12/21

Warm-up: What presentations did you like from yesterday? Why? What new ideas did you get for projects?

Classwork: Project Presentations

Homework: Winter Break work (Thoreau & Howard)

Winter Break Assignment

1. Read "Where I Lived, and What I Lived For" by Thoreau on LOC pg 276-281.
2. Answer Discussion ?s 1-6 and Rhetoric and Style ?s 1-12 on LOC pg 281-282
3. Read "In Search of the Good Family" by Jane Howard on LOC pg 283-288.
4. Answer Exploring the Text ?s 1-8 on LOC pg 288-289

12/20

Warm-up: Underline the appositive in each sentence, circle the noun it renames, and add punctuation if needed.
1. Several West African countries Nigeria, Ghana, Benin, Cameroon, and Togo were at some time in their history under colonial rule.
2. The mayoral candidate’s rally opened to throngs of people an unusually large turnout for a cold day.
3. One of our most popular poets Billy Collins is also one of our most gifted.
4. Homer the Greek poet was blind.

Classwork: Book Projects presentations

Homework: start winter break homework

12/17

Warm-up: Examine the 8 on the argumentative essay rubric. What do you have to do to meet that goal?

Classwork: Write argumentative essay

Homework: Independent reading

12/16

Warm-up: What 2 claims from the mock parent or teacher letter do you most want to address? Why?

Classwork: Work on imitation letter

Homework: Independent reading

12/15

Warm-up: Choose one of the tone words that your group did not get to discuss. Identify where that tone is located and what words or phrases create it.

Classwork: Finish tone activity; start imitation letter

Homework: Independent reading.

12/14

Warm-up: What different tones does King adopt in his letter?

Classwork: parent guest speaker; tone activity

Homework: Independent reading

12/13

Warm-up: Which part of "Letter from Birmingham Jail" do you think is most effective or most powerful? Why?

Classwork: Birmingham quiz, go over quiz

Homework: Independent reading

12/10

Warm-up: SOAPSTone "Letter from Birmingham"

Classwork: Discussion questions 1-4 and Rhetoric and Style questions 1-12 on LOC pg 274-5

Homework: Independent reading

12/9

Warm-up: List these kinds of evidence, and then choose 2 kinds of evidence and explain how an author might use them to support a claim in an argumentative essay.
-facts/statistics -needed definitions
-anecdotes -counterargument
-compare/contrast -cause and effect
-examples -appeals to authority
-appeals to emotion -quotations
-draw analogies -allude to history, religion, lit
-argue from precedent


Classwork: Read "Letter from Birmingham" ; mark different kinds of evidence with sticky notes

Homework: Independent reading

12/8

Warm-up: If someone criticized you, what would be the best way to respond in writing? Why? What if you had to maintain a good relationship with the criticizer? Would that change your response? How?

Classwork: Start reading Letter from Birmingham; discuss the types of evidence and tones that King uses in the letter

Homework: Independent reading

12/7

Warm-up: Complete exercise 1 on LOC pg 170. Review info on LOC pg 167-170.

Classwork: Write argumentative prompt on 2007 prompt. Compare to anchor papers and reflect on which is most like your essay.

Homework: Independent reading

12/6 Class Discussion Notes

PD 2
 What is a community? What are some reasons people form and/or participate in communities? Is the process of forming a community intentional or natural and coincidental?
1. A group with similar ideas. They for communities to be around people who are similar. Forming a community is not intentional
2. naturally form communities but the people are intentional
3. gain a sense of belonging
4. not be lonely
5. want to make a difference
6. most ideas are better with a group
7. Ex. Gangs are intentional communities. Cultures strive to stay together
8. People join preexisting communities intentionally
9. Traditionally communities were geographic, but now people can live across the world and still be apart of a community
10. People with different ideas are necessary for a successful community
 List at least five different examples of communities. For each, explain the purpose or the focus of the community. How does being a member of that community benefit its members?
1. Geographical; working to solve area problems; community benefits(pool, local paper, police, jobs, venues, churches, roads)
2. Teams and Clubs; gather people who enjoy a common activity, social benefits, to excel
3. Ethnic ; keep a culture alive, stay with people who look like you
4. Religious; spiritual grown, church.
 Consider: Although communities exist to support and benefit an individual, how can being a member of a community produce conflict or struggle for an individual.
1. Might not agree with culture
2. Hard to adapt
3. Bad influence
4. Some communities make you conform
5. Some groups have high standards
6. Violence
 To what communities do you belong? Does your involvement in any of these communities require you to conform in any way?
1. Cyber communities; facebook, MySpace, games, blackpanet, bebo, yahoo, google,
2. School community
3. Gay community
4. Black community


PD 3
 What is a community? What are some reasons people form and/or participate in communities? Is the process of forming a community intentional or natural and coincidental?
 A group of people who share common interest, space or culture.
 Security, allowed to express beliefs without persecution, a sense of belonging, affection, unity, daily routines are established.
 Natural- it is in human nature to want to be around other people who are like them or similar. There is always a purpose of forming a community.
 Intentional- communities based on ethnicities.

