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AP Language and Composition 2019-2020

May 11-15

Click here for this week's lesson plans.

 

This is the last week work will be posted! Next week (May 18-22) is for finalizing grades. If you would like to go back and complete any distance learning work to raise your 4th quarter average, please send me an email once it is completed. That way, I can make sure to include it in finalizing your grade. 
 
Remember, you should login to take our AP exam at 12:30 on May 20th. If you have any questions, reach out and ask. I'm so proud of you for your efforts during this year and while we've been apart. 
 
Summer reading work will be posted on the Central Magnet page and mine after this week. Please be on the lookout for that. 
 
Best wishes and happy summer, everyone! 

 

May 4-8

Click here for this week's lesson plans.

 

April 27-May 1

Ms. Morris and I are now posting identical lesson plans using the county's template. Click here for this week's assignments.

 

April 20-24

Monday

On the April 13-17 Teams channel, go back to your own body paragraphs and edit your post. Highlight your what/how/and why throughout. This will give you a sense of how you are spending your time. 

 

Then, find someone else's JFK thesis and body paragraphs. Respond to that person's saying that you plan to give them feedback. I'd like for as many people as possible to receive feedback, so you sort of need to call "dibs" on one so that someone else doesn't choose it. Read over their essay. On your own paper, score their essay, based on what has been provided. Give it a thesis, evidence and commentary, and sophistication score. Here is the link to the rubrics. Make sure to use the rhetorical analysis rubric. Take notes on your reasoning for the scoring and areas of strength and improvement throughout this essay. 

 

Tuesday

By the end of Tuesday, craft and post a response to the author of the essay you chose, but craft it as if you were talking to that person. Explain their score, using evidence from the rubric and their essay. Also, discuss the essay's strengths and weaknesses, again citing evidence from the text. Make suggestions for how to build on the essay's strengths and improve on the weaknesses. 

 

Wednesday

Read over the letter written to you (if you got one) and look back over your own highlighting. Reflect on your own strengths and weaknesses and action-plan for maintaining your success or improving. Post this in response to your own thread on the April 13-17 channel.  

 

I read over three essays (that had not received peer feedback at the time) and commented on them via video. Please watch for more thoughts on how to be successful with rhetorical analysis body paragraphs.  

 

Thursday 

Now it's time for something a little bit harder. The JFK prompt is pretty straightforward, but they're not all that way. Read the first prompt in this packet. You may want to use our body paragraph handout to take notes. (Normally, I'd recommend printing it off, but since we'll be taking the test online anyhow....) 

 

Friday

On the April 20-24 Teams channel, post your thoughts about how you might respond to this prompt. You might consider determining its purpose, how it supports its arguments, what verbs you might use to discuss it, what you think it's even saying, anything. When you post, however, make sure to not repeat what other posters have already shared. You may disagree with other poster, though, by responding to their original posts if you think they got something wrong. Please use evidence to explain why. 

 

April 13-17

This week, per student suggestion, I am going to recommend a schedule for completing your work. It is not required that you follow this schedule, but it may help you in dividing your time and workload. If a video or form link is not available yet, it's because it's still being made! I'll be adding videos into this document as I create them. Please complete all work by the end of the day on Friday. 


Monday: Watch this video reviewing how to write a thesis statement, using examples from your work from the past week. Look back at your own thesis statement and think about and consider if and how it might need to be revised.

*A note about this video. I discuss using steps/support instead of strategies in your thesis statement, but what I forgot to mention is that you can use your rhetorical verbs to do this. 

 

Also, review your education letter on turnitin.com. Then, fill out this Google form about my feedback and your plans. If you choose to revise and send your letter, you can work on this over the next week(s). I have created a revision assignment on turnitin.com for you to submit your new letter for feedback. Once I have approved your revision, you may send it to your audience. Send me proof via email that you sent it to earn a 25 point grade. 

 

Tuesday: Watch this video on feedback from the mock essays to learn what we did well on how we could improve. Make sure to check out your own scores on the grades portion of our Teams class. 

 

Wednesday: Watch the following videos on essays that scored 4, 5, and 6 on rhetorical analysis:

1-3-0 Video

1-4-0 Video

1-4-1 Video

Here is a link to the Abbey prompt for reference. I will also post it in our class files under the General tab.  I have posted each of the anchor essays in our Files page in the General channel, but I'm also putting links below. 

1-3-0

1-4-0

1-4-1

 

Thursday: Watch this video on how to write a rhetorical analysis body paragraph. I have also placed this handout on body paragraphs in our General Files for your reference. Based on what you have learned this week and how you scored on the mock essay, rewrite your thesis statement for the JFK prompt and write one body paragraph supporting it, taking as long as you need to do a good job. Your goals should be based on your mock essay score. 

 

If you got a 2 or below on evidence and commentary, strive for a 3. 

If you got a 3 on evidence and commentary, strive for a 4. 

If you got a 4 on evidence and commentary, duplicate your success and strive for a sophistication point. 

If you got a 4 on evidence and commentary with a sophistication point, try to duplicate your success. 

 

Friday: Now, write a second body paragraph, limiting yourself to finishing in 13 minutes. You will still be trying to get the same sort of score you got before, but now you will be trying to do it in a limited amount of time. (Possible essay timing: 8-9 minutes to read prompt/take notes/plan essay; 4-5 minutes for thesis/intro; 12-13 minutes per body paragraph if writing two paragraphs; 1-4 minutes to conclude/edit.)


Post your revised thesis and both body paragraphs on the April 13-17 channel.
 
