/19 – Thursday
02/21
Students groups will deliver
their long-awaited debates!
Friday
02/22
Today there will be a vocabulary
quiz (the vocabulary list will be posted on the course page – students will be
responsible for 20 terms out of the 24 listed and will be given 20 minutes to
complete the quiz).The remainder of class will be used to review the
concept of “ACE” (answer, cite, explain) that will be crucial to your success on
the SBA exams in March.
The vocabulary list to be used in
preparation for the quiz can be found below:
grade10vocablist2.docx
File Size:
12 kb
File Type:
docxDownload File
Thank you all for doing an amazing job on your
debates! It was awesome!
Reading:
Students should read the introduction, historical context section, and chapters
one and two by Wednesday 02/27. They should read chapters three and four by
Friday 03/01.
Monday
02/25
Today we introduced a new book:
The Good Earth by Pearl S. Buck. We will open our reading with a class
discussion on one of the major themes of the book – the personal relationships
individuals have with the land, and how human relationships with the land
overall have changed over time.
Tuesday
Instructor absent due to illness –
students had a chance to knock out some reading!
Wednesday
Students will work on a rough draft
of the following writing assignment:
Interview
one parent or other adult concerning his or her relationship with the land, in
terms of farming and/or the natural world in general. We will generate questions
in class as a whole group. Then, answer the same questions yourself. Finally,
use this data to produce a compare and contrast essay, demonstrating the ways in
which your own relationship with the land and the natural world are similar
and/or different from your adult interviewee. The rough draft may be
hand-written, but should be double spaced and legible. If your handwriting is
not legible, type the rough draft. Rough drafts will be peer edited in class,
and final drafts (due Friday) will be five paragraphs, double spaced, Times New
Roman, 12 point font.
Thursday
In class we will peer edit with two
partners. Then, students will report out on some of their perceived similarities
and differences with their interviewees.
Friday
Final drafts of essays are due today.
We will hold a Socratic dialogue over the reading thus far, and all students
should arrive with an opening question.
Week of 03/04 – 03/08
Reading: Students will read chapters
5-6 by Wednesday and
chapters 7-8 by Friday.
Monday 03/04
We will begin with a discussion of historical and
cultural
context as it pertains to the understanding of literature,
specifically in our
case, “The Good Earth,” a book that takes place in both
a time and a
geographical location that is unfamiliar to most students in
our class. A
historical timeline at the opening of the novel offers clues
to the significant
political and cultural events that shaped life in China
in the late nineteenth
to early/mid-twentieth centuries. Each student will
choose a significant
historical event from the timeline, and will conduct
research on this event.
Time will be scheduled in the computer lab for this
purpose. Students will
generate a poster that uses visual images (either
personally rendered or taken
from Internet or print sources) to describe
the event they have chosen to
research. The posters may also include
written language, but the focus here is
to create a “story” using primarily
visual images. Each student will create a
“visual history” of their chosen
event, and will present it to the class along
with an explanation. These
projects will be due on Wednesday, 03/06.
Tuesday 03/05
Students will have class time to complete their
“visual history”
projects. Then, each student will create a fictional
“newspaper report”on the
historical event they have chosen. In these
reports, students will imagine that
they are writing during the time period
they are covering, as if reporting in
real time on their chosen event.
These pieces should be written in a
journalistic style, with simple
language, a wealth of facts, and an objective
style. These pieces
should be short (three-five paragraphs) and may be hand
written
(though they must be double spaced). This assignment is due Wednesday
03/06.
Wednesday
03/06
Students will present their visual history
posters to the class
and read their newspaper reports as well.
Thursday 03/07
The
instructor will be absent due to a school trip. Students may
use this time
to complete their assigned reading and to prepare for a Socratic
dialogue
on Friday. All students should produce an opening question for the
dialogue.
Friday
03/08
We will hold a Socratic dialogue on the
reading for the week.
Grade 10 English
II
Week of 03/11 – 03/15
This
week we will primarily be engaged in test preparation for
the SBA
(Standards Based Assessment) exams to be held next week. Students will
review a variety of questions, both multiple choice and short answer, and will
refresh their understanding of test-taking strategies.
Besides
test preparation, students should read through chapter
nine in “The Good
Earth” and create an opening question for a Socratic dialogue
on Friday
03/15.
grade10bodybiography.docx
File Size:
15 kb
File Type:
docxDownload File
Week of 04/01 –
04/05
Monday
04/01
Students will complete their “body biography”
projects based on their reading of The Good Earth. Please see the
link above for a complete description of the project. This is the
last
day for class work on this project, but students may turn them in
Wednesday.
Tuesday
04/02
Today we begin a short “flash fiction” unit.
Flash fiction can be described as “very short” short stories. They may be from
500 to around 1000 words. Though very short, a good piece of flash fiction is
difficult to create because it must contain all the elements of a complete
story. Characters (with character development), plot progression, conflict, and
at least partialresolution must all be present in one of these
works.
In class, we will read several examples of flash fiction to
analyze their purpose and the literary devices employed to achieve them. Once
this is done, students will be asked to create their own piece of flash fiction
for Wednesday. They may be hand-written, but they must be double
spaced.
Wednesday 04/03
Today
students will peer edit their works of flash fiction using a peer editing work
template. Students will share their work with at least three of their peers.
If time allows, we will read and analyze further examples
of
quality flash fiction.
Thursday
04/04
Today, we will read and analyze further
examples of quality flash fiction.
Friday 04/05
Students will turn in complete final drafts of
flash fiction. They should be typed, double spaced, Times New Roman, 12 point
font. Students should turn in their rough drafts and peer editing work sheets
along with their final drafts.
We will have a writer’s café
in which students will read their flash fiction aloud. Please feel free to bring
snacks and drinks. Happy spring break!
Week of
04/22-04/26
This week students will undertake a unit of
study in which they
will analyze song lyrics as well as create and perform
original songs of their
own. The deadlines for this project (which were
generated by students) are as
follows:
-Friday 04/26:
Lyrics analysis is
due
-Monday and Tuesday
(04/29-04/30): Presentation of lyrics
analysis
-Friday
05/03: Original songs due/presentations of original
songs
begin
-Monday 05/06: If necessary, song presentations will
be
completed today
The link below describes the unit
in detail.
griotlessonuniversal.pdf
File Size:
159 kb
File Type:
pdfDownload File
Monday
04/22
The music unit begins with a class discussion
of selected rap
lyrics.
Tuesday
04/23
Students work on music
project.
Wednesday
04/24
Students work on music
project.
Thursday
04/25
Students work on music
project.
Friday 04/26
Students work on music project. The lyrics
analysis portion of
the assignment is due.