 List at least five different examples of communities. For each, explain the purpose or the focus of the community. How does being a member of that community benefit its members?
Compounds (Mormon/ religion) want to isolate their beliefs. When together they are less likely to be defensive of their beliefs.
West Indian Community (ethnic/belief system) protects identities as well as culture.
Culture Communities- self advancement, help grow the community, new generations gain a new appreciation of their and other cultures
Fraternities- lifelong family
Bowie Community- very private, boring, quiet, dysfunctional. Provides privacy by surrounding forest areas. Commuter access. Center of historical landmarks and areas. Up to date library. Access to art venues. Pretty safe. Police force to pressed to get arrest. Super clean.
 Consider: although communities exist to support and benefit an individual, how can being a member of a community produce conflict or struggle for an individual.
Too much similarity would be a disadvantage.
If different beliefs are expressed there are judgments. (Gay community)
Too much isolation may lead to rebellion.
Rivalry/ sterotypes
 To what communities do you belong? Does your involvement in any of these communities require you to conform in any way?


PD 4
 What is a community? What are some reasons people form and/or participate in communities? Is the process of forming a community intentional or natural and coincidental?
Group of people that look out for each other; have a common interest; socially interconnected; they don’t have to share the same interest; sometimes based on common interest and sometimes based on geography. People form communities to have relationships w/ new people; people feel more safe; feel comfortable; interdependence; help and support; communities have connections w/ people but not intentionally; want to feel wanted; people join communities to give back; people like systems that are well-organized; human nature leads to communities.

 List at least five different examples of communities. For each, explain the purpose or the focus of the community. How does being a member of that community benefit its members?
1. Cultural community: to share your cultural values and beliefs and to preserve that culture, it helps the transitioning process from a country to another, support in general, to be passed down generations; 2. School club(chess club): so one can meet people w/ the same interests, to improve skills, to see one’s other interests

 Consider: although communities exist to support and benefit an individual, how can being a member of a community produce conflict or struggle for an individual?
Some people may have different point of views, one might gain independence, one might become narrow-minded, a minority doesn’t have power toward majority, might limit personal freedoms, become stereotyped, might become judged within your community, discrimination within the community, one can’t be lazy, internal struggles w/ situations,
 To what communities do you belong? Does your involvement in any of these communities require you to conform in any way?
Church community: requires to help out the external community(your choice), Tennis community: real accepting community, Art community: required to conform; African Association: to talk about your culture, don’t have to conform, you have to conform; NHS: have to have certain amount of hours, have to dress up; Step team: have to dislike the Flowers step team

12/6

Warm-up: What is a community? What are some reasons people form and/or participate in communities? Is the process of forming a community intentional or natural and coincidental?

Classwork: Look at example mini-essays on Shadow Scholar, Community Discussion, read LOC pg 259 and discuss

Homework: Independent reading


***Bring LOC books all week***

12/3

NO 2nd period due to Career Day

Warm-up: Write a reflection on cheating at Bowie High
1. How often does it happen?
2. Why does it happen? (Who is to blame?)
3. What consequences do or should exist?

Classwork: Look at sample essays on Shadow Scholar; independent reading time

Homework: Independent reading

12/2

Warm-up: Review "The Shadow Scholar." Write 3 quotes that you think are pivotal to Dante's argument.

Classwork: Composing 3 mini-essays that agree, disagree, and qualify Dante's claim.

Homework: Independent book

12/1

Warm-up: Answer 3 of the 12 style analysis questions on the independent reading assignment sheet.

Classwork: book discussions in groups; read "The Shadow Scholar" by Ed Dante

Homework: Independent reading projects and style analysis

11/30

Warm-up:

Pd 2 - Take a 5 Steps book. Reread the prompt on the bottom of pg 113. Then write an opening paragraph where you take a stance on Minnow’s quote.

Pd 3&4 - Write a thesis statement and 3 bullet points that outline how you would defend, challenge, or qualify this statement: “Parents can only give good advice or put them on the right paths, but the final forming of a person’s character lies in their own hands.” -Anne Frank

Classwork: Discuss project examples & style analysis, go over rhetorical terms test

Homework: Independent reading project and style analysis

11/29

Warm-up: Write at least a one page response where you support, challenge, or qualify this quote. "Don't worry about people stealing an idea. If it is original, you will have to ram it down their throats." -Howard Aiken

Classwork: read 5 Steps pg 111-122; look at sample argumentative essays; look at sample projects

Homework: Independent reading projects and style analysis

Career Day link

If you still need to register for career day. Try to access this link http://www.formlogix.com/Manager/UserForm89508.aspx?Param=VXNlcklkPTg5NTA4LkZvcm1JZD0z

11/23

Warm-up: Write a reflection about which independent book you chose and why. Also, write any thoughts or questions you have about the assigned project.

Classwork: Look at sample projects; fill out health surveys

Homework: Independent Reading books (finish first 3rd by end of Thanksgiving break; finish whole book by Dec. 10.)

11/22

Warm-up: Review for test; test will begin 5 minutes after the late bell

Classwork: Rhetorical terms test

Homework: Independent Reading books (finish first 3rd by end of Thanksgiving break; finish whole book by Dec. 10.)