April 6-10
1. Before anything else, please fill out this Google form.  It will provide me with information to best help you over the coming weeks. Please try to complete no later than Monday afternoon. I would like to answer your questions via video in Teams during the week. 
2. I will try to have your education letters graded sometime this week and will add this grade to the grade book. Sending your letters will be optional. I still need to approve your letters for you to send them. You will receive an extra 25-pt assignment grade for submitting your letters. 
3. I will check AP Classroom at the end of this week and will give participation grades for any work completed. You will not be penalized if you could not get to these assignments, but I will give you credit for doing them. If you haven't completed any yet, you are best off working on anything dealing with rhetorical analysis. Even the multiple choice questions might be useful as they are still dealing with that type of thinking.  
 
On Teams starting Monday - All work is due by end of day on Friday, April 10th. 
1. If you haven't yet, watch this AP review video.  It will help review rhetorical situation. 
3. On Teams, SOAPSTone this prompt and write a thesis. 
4. Comment on one other person's post with a "glow and grow," something that student did well and one area of improvement. 
5. Extra enrichment:
A. If you'd like to write a body paragraph for this prompt, you can. I may use it later in our discussions. 
B. There is a place to post about what you've been reading. Feel free to share. 
 
Other
1.Continue to read on your own. It doesn't matter what you are reading. Just read. 
2. The county has provided this resource for juniors. This is optional, but you are welcome to complete it and share with me for feedback if you like. 
3. If you are looking for useful practice, you may consider logging in to ACT CERT and working on flagged skills. I do not know when you will be taking the ACT next, but it won't hurt you to get more practice. 
 
 
Social-Distancing Weeks
I will be grading your education letters during this time off. Do not send letters until you have received feedback and permission to do so. The county teachers are waiting to find out more about the new FRQ before scoring all of your mock essays. We will likely score whichever one(s) will be represented on the new 45-minute test. 
 
Updates:
1. Please read during this time on your own. As you read, think about the kinds of discussions we've been having all year and how your book answers bigger questions and what issues in our world your book connects to. If you have a Rutherford County library card, you can check out a book digitally, but you may just also want to ask your parents for suggestions. Reading serves a couple of goals. It keeps your mind fresh, and it will be yet another text in your repertoire for the AP test. 
2. You still have access to Albert IO. Our class code is 339NH9NEIR9Q. You may use this to practice some MC questions. 
3. I will also put some unit checks on AP Classroom, at least one per week when we are out. Please complete these. I cannot take them for a regular grade, but they will help you stay focused on exam skills. 
4. Per your requests, I will post your mock exam MC grades on Skyward. They will not count into your average but will let you see how you did. 
5. (New 3/27): The College Board is doing online reviews in preparation for the test. Go here to see the recorded videos from the live sessions. 
 
Take precautions seriously, do you part, but enjoy some time for rest and mindfulness. I will update you after spring break. 
 
Week 29: March 9-13
Monday 3/9
1. In 3rd and 4th, we completed our last synthesis discussions. 6th period was unable to do our last one due to the fire drill. 
2. All classes will have a make-up for discussions on Wed/Thurs 3/18-19. You will have the opportunity to make-up any discussion you missed or any points you need. 
HW:
Bring your education letter to class on Friday to work. Bring a final draft for review on Monday. Paper is now due Monday on turnitin.com (but early because of the ACT!!!). 
 
Tuesday 3/10
No Class - CERT/Boot Camp
 
Wednesday 3/11
No Class - CERT/Boot Camp
 
Thursday 3/12
Half-Day 
 
Friday 3/13
1. We reflected on the mock.
2. Then, we workshopped our education letters, focusing on maximizing each element of the rhetorical situation. 
HW:
Bring a final draft for review on Monday. Paper is now due Monday on turnitin.com by 9 PM because of the ACT. 
 
 
Week 28: March 2-6
Monday 3/2
1. We went over expectations for the synthesis discussions and signed up. If you were absent, please see me asap to sign up for discussions (or put your name on a list of make-ups). 
2. We then workshopped what we had of the problem-solution papers. If you were absent (or were last week), please show me your progress asap. I'm providing a grade that involves both your coming prepared (having work written) and participating in class. 
HW: 
1.Everyone should go to the writing lab before March 6th. After you go, fill out this reflection form. 
2. Prepare for the synthesis discussions you signed up for. Links are on my main page for each class. 
 
Tuesday 3/3
No School: Election Day 
 
Wednesday/Thursday 3/4-5
1. Ms. Hancock reviewed synthesis moves. 
2. We then had our first two synthesis discussions. 
HW: 
1.Everyone should go to the writing lab before March 6th. After you go, fill out this reflection form. 
2. Prepare for the synthesis discussions you signed up for. Links are on my main page for each class. 
 
Friday 3/6
We continued our next synthesis discussions today. We will finish on Monday. 
HW: 
1.Everyone should go to the writing lab by today. After you go, fill out this reflection form. This should all be done by the end of the day today.  
2. Prepare for the synthesis discussions you signed up for. Links are on my main page for each class. 
 
Week 27: February 24-28
Monday 2/24
1. Today was a MCM. If you were absent, you will need to see me to make this up. 
HW: 
1.Our next written work for the book of choice will be due Wed/Thurs 2/26-27. 
2. Everyone should go to the writing lab before March 6th. After you go, fill out this reflection form. 
3. Optional: If you'd like to get a higher score on your synthesis essay, go to the lab and turn in a revision (with the original) by March 2nd. 
 
Tuesday 2/25
1. Today we went back over the education problem-solution assignment. We worked on choosing a possible audience for this assignment and determining their values. 
2. We also went over expectations for this assignment and outlined our success criteria. 
HW: 
1.Our next written work for the book of choice will be due Wed/Thurs 2/26-27. 
2. Everyone should go to the writing lab before March 6th. After you go, fill out this reflection form. 
3. Optional: If you'd like to get a higher score on your synthesis essay, go to the lab and turn in a revision (with the original) by March 2nd. 
 
Wednesday/Thursday 2/26-27
1. We had our final meeting for the education BOC groups today. We turned in the written work with reflections/insights from the meeting added to the bottom. 
2. We also began work on creating synthesis prompts for other classes. Here is a link to today's power point if you'd like to reference the instructions again. 
HW: 
1.Everyone should go to the writing lab before March 6th. After you go, fill out this reflection form. 
2.Optional: If you'd like to get a higher score on your synthesis essay, go to the lab and turn in a revision (with the original) by March 2nd. 
 
Friday 2/28
1. We finished working on synthesis prompts and turned them in.
2. We worked on the problem-solution papers. 
HW: 
1.Everyone should go to the writing lab before March 6th. After you go, fill out this reflection form. 
2.Optional: If you'd like to get a higher score on your synthesis essay, go to the lab and turn in a revision (with the original) by March 2nd. 
 
 
 
Week 26: February 17-21
Monday 2/17
No School - Presidents Day
 
Tuesday 2/18
We met in the library to find news articles related to our book of choice topics. The librarians taught us about how to find recent, useful articles. Students submitted these articles on a Google doc on my main page. If you were absent, it would be helpful if you could also submit an article before class on the block day, but you can come see me if you have trouble. 
HW: 
1. Newsday Tuesday will now take place on the block day. 
2. Our next written work for the book of choice will be due Wed/Thurs 2/26-27. 
3. Everyone should go to the writing lab before March 6th. After you go, fill out this reflection form. 
4. Optional: If you'd like to get a higher score on your synthesis essay, go to the lab and turn in a revision (with the original) by March 2nd. 
 
Wednesday/Thursday 2/19-20
1. We finally went over the Newsday Tuesday and turned it in. 
2. We also went back to the articles from Tuesday and read some more. Then, we reflected on which issues we cared about or connected to in our writer's notebooks. We will return to these on Friday. 
HW: 
1.Our next written work for the book of choice will be due Wed/Thurs 2/26-27. 
2. Everyone should go to the writing lab before March 6th. After you go, fill out this reflection form. 
3. Optional: If you'd like to get a higher score on your synthesis essay, go to the lab and turn in a revision (with the original) by March 2nd. 
 
Friday 2/21
1. We returned to the issues list we made on the block day. From there, we created another list of problems in education and wrote a rant about the one we felt most strongly about. 
2. We then took notes on stakeholders and compared addressing their values to our rants. 
3. Some classes began a list of stakeholders for their own issues. If we didn't get to yours, we will on Tuesday. 
4. In 3rd period, we introduce the education problem-solution assignment. If your class didn't get to it, we will on Tuesday of next week, but you are welcome to look it over ahead of time. 
HW: 
1.Our next written work for the book of choice will be due Wed/Thurs 2/26-27. 
2. Everyone should go to the writing lab before March 6th. After you go, fill out this reflection form. 
3. Optional: If you'd like to get a higher score on your synthesis essay, go to the lab and turn in a revision (with the original) by March 2nd. 
 
Week 25: February 10-14
Monday (even block) 2/10
1. We wrote "thank you" letters to educators. 
2. We then worked on book of choice work and Newsday Tuesday.
HW: 
Our next Newsday Tuesday will now take place on Friday 2/14. Book of choice meeting will take place for all classes on Tuesday 2/11. 
 
Tuesday 2/11
Today was our first meeting for our education book of choice. Groups worked on sharing their texts and connecting the bigger ideas to create sub-unit questions. If you were absent, you should have shared your work with me or a peer ahead of time. 
HW:
Newsday Tuesday will now take place on Friday. 
Our next written work for the book of choice will be due Wed/Thurs 2/26-27. 
 
Wednesday/Friday 2/12-14 (No School Thursday - rain day)
1. We looked at and scored anchor synthesis essays. 
2. We then passed back our own synthesis essays and scored these, looking at class exemplars. 
3. We went over remediation for the synthesis essays.
HW:
1. Newsday Tuesday will now take place on the block day next week. 
2. Our next written work for the book of choice will be due Wed/Thurs 2/26-27. 
3. Everyone should go to the writing lab before March 6th. After you go, fill out this reflection form. 
4. Optional: If you'd like to get a higher score on your synthesis essay, go to the lab and turn in a revision (with the original) by March 2nd. 
 
 
Week 24: February 3-7
Monday 2/3
1. We wrote outlines for Baldwin's "A Talk to Teachers" and shared the best under the doc-cam. 
2. If you were absent, write your own outline responding to the prompt "In a well-written essay, analyze the rhetorical strategies Baldwin uses to develop his argument about education in America." Turn in to me. 
HW: 
The written work for the first half of your book is due on Friday, February 7th. 
 
Tuesday 2/4 
1. We practiced brainstorming/outlining for argumentative essays using prompts developed from Baldwin's "A Talk to Teachers." 
HW: 
The written work for the first half of your book is due on Friday, February 7th. 
Bring your book of choice to work on this assignment on the block day. 
 
Wednesday/Thursday 2/5-6
1. We wrote "thank you" notes to teachers at Central. 
2. We worked on the book of choice assignment. 
4th and 6th did not meet due to Rain Day on Thursday. 
 
Friday 2/7
Snow Day
HW:
Our next Newsday Tuesday will now take place on Friday 2/14. Book of choice meeting will take place for all classes on Tuesday 2/11. 
 
Week 23: January 27-31
Monday 1/27
We completed a MCM on APClassroom and went over it. If you were absent, you can do this on your own by logging in to AP Classroom. Let me know when you have completed it. 
HW: 
Read Baldwin's "A Talk to Teachers" on p. 197-203 of the textbook. 
 