11/19

Warm-up: N/A

Classwork:
1. Read “Let Teenagers Try Adulthood” by Leon Botstein on LOC pg 153-155.
2. In your notebook, write answers to questions 1-5 on page 155.
3. In your notebook you are going to compose your first argumentative essay. You may choose between the two prompts below. The goal of an argumentative essay is to clearly take a side and support your opinion with evidence and explanation. If you want to read more about how to compose an argumentative essay, you may borrow a 5 Steps to a 5 book from the back of the room (return it at the end of the period) and read pages 111-122.

Prompt Choices

1. Leon Botstein states, “The American high school is obsolete and should be abolished.” Using your own knowledge, experiences, and readings, write a carefully constructed essay that defends, challenges, or qualifies Botstein’s claim.

2. Kyoko Mori states, “School and ‘the real world’ both have their absurd moments, but school is where people go when they are not satisfied with their ‘real world’ lives and want a change.” Using your own knowledge, experiences, and readings, write a carefully constructed essay that defends, challenges, or qualifies Mori’s claim.



Homework: Study for rhetorical terms test; read first third of independent book by end of Thanksgiving break

11/18

Warm-up: Take a style worksheet. Read it and answer questions 1-6 in your notebook. (I am posting the style worksheet in the classroom documents.

Classwork: Style review activity; jeopardy game; terms review

Homework: Study for test; work on independent reading

11/17

Warm-up:

2nd period - Using your worksheet from yesterday, compose a mini-essay (1 paragraph) about how the author of the passage (China or town) uses language to create a purpose, develop a tone, or make a point. Use the sample paragraph that I provided.

3rd and 4th period - Write a reflection about what Baldwin wanted teachers to learn from his speech.



Classwork: Read "School" by Mori on LOC pg 130-140. Answer questions 1-10 on pg 140-141.


Homework: Finish Mori questions if not finished in class; get independent book and begin reading.

11/16

Warm-up: Write a reflection about 5 things that you want to learn or practice before our next AP practice test.

Classwork: finish bloodthirsty of sections 3-5; write sample analytical paragraphs using the multiple choice answers as stems

Homework: P-Z terms due tomorrow; get independent reading book and start reading

11/15

Warmup: SOAPSTone one of the last three passages on the practice test.

Classwork: bloodthirsty sections 3-5

Homework: P-Z terminology; get independent books

11/11

Warm-up: Take a mini glossary from the front table. Look carefully at the definitions of the 10 words. Try to write a synonym, antonym, or example for each.

Classwork: Finish going over the first 2 sections of the test as a class, take the last 3 sections


Homework: P-Z terminology due 11/17 - test on or before 11/22

11/10

Warmup: Write a reflection about the types of questions on the test? Which were easiest? Hardest? Most surprising?

Classwork: Bloodthirsty and review first 2 passages

Homework: Book essay revisions due 11/11; P-Z terms due 11/17

11/9

Warm-up: Skim pages 45-50 of 5 Steps to a 5. Write a list of 5 tips they give that you think might be helpful.

Classwork: Discuss tips on mult. choice, take the first 2 passages of the AP test, start bloodthirsty

Homework: P-Z terminology notecards/glossaries due 11/17
Book Essay revisions due 11/11 (optional)

11/8

Warm-up: Edit these sentences to make them better.
1. I needed a new jacket. Red is my favorite color. I bought a new jacket. Its red. I like it.
2. We had a great time at Myrtle Beach, they have so much to do their.
3. I wish I’d waken up earlier.
4. Everyone, that hasn’t finished the test, must stay after school to finish it.
5. Only one out of four kids in America eat a healthy diet.

Classwork: Finish at least 6 content stations and all 4 grammar stations. Finalize photo essays

Homework: Photo essays due Tuesday.

11/5

Warm-up: What grammar mistakes do you commonly make on essays? Is it because you do not understand the concept? How do you approach editing? What resources do you have available for your use?

Classwork: Writing conferences and writing stations

Homework: Work on your draft


****Note: I did place some of the station information in the classroom documents website linked on the side of this page. Also, you can access the AP article on visual images at http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/158521.html***

11/4

Warm-up: What did you learn yesterday during the workshops that led you to change (or will lead you to change) your essay?

Classwork: Stations of writing workshops - Peer editing, sample papers, SEXI writing, AP visual analysis article, concluding paragraphs

Homework: Revise essays - tomorrow is grammar day so make it as perfect as possible

11/3

Warm-up: What 5 topics do you want to discuss with me during your individual writing conference. Consider what comments you commonly receive on your essays and what questions you have about analysis.

Classwork: Stations of writing workshops - Peer editing, SEXI writing, sample papers, AP visual analysis article

Homework: Revise Photo Essay

10/29

Warm-up: On the back of your rough draft, answer these questions.
1. What are your concerns about your work on this essay so far? What do you still need to do? What are you still unsure of?
2. What do you feel confident about? What have you done well?
3. How finished is this essay, or how rough is it? How much time have you spent on it so far? How much more time do you need? Explain.


Classwork: Self reflection and peer editing workshop

Homework: Work on draft

10/28

Warm-up: If you were asked to give a speech to teachers, what 5 pieces of advice would you give them?