Tuesday/Wednesday 1/28-29
1. We worked in groups to read about and take notes on Theories in Educational Psychology.
2. We reflected on which appeal to us as learners by providing evidence from our own experiences.
3. We then applied this new knowledge to a synthesis and argument prompt. 
4. In class, we turned in these last three writings. If you were absent, you don't have to make this up, but you should read about the theories in the link above and take notes on them on your own. We will likely reference these ideas again in class. 
HW: 
1. Read Baldwin's "A Talk to Teachers" on p. 197-203 of the textbook. 
2. Don't forget to keep reading your book of choice. The written work for the first half of your book is due on Friday, February 7th. 
 
Thursday 
Half-Day
 
Friday
1. We wrote annotations for Baldwin's "A Talk to Teachers" and discussed the rhetorical situation, line of reasoning, and most effective strategies. 
HW: 
The written work for the first half of your book is due on Friday, February 7th. 
 
Week 22: January 20-24
Monday 1/20
MLK Day - No School
 
Tuesday 1/21 
1. We went over and turned in our Newsday Tuesday assignment. 
 
Wednesday 1/22
1. We read the poem "My Students and Their Essays" and SOAPSToned it in groups. 
2. Then, groups worked together to write a thesis statement for about the poem. We will continue working on these Thursday. 
 
Thursday 1/23
1. We finished our thesis statements from Wednesday and then individually wrote body paragraphs to support those thesis statements. 
2. We then worked on "little bit better" revisions for those paragraphs and shared our thought processes by looking at paragraphs under the doc cam. 
 
Friday 1/24
Homecoming
 
Week 21: January 13-17
Monday 1/13
Today was a MCM. Please make this up asap if you were absent. 
HW: 
Read Allegory of the Cave for Tuesday. 
 
Tuesday 1/14
We discussed and wrote about Allegory of the Cave, connecting its themes to our education unit. 
HW:
Bring book of choice to block. 
There will also be a synthesis essay. 
 
Wednesday/Thursday 1/15-16
1. We wrote a synthesis essay. You will need to see me to make this up if you were absent. 
2. We also formed groups for the education unit. 
HW:
1. Begin reading your book of choice. 
2. Read and write for the next Newsday Tuesday.
 
Friday 1/17
1. We did a reflective writing on best and worst education experiences and discussed these to connect with our future education unit readings. 
HW: 
1. Begin reading your book of choice. 
2. Read and write for the next Newsday Tuesday.
 
Week 20: January 6-10
Monday 1/6
No School for Students
 
Tuesday 1/7
1. We got new groups/seats and voted on group names (will let you know tomorrow). 
2. We also passed back work from 1st semester. 
3. We passed back the MC portion of the midterm and worked in groups to go over missed questions, correcting them. Students wrote reflections about the kinds of questions they missed, why they missed them, and how to improve for the mock. These were turned in at the end of class. If you were absent, see me to make this up. 
HW:
Fill out the Google form on the main page for your education book of choice by the end of the day Friday.
 
Wednesday/Thursday 1/8-9
1. We passed back the midterm essays and reflected on successes and areas of improvement. 
2. We introduced synthesis by looking at a sample prompt and taking notes on possible structures. Here is a link to the powerpoint with organizational structures. We will continue with this on Friday. 
HW:
Fill out the Google form on the main page for your education book of choice by the end of the day Friday.
 
Friday 1/10
1. We worked in groups to use the organizational structures to outline the prompt from the block day. 
2. 6th period: Use today's power point to guide you through class today. 
HW:
Read Allegory of the Cave for Tuesday. 
 
Week 19: Midterms
 
Week 18: December 9-13
Monday 12/9
1. I took up the written analyses for the infographics. If your group did not turn one in today, please be sure to do so on Tuesday. 
2. I also announced that there WILL be a midterm essay. These will be passed out later this week. Students let me know which type of essay they wanted to write. 
3. We viewed the infographics and evaluated them. If you were absent, you don't need to make up the evaluation, but you should still view them. 
4. We went over expectations for the government and justice seminar.
HW:
1. Today was the last day for argument conferences. If you missed yours, there are a few extra openings for Tuesday. 
2. Prepare for government and justice seminar on block day and Friday.
3. Bring infographic evaluations if you did not turn in today. 
 
Tuesday 12/10
3rd and 4th were able to introduce and map the new unit question, "To what extent do schools serve the goals of a true education?"
6th period did not get to meet due to the early dismissal. Please come prepared having thought about this question. 
 
I also took up the written analyses for the infographics and infographic evaluations that were not turned in Monday. 
 
HW: 
Meet in the library on the block day!
Prepare for government and justice seminar on block day and Friday. 
 
Wednesday/Thursday 12/11
1. We met in the library first to look for books for the education unit. 
2. We then had our first government and justice seminar and will continue on Friday. 
3. We picked up the midterm essays. Please complete by the midterm. 
HW:
Make sure you are prepared to continue seminar on Friday. 
Bring essay to midterm. 
 
Friday 12/13
Today was Part II of our seminar. 
HW:
Remember to bring your completed essay to the midterm.
 3rd: Tuesday
4th: Wednesday
6th: Thursday 
 
Week 17: December 2-6
Monday 12/2
1. We had our last MCM for the semester. They will start to count as a grade next semester!
HW: 
1. Essay revisions (optional) are due tonight on turnitin.com.
2. Read "Letter from Birmingham Jail" for Wednesday (p. 280-95) in textbook. 
 
Tuesday 12/3
Work day for the infographics assignment and argument conferences
HW:
Read "Letter from Birmingham Jail" for Wednesday (p. 280-95) in textbook. 
 
Wednesday/Thursday 12/4-5
1. We identified the purpose/claim of "Letter from Birmingham Jail." 
2. Groups then chose a paragraph and wrote a rhetorical analysis paragraph about that section supporting our class claim. 
3. We shared and critiqued these as a class. 
HW:
Make sure to attend your argument conference between now and Monday. 
 
Friday 12/6
Today was the last day to work on infographics. We also had argument essay conferences.
HW:
Make sure that your infographic is submitted to the form on the main page before school Monday. Also, Monday is technically the last day to conference about argument essays. I will be adding in grades afterwards. 
 
Week 16: November 25-26
Monday 11/25
1. Those who had essay corrections to turn in turned those in today. These are technically due tomorrow even though we won't have class. Put yours in our class's tray or turn in during 5th period. 
2. Groups worked on infographics. Thank you for your efforts today. 
HW: 
1. Essay corrections due 11/26 - in class tray or bring by 5th period 
2. Essay revisions (optional) due on turnitin.com by Monday 12/2. 
3. Argument conferences with revisions 11/19-12/9 
 
Tuesday 11/26
ACT CERT all day 
 
Wednesday-Friday 11/27-29
Thanksgiving Break! 
 
Week 15: November 18-22
Monday 11/18
1. We practiced identifying the different rhetorical modes of development with excerpts from essays.
2. We then began work on the infographics in groups, focusing on essential information and possible modes for development.
HW:
1. Argument conferences start tomorrow. Make sure you signed up for a time and are ready by that time.
2. We will meet in the library tomorrow.
 
Tuesday 11/19
We met in the library today and went over the infographic resources with the librarians. Groups had time to brainstorm and begin work. 
HW:
Prepare for your argument conference, taking place now until December 9th. 
 
Wednesday/Thursday 11/20-21
1. We read "The Speech of Miss Polly Baker" and discussed its overlapping rhetorical triangles.
2. We then went over the graded language essays and successes and areas of improvement.
3. We worked on essay corrections. See me to get this handout if you were absent. 
HW:
1. Read "A Modest Proposal" for Friday (p. 404-12 in textbook and also available online).
2. Essay corrections (required) are due by 11/26. If you did not have to do any, turn in a blank sheet with your name and a note that you didn't have any. 
3. Essay revisions are optional and due on turnitin.com by 12/2. 
 
Friday 11/22
1. We worked in groups to determine the real purpose in "A Modest Proposal" and how individual sections used satirical strategies to help develop the argument. 
HW:
1. Essay corrections are due before Thanksgiving. The last day of class is Monday, however, due to ACT CERT on Tuesday. 
2. Essay revisions are optional and can be submitted to turnitin until the end of the day on Monday 12/2. 
 
Week 14: November 11-15
Monday 11/11
1. We took notes over classical argument, deduction, syllogism/enthymeme, and induction. There is a handout to pick up if you were absent.
2. We applied these concepts to "The Declaration of Independence." 
HW:
1.Keep working on the text of choice work for the government and justice unit. The next meeting is 11/13-14. 
2. Rhetorical analysis revisions are due Monday 11/18. 
6/6 - no remediation
4-5.5 - revise one paragraph (writing lab visit optional)
3.5 and under - writing lab visit required and revise one paragraph
 
Tuesday 11/12
I hope you enjoyed your 2-hour delay! :-)
1. We began looking at argument anchor essays and scoring them. We will continue and then apply these criteria to our own essays on the block day. 
HW:
1. The next text of choice work for the government and justice unit is due on the block day.
2. Rhetorical analysis revisions are due Monday 11/18. 
6/6 - no remediation
4-5.5 - revise one paragraph (writing lab visit optional)
3.5 and under - writing lab visit required and revise one paragraph
 
Wednesday/Thursday 11/13-14
1. We finished reviewing the anchor argument essays and then peer-scored our own. 
2. We went over the assignment for the argument essays. Make revisions to your essay (up to a 6/6). Then, sign up to conference with me between 11/19-12/9. Sign-ups are by the door. 
3. We had our 2nd book of choice meeting. 
4. We began to go over the infographics assignment.
HW: 
1. Read "The Declaration of Sentiments" on p. 123-25 for Friday. 
2. Rhetorical analysis revisions are due Monday 11/18. 
6/6 - no remediation
4-5.5 - revise one paragraph (writing lab visit optional)
3.5 and under - writing lab visit required and revise one paragraph
3. You can start work on your argument revisions whenever you're ready. 
 
Friday 11/15
1. We wrote a short response to the questions "How are the rhetorical situations of 'The Declaration of Independence' and 'Declaration of Sentiments' similar/different" and "Why did Stanton choose to use the Declaration's structure?" If you were absent, you can turn this in on your own.
2. We then discussed these. 
3. I also passed out a handout on rhetorical modes of development. If you were absent, you can get one on Monday. 
HW: 
1. Rhetorical analysis revisions are due Monday 11/18.
6/6 - no remediation
4-5.5 - revise one paragraph (writing lab visit optional)
3.5 and under - writing lab visit required and revise one paragraph
3. You can start work on your argument revisions whenever you're ready. 
2. Begin working on argument essay revisions and sign up for a conference time. 
 
Week 13: November 4-8
Monday 11/4
In-class argument essay
HW:
 
Tuesday 11/5
1. Groups dissected Henry's "Speech to the Virginia Convention," looking for instances of rhetorical appeals.
2. They worked on how these appeals are developed and how to talk about them with more sophistication by avoiding use the terms logos, ethos, and pathos.
HW:
Keep working on the text of choice work for the government and justice unit. The next meeting is 11/13-14. 
 