Classwork: Read "A Talk to Teachers" on LOC pg 123-129 and answer questions 1-12 on pg 129

Homework: Finish Rough Draft

10/27

Warm-up: What are the advantages and/or consequences to naming a valedictorian? Was Talbot objective or not? Explain.

Classwork: discuss Talbot questions

Homework: Work on rough draft

10/26

Warm-up: Reflect on how two pictures of Kosovo refugee camps reveal different messages. Look at http://www.washingtonpost.com/wp-srv/photo/onassignment/guzy/kosovo/kosovo1.htm in order to find 2 pictures to compare.

Classwork: discuss the Alexie homework questions, write a sample body paragraph for an essay explaining how Alexie uses strategies in order to reveal a message

Homework: Read "Best in Class" by Talbot on LOC pg 113-122, complete questions 1-8 on pg 122

10/25

Warm-up: Write a reflection about why you chose your 3 photos? Which do you think is most visually compelling? Why? What message is the photographer sharing? How? What strategies are used? Are there any ethical issues?

Classwork: Went over E-O test, discussed and handed out photo essay assignment

Homework: Read Alexie on LOC pgs 110-112 and answer questions 1-8 on pg 112-3; Start rough draft of photo essay due Friday

10/22

Warm-up: In a response of at least one page, respond to the following questions about the independent book that you read.
What do you think of the book?  -How would you describe it to someone else? -In what way is this an important book for others to read? - What was the point or points the author was trying to make? How effective or convincing was that argument?  -What did your group NOT discuss that you think should be mentioned? -How did the group discussions enhance your experience with the book?

Classwork: Discussed reactions to books; watched photography documentary

Homework: Bring in 3 news photographs that you could analyze

10/21

Warm-up: Read and annotate the rhetorical strategies of the listed pages, then write a thesis that explains what message is created or tone is revealed.
Three Cups of Tea pg 299-300
Into the Wild pg 180-181
Being a Black Man pg 125-126
In Search of Our Mothers’ Gardens pg 388-389


Classwork: Independent Reading Essays

Homework: N/A

10/20

Warm-up: Choose any 2 page section from your book. Annotate the rhetorical strategies used in the section. Then write a thesis statement that explains why the author was using those strategies. What tone was created? or What purpose did the writing serve?

Classwork: Book discussions, adding to annotations

Homework: Finalize annotations and prepare for tomorrow's essay

10/19

Warm-up: Review for test

Classwork: Test on rhetorical terms

Homework: Finish book and annotations

10/18

Warm-up: Write an example of the following terms: oxymoron, jargon, inversion, subjunctive mood of a verb, figurative language, hortatory language, hyperbole

Classwork: Review for A-O test; jeopardy game

Homework: Study for tomorrow's A-O test; finish reading by Wednesday

link to the most important document I will ever give you

If you have misplaced the handout I gave you about the appeals (despite my warning to cherish it forever), you should refer to this.


http://docs.google.com/a/pgcps.org/viewer?a=v&pid=sites&srcid=cGdjcHMub3JnfGhlbmRyaWNrc2FwbGFuZ3xneDo0ZmM1YWQ0MjExYWMxNDYw&AuthEventSource=SSO

9/14

Warm-up: Nominalize the following words: capable, free, able, brave, careful

Classwork: Independent reading & e-o review (3rd pd only)

Homework: Independent reading & a-o review

9/13

Warm-up: What was the easiest and hardest part of the PSAT? Why?

Classwork:

Pd 2 - PSAT

Pd 3 - College Search

Pd 4 - Announcements; E-O review

Homework: Independent reading, study a-o terms

10/12

Warm-up: Write a reflection about what you learned at the museum (or in class) yesterday. What are your reactions to the topic of photo ethics? The Newseum?

Classwork:

2nd period - Halfway book discussions

3rd&4th period - PSAT prep; halfway book discussions




Homework: Independent reading; study for a-o test on 10/19

10/11

Field Trip or Photo Ethics packet

10/8

Warm-up: The wide variety of spices and condiments used in sausage making including salt and, it depends on the ethnic or regional origin of the recipe, coriander, nutmeg, cloves, garlic, vinegar, mace, pepper, chili peppers, or pistachio nuts.
A.     include salt and, it depends
B.     include salt, depending
C.     includes salt, and it depends
D.     includes salt and, depending
E.     including salt and, depending

Classwork: Sections 2 & 4

Homework: Independent Reading and Study for PSAT

****Remember to prepare for field trip on Monday. Pack a lunch to eat on the bus, or bring some money for the snack shop in the museum. Meet in the lobby at 8:15am on Monday.****

10/7

Warm-up: The following sentence contains either a single error or no error at all. If the sentence contains an error, select the one underlined part that must be changed to make the sentence correct. If the sentence contains no error, select choice E. 
The  largest  European  type of  newt grows to about  seven inches,  while  the largest American type,   the California newt,  it grows  to about six   inches.  No error.

(just rewrite the sentence with the correction)

Classwork: Bloodthirsty of Section 5; independent reading

Homework: Independent Reading    

10/6

Warm-up : Fix the following sentences
1. After he broke his arm, he is home for two weeks.
2. If one is tense, they should try to relax.
3. She likes to ski, plays tennis, and flying hang gliders.
4. Carmen and Sarah want to be a pilot.
5. There is eight people on the shore.
6. Barking loudly, the tree had the dog's leash wrapped around it.
7. Of the sixteen executives, Naomi makes more money.