Wednesday 11/6 - odd block 
1. We completed stations over the Madeline Albright essay, looking at anchor essays, peer essays, and conferencing. 
2. We then revealed the scores to these essays.
3. Students who were here need to turn in the accountability handout from today. 
HW:
1. For Monday, read "The Declaration of Independence" on pages 120-123 of the textbook.
2. Keep working on the text of choice work for the government and justice unit. The next meeting is 11/13-14. 
3. Rhetorical analysis revisions are due Monday 11/18. 
6/6 - no remediation
4-5.5 - revise one paragraph (writing lab visit optional)
3.5 and under - writing lab visit required and revise one paragraph
 
Thursday 11/7
Half-day
 
Friday 11/8 - even block 
 
Week 12: October 28-November 1
Monday 10/28
1. We continued working on the MC remediation. If this wasn't finished in class, students should come in during 5th this week to finish and turn in. 
2. We introduced countering/forwarding moves.If you were absent, please get notes from a peer. 
HW:
1. Written responses for first meeting of justice unit due block day
2. MC remediation due by end of week
3. Teams posts due by the end of the day Sunday 
 
Tuesday 10/29
1. We looked at our first argument essay prompt. If you were absent, you can come pick up a copy when you return.
2. We discussed both approaches to answering it and what is expected. We also looked at the rubric for this prompt. 
HW:
1. Written responses for first meeting of justice unit due block day
2. MC remediation due by end of week
3. Teams posts due by the end of the day Sunday 
 
Wednesday/Thursday 10/30-31
1. We returned to the argument prompt from Tuesday and wrote possible thesis statements. Then we took one and came up with evidence and counter-evidence.
2. We also met in our book of choice groups. If you were absent, I and your groups need your written response. You will likely need to speak with your group about what you missed. 
HW: 
1.MC remediation due by end of week
2. Teams posts due by the end of the day Sunday 
 
Friday 11/1
Groups worked on writing thesis statements, evidence, warrant, and counterarguments with evidence for argument prompts. 
MC remediation was due today. 
HW:
1. Teams posts due by the end of the day Sunday 
2. There will be an argument essay on Monday in class. 
 
Week 11: October 21-25
Monday 10/21
We wrote an in-class rhetorical analysis essay. See me if you need to make this asap. 
HW:
Revised draft of language essay Tuesday for workshop 
 
Tuesday 10/22
1. We workshopped the revised drafts of the language essays. If you were absent, you should both show me your revised draft as well as notes you took from getting it peer reviewed in either the writing lab or with someone else from one of my classes.
HW:
Final draft of language essay due Friday on turnitin.com with analysis at bottom of the document. Also, submit to Microsoft Teams (essay only) on the same day.
Extension to Monday with MWS and writing lab visit
 
 
Wednesday/Thursday 10/23-24
1. We started class at the book fair.
2. We took a full-length practice MC test. See me if you missed this to make it up. You cannot take it home. 
3. We looked briefly at how to submit on Teams. 
HW: 
Final draft of language essay due Friday on turnitin.com with analysis at bottom of the document. Also, submit to Microsoft Teams (essay only) on the same day.
Extension to Monday with MWS and writing lab visit
 
Friday 10/25
1. Students were reminded to pay for the AP test! 
2. We shared excerpts from the language essays.
3. We reviewed the expectations for discussing papers on Microsoft Teams for the Language Essay Prompt.
4. We began remediation for the MC test and will finish on Monday.
HW: 
Final draft of language essay due Friday on turnitin.com with analysis at bottom of the document. Also, submit to Microsoft Teams (essay only) on the same day.
Extension to Monday with MWS and writing lab visit
 
Week 10: October 14-18
Monday 10/14
1. We passed back work from the first quarter. Please let me know asap if something is amiss with your grade. 
2. We went over the new rubrics
3. We discussed some of the take-aways form the first essay and looked at samples. 
HW:
1. Read Gloria Anzaldua's "How to Tame a Wild Tongue" (p. 725) for Tuesday. 
2. Bring complete draft of your language essay Thursday/Friday. 
 
Tuesday 10/15
1. We wrote about and discussed Anzaldua's rhetorical choices in "How to Tame a Wild Tongue." 
HW: 
1. Bring complete draft of your language essay Thursday/Friday along with your textbook.
 
Wednesday 10/16
PSAT Day 
 
Thursday/Friday 10/17-18
1. We practiced "reading like a writer" with the texts from the language unit and shared these. 
2. We went over how to conduct effect writing workshops using HOCs and LOCs. 
3. We conducted workshops on the language essays. If you were absent, I need to both see your draft, and you need to workshop it with a peer or in the writing lab and show me the notes you took. 
HW:
1. In-class rhetorical analysis Monday!
2. Revised draft of language essay Tuesday 
 
Week 9: September 30-October 4
Monday 9/30
1. We had a MCM. See me to make this up.
2. Today is the LAST day to register for the exam on AP classroom! Please do so ASAP!
HW:
Optional revisions are due before fall break and involve a trip to the writing lab. 
 
Tuesday 10/1
1. We introduced the concept of the argument essay and its need for specific evidence by answering the extent to which the United States is as close as possible to a "perfect Union." 
2. We then introduced the next unit's question, "What does a just government look like?" and brainstormed sub-questions for the unit.
3. Groups then decided on their top possible focuses. 
We will meet in the library to look for texts tomorrow. 
 
Wednesday 10/2
1. We went to the library today to find books for the Government and Justice unit. 
HW:
1. Submit your google form for your book of choice before 3:01 on Friday! 
2. If you want to revise your Banneker essay, please go to the lab and complete revisions by 3:01 on Friday. You can turn these in to your class's tray if I am not available. 
 
Thursday 10/3
ACT CERT
 
Friday 10/4
Fall Spirit Day
 
Week 8: September 23-27
Monday 9/23
1. We worked with Amy Tan's "Mother Tongue" to practice annotations. Groups wrote annotations by chunking sections of the text.
2. They then wrote thesis statements and quick outlines. 
HW: Complete Newsday Tuesday for block day.
 
Tuesday 9/24
I will only be in 6th period today due to work at Central Office this morning. 
1. Read over the Language Essay Prompt.
2. In groups, discuss what you are being asked to do. 
3. Then, begin brainstorming by writing a list of communities that you belong to. Then, think about the languages or "Englishes" that you use in those communities. 
4. Discuss with partners in you group what would make a good essay.
5. Any remaining time can be spent working on this assignment or the Newsday Tuesday assignment. 
HW: 
Complete Newsday Tuesday for block day.
 
Wednesday/Thursday 9/25-26
1. In 3rd and 4th in particular, we reviewed the Language Essay Prompt.
2. We had a voice lesson over diction choices. 
3. We went over and turned in the Newsday Tuesday assignment. 
 
Friday 9/27
Today was a work day for the language essay and a conferencing day for the Banneker essay. 
 
 
Week 7: September 16-20
Monday 9/16
We took the Unit 1 Personal Progress Check on the AP Classroom site. If you were absent, please take this asap and review the questions you missed or were unsure about. 
HW:
Read "Politics and the English Language" for Tuesday. 
(1st in-class essay on block day!)
 
Tuesday 9/17
1. We worked on determining Orwell's claim and the structure of his argument and the strategies used in each stage. We discussed writing a thesis and structuring a rhetorical analysis for this text. 
HW:
Prepare to write an in-class rhetorical analysis on the block day. Review your summer reading paragraph, the essay rubric, and how to write a thesis statement. 
 
Wednesday/Thursday 9/18-9/19
1. We quickly reviewed rhetorical analysis essay writing tips and went over the scoring rubric.
2. Then, students wrote their first in-class analysis. If you missed this, please see asap. 
3. We debriefed after the essay - how we approached the essay, what worked, what didn't, etc. 
4. We went over the first Newsday Tuesday assignment. 
HW:
1. For Friday, read "If Black English Isn't a Language...". Consider how this text answers our unit question. This version has a helpful introduction and no typos. :-) 
2. Complete Newsday Tuesday for next block day - we won't be able to go over it on Tuesday due to my training at Central Office. 
 
Friday 9/20
1. We went over the rules for earning points back on the in-class rhetorical analysis essay. 

After you conference with me:

*Make an appointment in the writing lab.

*Work with a tutor to make changes in the margins of your paper, based on our conference, that would move your essay score up a point.

*These changes cannot just be what you would do like “add more explanation here.” You actually need to make the changes. Add the explanation, clarify, etc.

*Turn your paper back into me before fall break to have your score increased by that one point.

2. We discussed Baldwin's "If Black English Isn't a Language," focusing on the rhetorical situation and how his main points contribute to his overall argument. 

HW:

Read Amy Tan's "Mother Tongue" for Monday (p. 701 in textbook). 

 
Week 6: September 9-13
Monday 9/9
1. We shared all of the "Dear John" letters. 
2. We passed out the Abigail Adams prompt and began working with it.
HW:
Read and annotate the Abigail Adams prompt for the block day.
 
Tuesday/Wednesday 9/10-11
1. We went over the annotations for the Abigail Adams prompt. 
2. We learned how to write a thesis statement using the ARMS acronym. 
3. We also passed out this handout on rhetorically active verbs and went over the new rubrics.
HW:
Remember to meet in the library Friday. 
 
Thursday 9/12
Half-day
 
Friday 9/13
We met in the computer lab today to find texts for the language unit. If you were absent, you will need to visit the library on your asap to complete this. 
HW:
If you didn't finish the google form in the library, please do so before class on Monday. 
 
Week 5: September 3-6
Monday 9/2
Labor Day: No School
 
Tuesday 9/3
1. We logged into AP Classroom and joined this class. See me for our login information if you were absent. 
2. We continued working on the commercial assignment
HW: 
Be prepared to present on the block day. Written portions for your group are due on turnitin.com before class starts. Make sure to put all names on the document. 
Extensions for the summer reading paragraphs are due tonight. 
 
Wednesday/Thursday 9/4-5
1. We shared the commercial assignment presentations. 
No homework! 
 
Friday 9/6
1. 3rd and 6th periods finished commercial presentations. 
2. I passed back last year's EOC scores. 
3. We started "Dear John" letters and will share these on Monday. 
No homework! 
 
Week 4: August 26-30
Monday 8/26
1. I was out for 3rd and 4th period today, so students went over this rhetorical analysis paragraph handout in groups. They could use the rest of class to work on their summer reading paragraphs, detailed in the summer reading assignment. Some chose to work on group projects from this assignment instead.
2. In 6th period, we chose to continue presentations of the group projects and then started going over the rhetorical analysis paragraph handout
HW:
We will finish presentations in all classes tomorrow and then go back over rhetorical analysis paragraphs together. 
These paragraphs are due on turnitin.com on Friday by 11:59 PM. You may have until the following Tuesday without a late penalty if you fill out a missing work sheet and visit the writing lab. 
 
Tuesday 8/27
1. We completed presentations in 4th and 6th but did not in 3rd. 
2. In 4th and 6th, we returned to the summer reading paragraphs and how to do them. 3rd period will discuss on the block day.
HW:
Rhetorical analysis paragraphs are due on turnitin.com on Friday by 11:59 PM. You may have until the following Tuesday without a late penalty if you fill out a missing work sheet and visit the writing lab.  
 