Classwork: Completed Section 5 of PSAT booklet; Independent reading time

Homework: Independent reading

10/5

Warm-up: Cecily is worried that, with all the recent innovations in computing, her five-year-old laptop and its software will soon be -------.
A.     redundant
B.     obsolete
C.     unnecessary
D.     renewable
E.     Valuable
The store manager was ------- when sales dropped for the third year in a row; that was why she ------- our department for its lack of effort.
A.     indolent . . intimidated
B.     indignant . . upbraided
C.     insolent . . exonerated
D.     indulgent . . castigated
E.     intolerant . . condoned


Classwork : Finished reviewing Section 1, bloodthirstied Section 3

Homework : Work on Independent Reading

Book Groups for Quarter One

Being a Black Man
Dimitri Callwood-Jackson
Jhasmyn Curry
Angel Thompson
Coutney Thomas
Donesha Whitfield
Avery Showell
Natalie Schwartz
John Walker
Osbatu Kamara
Vanessa Agbar
Lionel Taylor
Diamond Sydnor
Reeham Abdedrazzag
Ciara Cione
Imani Adrea
Reginald Green
Manka Tawah
Diamond Womack
Ebony Brown
Chidinma Okafor
Shaviya Dickerson

Into the Wild
Malik Artis
Julie Smock
Sulu Adewole
Adeze Ogbunigwe
Teni Adebayo
Julio Jovel
Andrew Pataky
Sharie Harris
Nikolas Strayhorn
Kacey Talbot
Dylan Wood
Elise Salanguit
Adesola Salisu
Emily Rader
Alyssa Tomchick
William Beal
Chijoke Okonkwo
Alison Maduro
Dom Davis
Amna Geko
Andrew Diehl
Sarah Miller
Archie OBrien
Shannon Eker
Wen Chen
Danielle DiGregory
Leela Dawson
Jeremy Halpert
Melena Murphy
Deanna Hargrave
Joel Vazquez
Devonte Quasie-Woode
Eyek Ntekim
Kenny Wu
Brandon Galvez
Olusegun Awe
Zack Bretscher
Brooke Armstrong

Three Cups of Tea
Loretta Owens
Daniel Seo
Ben Harding
Fiffany Barber-Alexander
Jade Wilkins
Elizabeth Albinson
Whiney Ajiboye
Taylor Ramirez
Bailey Jarmon
Derrick Edwards
Fana Cisse
Romo Oboite
Jayna Desai
Granit Krasniqi
Harrison Waugh
Hannah Gray
Khadijah Lake
Ehab Amir
Becca Brown
Brady Collier
Sara Rogel
Melanie Daley
Whitney Okwuchi

In Search of Our Mothers' Gardens
Manny Flores
Jahel Turner
Yaje Ngundam

10/4

Warm-up:
Although Rolf is usually quite ________, he was so _______ by the salesman's rude remarks that he insisted on complaining to the manager.
A)tractable...reassured
B) timorous..angered
C)plucky..offended
D)valiant..incensed
E)Diffident..satisified

Mahpiua Luta, better known for being Red Cloud, was chief of the Oglala Siux during the 1860s.
A. for being
B. that he was
C. as being
D. to be
E. as


Classwork:

Book Launch - Reviewed methods of close reading, set halfway point to reach by 10/12
Into the Wild - Chapters 1-10
In Search of Our Mothers' Gardens - Finish through "Making the Moves and Movies We Want"
Three Cups of Tea - Chapters 1-13
Being a Black Man - Finish through "Singled Out"

PSAT prep - Complete Section 1, SOAPSTone the longer reading passage, discuss the correct answers to Section 1

Homework: Complete the 2nd reading secton (Section 3), Closely read your independent book

10/1

Warm-up : Part of the following sentence is underlined; beneath the sentence are five ways of phrasing the underlined material. Select the option that produces the best sentence. If you think the original phrasing produces a better sentence than any of the alternatives, select choice A. 
With the 1977 publication of Song of Solomon, Toni Morrison both received popular and critical acclaim.
A.     both received popular and
B.     both received popular and also
C.     received popular, along with
D.     received popular as well as
E.     received both popular and also

Classwork : Went over A-D test, PSAT prep, finished discussing Emerson's tone and how he creates it through diction

Homework : Get Independent Reading selections - Finish E-O glossaries

9/30

Warm-up :
Because King Philip's desire to make Spain the dominant power in sixteenth-century Europe ran counter to Queen Elizabeth's insistence on autonomy for England, ------- was -------.
—(A) reconciliation . . assured
—(B) warfare . . avoidable
—(C) ruination . . impossible
—(D) conflict . . inevitable
—(E) diplomacy . . Simple
—There is no doubt that Larry is a genuine ------- : he excels at telling stories that fascinate his listeners.
—(A) braggart
—(B) dilettante
—(C) pilferer
—(D) prevaricator
—(E) raconteur

Classwork - Discuss Emerson's rhetoric and style choices

Homework - E-O Definitions and get independent book.

9/29

Warm-up: Choose the words that BEST complete the sentence.
 
Refuting the claim that the surest way to reduce anger is to express it, the author asserts that ------- anger can actually increase its ------- .
(A) denying . . impact
(B) understanding . . importance
(C) overcoming . . likelihood
(D) venting . . intensity
(E) voicing . . benefits
Hoping to ------ the dispute, negotiators proposed a compromise that they felt would be ------ to both labor and management.
(A) enforce..useful
(B) end..divisive
(C) overcome..unattractive
(D) extend..satisfactory
(E) resolve..acceptable


Classwork - Discuss Emerson

Homework - Emerson Rhetoric and Style Questions 1-12

9/28

Warm-up - Identify the message of the cartoon at http://0.tqn.com/d/politicalhumor/1/0/Y/_/3/Back-to-School.jpg. (If you click on the date, it will take you there.) What strategies does the cartoonist use to create the message?

Classwork - Look at sample visual rhetoric essays. Start reading Emerson on LOC pg 102-108.

Homework - Complete discussion questions 1-7 on LOC pg 108


***If you want to revise your visual analysis essay, a typed revision is due on Thursday 9/30. Attach the original essay. Any revisions should be thorough and fabulous. Do not waste your time or mine simply changing some grammar. Revision means that you have a new VISION of what information you need to include.***

9/27

Warm-up - Identify two strategies that you still struggle to recognize. Re-read the definition and try to write an example.

Classwork - Test on A-D terms.

Homework - E-O definitions from both books, get book by 10/4

9/23

Warm-up -

—1.  Although I agree that teachers must be held accountable for educating students, I object to measuring their success  solely on student test scores.

—The underlined portion of this sentence most clearly represents which term: 

—A)aphorism  B) assertion  C) concession D) appositive  E) bias

—2.  “We shall support any friend, oppose any foe,” is an example of: 

A) allusion  B) antithesis  C) antimetabole  D) anaphora  E)deduction

Classwork:  Review Rhetorical Terms (Jeopardy Game), Discuss Keiler

Homework :  Prepare for Monday's Test on Rhetorical Terms 

9/22

Warm-up :  Read the SOAPSToneR handout and summarize what each letter represents.

Classwork: SOAPSTone Prose's essay, passed out Independent Reading Project

Homework:  SOAPSToneR Keiler's article "Value Added?", Study Terms


***Tomorrow is the last day for PSAT registration***

9/21

Warm-up : Identify 2 statements that you agree with and two that you disagree with from Prose's essay.

Classwork :  Discuss Prose's essay, work on rhetoric and style questions

Homework : Finish Rhetoric and style questions, study terms for Monday's test

***Bring PSAT registration***

9/20

Warm-up:  Freewrite about education - look over handout with education statistics

Classwork : Education Discussion based on handout and LOC pg 87-88

Homework :  Read "I Know Why the Caged Bird Cannot Read" by Prose on LOC pg 89-99 and answer 1-5 Discussion questions on 99-100


***Remember PSAT registration***

9/17

Warm-up :  Choose any two terms A-D and write an original example.

Classwork :  Revise JFK essays; review A-D terminology

Homework : Study A-D terms


****Remember PSAT registration****

PSAT

Tomorrow we begin registration for the October 13th PSAT. I will give the students their registration forms tomorrow; the cost is $15 (cash or money order only), and all registrations are due September 23rd. Students may give their registration directly to me during English class.
This is our juniors' last possible chance to take a REAL practice SAT (developed by the College Board, not a private testing company) whose score will not appear on their official transcripts. The October PSAT is a no-fault, low-cost opportunity to work on achieving a competitive SAT score (juniors should take the actual SAT this winter or spring). If a student is considering going to a four-year college or university, he or she should take the PSAT now. Students who score high enough on the test are also eligible for scholarship honors.
If students already took the PSAT freshman or sophomore year, that is wonderful! You are getting in some great practice. But, you are only eligible for the Maryland Distinguished Scholar Program and the National Merit Scholarship if you are a junior -- your scores from last year don't apply to these opportunities. This is the year the PSAT can benefit you the most!!!!
One of the best advantages to taking the PSAT is the score report. Students receive analysis and feedback on EVERY answer they marked to EVERY test question. The SAT never provides students with this kind of feedback, and it is far more expensive than the $15 PSAT.
FACT: Students who take the PSAT score an average of 146 points higher than those who don't.
As part of our encouragement of our students to achieve and succeed in and beyond high school, the AP English team requires all AP Language scholars to take the PSAT. Parents, if you have any questions or concerns about this policy or about the cost of the test, PLEASE contact me!
PS. Students, which appeals did I use in the above message, and were they effective?

9/16

Warm-up :  What is JFK's purpose?  How does he appeal to the audience?

Classwork : Write an essay that analyzes how Kennedy uses rhetorical strategies in order to accomplish his purpose.   Start the editing workshop on the Kennedy essays.

HW:  Finish A-D glossaries


***Remember PSAT registration***

9/15

Warm-up - Review LOC pgs 40-47.  Write an explanation of which close reading strategy you prefer.  Why?  When might the others be useful?

Classwork - Closely read (annotate) JFK's inaugural address.  Then answer the diction and syntax questions on pgs 55-56.