Wednesday/Thursday 8/28-29
1. 3rd period finished summer reading presentations, and we went over takeaways related to occasion and college-level texts. 
2. We revisited the summer reading paragraph, answering specific questions. You can review this assignment at the bottom of the summer reading assignment. 
3. We went over the commercial assignment and began working. 
HW: 
1. Rhetorical analysis paragraphs are due on turnitin.com on Friday by 11:59 PM. You may have until the following Tuesday without a late penalty if you fill out a missing work sheet and visit the writing lab.  
 
Friday 8/30
1. We continued work on the commercial assignment.  You will be given some time on Tuesday to work as well. All groups submitted their commercial link today during class. 
HW: 
Rhetorical analysis paragraphs are due on turnitin.com tonight by 11:59 PM. You may have until the following Tuesday without a late penalty if you fill out a missing work sheet and visit the writing lab.  
 
Week 3: August 19-23
Monday 8/19
1. We took our first Multiple Choice Monday today! If you were absent, you will want to make this up and get the chart we are using to keep track of our progress.
2. We went over the types of questions on the rhetorical analysis passages and mentioned the new composition passages/questions. We will go over those in more detail later.
3. We then went over the questions and recorded scores on the chart.
HW: 
Keep bringing summer reading book to work on presentations tomorrow.
 
Tuesday 8/20
1. We continued working on the summer reading assignment.
2. We also continued conferencing. 
HW: 
Keep bringing summer reading book to work on presentations tomorrow.
 
Wednesday/Thursday 8/21-22
1. Due to Mrs. Esberger's absence, 3rd period had the whole class to work on the summer reading assignment. Because of this, 4th and 6th will have the time they need to work but may begin presenting. 
HW:
All groups should be ready to present on Friday. 
 
Friday 8/23
We continued summer reading presentations but may have to finish next week.  
HW:
Bring your summer reading book on Monday to begin writing your individual paragraph from the summer reading assignment.  
 
Week 2: August 12-16
Monday 8/12
1. We looked at other definitions of rhetoric and considered how they impacted our own understanding of the concept. 
2. We began looking at the "big ideas" in HAC by using the homework. We ended with determining what we still wanted to talk about on Tuesday. 
HW:
1. Sign up for our turnitin.com class. Every class has the password kairos
3rd: 21717964
4th: 21717960
6th: 21717962
2. Read pp. 1-20 in LOC (the textbook). You can skim through the example readings. 
 
Tuesday 8/13
1. We completed our discussion on the main concepts in HAC.
2. Then, we compared these with those offered in the first 20 pages of LOC
3. We went over the updated rhetorical triangle and then went over SOAPSTone with this graphic organizer.
HW: 
1. Sign up for our turnitin.com class. Every class has the password kairos
3rd: 21717964
4th: 21717960
6th: 21717962
2. Bring text of choice on block day. 
 
Wednesday/Thursday 8/14-15
1. 3rd period turned in the homework from Tuesday since I forgot to take it up sooner.
2. We then practiced using the SOAPSTone acronym with a Trevor Noah "Between the Scenes" video.
3. We went over the summer reading assignment.
4. We went to library orientation.
HW: 
1. Sign up for our turnitin.com class. Every class has the password kairos
3rd: 21717964
4th: 21717960
6th: 21717962
2. Continue to bring your TOC. 
 
Friday 8/16
1. We worked on the summer reading assignment and began start of the year conferencing. 
HW:
Prepare for our first Multiple Choice Monday! Read this passage. SOAPSTone and take notes as needed to prepare for the multiple choice questions. You may want to think about what the questions are likely to ask you about. 
You will want to continue bringing summer reading books on Tuesday. 
 
Week 1: August 5-8
Monday 8/5
Teacher In-Service Day 
 
Tuesday 8/6
Half-Day and HS Open House at 6 PM
 
Wednesday 8/7
Teacher Work Day
 
Thursday 8/8
1. We went over the summer reading homework (see below). 
2. We passed out books. See me if you were absent or if you add the class after today and need one. 
3. During books, students filled out the self-assessment form on my main page. Please fill this out if you haven't yet. 
4. Students also wrote letters to me, detailing where they'd like to sit in this class.
HW:
1. Sign up for our turnitin.com class. Every class has the password kairos
3rd: 21717964
4th: 21717960
6th: 21717962
2. Complete the following for How to Argue with a Cat by Monday:
A. Look back through How to Argue with a Cat. A large part of being a critical reader is returning to a text to determine what was important and to evaluate our response to what the author has stated.
B. To that end, find three major ideas presented in How to Argue with a Cat and choose a quote that represents or connects clearly to each.
C. Write out each quote and then also write “Aha/Agree/Argue.” Was the idea an “aha” moment for you, do you agree with it, or is there something you want to argue about? Explain your reasoning.
 
Friday 8/9
1. We voted on group names via the link on my website - to be announced Monday!
2. We went over the course description. You can review it here.
3. We reviewed Aristotle's definition of rhetoric. 
HW: 
1. Sign up for our turnitin.com class. Every class has the password kairos
3rd: 21717964
4th: 21717960
6th: 21717962
2. Complete the following for How to Argue with a Cat by Monday:
A. Look back through How to Argue with a Cat. A large part of being a critical reader is returning to a text to determine what was important and to evaluate our response to what the author has stated.
B. To that end, find three major ideas presented in How to Argue with a Cat and choose a quote that represents or connects clearly to each.
C. Write out each quote and then also write “Aha/Agree/Argue.” Was the idea an “aha” moment for you, do you agree with it, or is there something you want to argue about? Explain your reasoning.