Homework - Finish whatever JFK questions  you didn't get to in class.  A-D glossary due Friday 9/17.

9/13

Warm-up - What is analysis?  What did you learn about analysis by writing your visual analysis essay?

Classwork - Read LOC 35-49; practice annotating Didion and Ascham

Homework:  Due 9/17 - A-D glossaries/notecards

9/10

Warm-up:  On the back of your rough draft, answer these questions.


1. What are your concerns about your work on this essay so far? What do you still need to do? What are you still unsure of?

2. What do you feel confident about? What have you done well?

3. How finished is this essay, or how rough is it? How much time have you spent on it so far? How much more time do you need? Explain.

 
 
Classwork :  Rough Draft Workshop
-Read the warm-up comments on the back of the essay, and focus on the areas that they are concerned about.


-Did the writer fail to mention any issues that you noticed?

-Is the opening paragraph strong? Does it explain the main message or purpose of the image?

-Is there anything in the essay that needs to be deleted, added, or shortened? Does it all make sense?

Are there any details in the image that they failed to mention?

Did they explain how every detail and strategy contributes to the purpose/message?





Homework: Final Draft and TIPS 2 Due Monday

9/8

Warm-up - Identify or add all of these elements to your introductory paragraph: publication information, context, description, message or purpose, rhetorical strategies.

Classwork - Finish drafting opening paragraphs.  Work on drafting body paragraphs.

Homework: Finish Rough Draft for Friday, work on TIPS 2

9/7

Warm-up : Reflection on visual analysis project.  What do you still need to do or think about?  What do you not understand?  What message does your artifact have?  Can you support that claim with evidence?

Classwork - handed back Nickel & Dimed essay and LOC quiz, went over visual analysis outlines, sample papers, and thesis statements

Homework - Start working on your visual analysis essay (opening paragraph & thesis); (TIPS #2 due Monday with final draft)


*If you want to revise your Nickel & Dimed essay, the directions are in the Classroom Documents link.  Revisions will not be accepted after Friday, 9/10.*

9/3

Warm-up - Analyze the Columbine photo according to the bulleted points in Readings for Writers (pg 25-27).  Photo available at http://pro.corbis.com/enlargement/enlargement.aspx?id=UT0013234&caller

Classwork - Went over Visual Rhetoric assignment sheet and rubric, analyzed student selected pieces of visual rhetoric according to the bullet points in RFW

Homework - Write an outline for one piece of visual rhetoric.  Address all bullet points on the topic listed in RFW.

***The copy of the Visual Rhetoric assignment sheet is located in the Classroom Documents website.  The link is on the right side of the blog.****

9/2

Warm-up - Princess Diana cartoon - analyze to determine the message

Classwork - Compare 4 pieces of rhetoric concerning Princess Diana in order to determine the purpose, message, bias, and style of each

Homework - Find a political cartoon, a print advertisement, and a news photograph by tomorrow

9/1

Warm-up - Pretend that Bowie High School announced a decision to eliminate the honor of valedictorian because of competiveness and feelings of resentment among students.  Take a stance on the subject, and then craft a concession and refutation to the counterargument.

Classwork - Quiz on pages 1-26 of LOC
Examination of the different texts relating to Princess Diana in order to determine how different speakers acheived different purposes on the same topic

Homework - Select one of each visual medium (news photograph, political cartoon, print advertisement) that you would want to analyze in a paper.  Make sure that it is something that you have an interest in discussing and that there are many comments to be made about audience, speaker, message, ethos, logos, pathos, etc.  If it doesn't interest you or you do not understand it, please don't choose it because it will not make a good paper.

8/31

Warm-up - Evaluate Einstein's effectiveness (or lack thereof) in appealing to his audience through ethos, logos, and pathos.

Classwork - LOC pages 10-26 - visual analysis and arrangement

Homework - Study for quiz on pages 1-26

8/30

Warm-up:  How do you change your writing for different audiences?  Why?

Classwork:  Read pages 1-10 of The Language of Composition (LOC)

Homework:  Study the terminology in the first Chapter of LOC - Quiz on Wednesday on pages 1-26.

8/27

Warm-up - Quickwrite Prompt - What was your reaction to Nickel and Dimed?  Were your perceptions of working class and the working poor transformed or verified by reading this book?  Explain.  To what extent were your perceptions about the world of work changed or reinforced?

Classwork - Whole Class Discussion of Nickel and Dimed (see attached notes)

Homework - Define rhetoric



PD 2 Discussion
Did you think her experience was equal to conditions other working class people endure? What advantages did she have that they did not?


• Equal to an extent , some worse than her & vice versa. Had advantage of this not being her real life & she actually had own job

• Didn’t have the same experience as those who actually had to endure this in their real lives. No family,

• Could easily relocate and switch jobs if she had to, had savings money in comparison to people who did not have these savings and would have had to work harder

• Hard to not use previously attained knowledge when in work force. Subconsciously used knowledge. Ex- interviewed better

• Had a car & was paid off. Low wage workers most likely have taken out loans if they even had a car

• Had the option of healthcare & the money to take care of random sickness or condition. Ex- rash

• Entire experience inauthentic, “fake life”, no back up plan for regular low wage workers. Regular people had a multitude of problems that she would have never faced.

• Referred to it as an experiment and constantly repeated this instead of trying to fully immerse herself into the life of a low wage worker in those respective places

• Dramatized/ had to because she knew it was fake and emphasis was necessary to keep reader interested

• Cant “buy” struggle & cannot be put into situation legitimately

• Too many perks and lavish things to fully endure low wage life

• Exploiting experience of real low wage workers.

• Credit to Ehrenreich for actually trying and experiencing events detailed in novel

• Didn’t completely forget about those who she worked with & tried to help with minimum wage standards




Why do you think that poverty is cyclical?
• So many obstacles to endure, once past one obstacle another comes up

• Poor tend to not have education and cannot save up money due to lack of sufficient funds

• Always discouraged to attempt to better their situation due to regulations, don’t want the stress of being let down repeatedly

• Cannot afford to not have a job if they wished to search for a better & high paying job or opportunity to raise level of education.

• Tend to be unhealthier because healthier foods cost more & those living in motels & other living arrangements do not have the luxury of a kitchen that includes a stove.



Pd 3
Did you think her experience was equal to conditions other working class people endure? What advantages did she have that they did not?

• Experiences real, lifestyle was basically equal. Not totally authentic because it was not her regular lifestyle. Partial advantages.

• Disadvantages also, convenience of travel. Previous money saved before. Wasn’t accustomed to the lifestyle.

• Major advantage of car. Without mobility, tasks that Ehrenreich did would be not as easy

• Major advantage was the confidence and energy she had to approach the job

• Ehrenreich had no children to feed or other family members to support

• Extra leftover money from previous jobs was an advantage

Drug testing

• Drug testing is for good reason

• Drug free workers are more productive

• Background tests should also get attention along with drug tests

• Background tests done mostly

• Drug tests are often inaccurate and easy to get around

• Drug addicts could get around tests easily

• Random testing could be adequate alternative

• Weaknesses in targeting specific groups and possibility of missing drug users

• Drugs are not the only threat for employers

• Not announcing drug tests affects behavior profoundly

• *off topic sorta* airplane testing random people, often viewed by people as profiling

• Profiling is still prevalent issue

• Profiling is human nature

• If not human nature, it is instilled generally very early in life

What do you think that Ehrenreich should be given credit?

• Ehrenreich shouldn’t be given too much credit for actual experiment because many of the thoughts conveyed were not her own

• Ehrenreich good narrator overall, gets off topic often

• Ehrenreich may have come off as “rude” or “insensitive”

• Not credible source, had many advantages

• Had advantage of leaving jobs while her co-workers were stuck there

• Often very hypocritical? Conflicting thoughts by her

• Did try to understand and grasp certain challenges as best as she could

• Good choice by going to Maine and Minnesota because of the competition with other Caucasian workers

• Very weird when categorizing different feces (lol)

• Explicit details inserted in book to help convey the disgust felt by her

Why do you think that poverty is cyclical?

• People are born into poverty and its hard to break the cycle

• Once into poverty, it is hard to escape because the money that is made goes to essentials

• If one were to try to get a new job then they risk missing work at current job and losing money

• Education is key

• When born into poverty, mindset is very important

• Poverty is very communal, community can greatly influence individuals

• Motivation sometimes just isn’t enough when the funds aren’t there

• In certain areas, poverty weighs down on the one impoverished area, and life sometimes is expected

• A lot of times, poverty is adapted to and becomes instilled in their lives.

Should there be more or less regulations for business owners(such as health insurance)

• Health insurance should be made more affordable for small businesses and families

• Health problems are not by choice for the most part.

• Insurance companies can charge base premiums to their desire

• Consumers do not have the choice to receive the cheapest health coverage possible

• Companies would rather insure people with little health problems for most profit

• US should have health insurance

• Problem is that it conflicts with US constitution

• People are often prioritized in other countries government provided systems



Pd 4 Discussion

Do the advantages that Ehrenreich had invalidate her experiment or was she able to honestly experience the conditions of the working poor?



-stand up to bosses

-cars go further

-knew people to live with

-had something to back up on to

-no kids

-wasn’t starting from scratch

-had money for side problems (dermatologist)

-didn’t have fear of being homeless or starving

-wasn’t a real experience for her

-selfish and didn’t get the real idea

-doesn’t have the same mindset as those living in the low wage working class- transitioned from high to low

-journalistic and just her experiment to see if it was possible to survive off minimum wage.

-her experience was easier to relate to







How you think we should handle health insurance for the working poor?



-should be free for working poor

-they work the hardest

-can’t financially afford to pay for health insurance

-giving the working poor free insurance wouldn’t be financially possible for the government

-investigate on the people who receive free healthcare

-find out which people really need it

-some major employers should provide their employees with healthcare

-

Back to School Night

Reminder:  Back to School Night will be August 31st.  Please join us at 6:30pm.

8/26

Warm-up - Using your TASS book, find 2 sentences on the first 2 pages of Nickel and Dimed that match one of the patterns.

Classwork - Group discussions of Nickel and Dimed

Homework - Parent forms

8/25

Warm-up - Syllabus Anticipation Guide

Classwork - Discuss Syllabus, work in groups to discuss and present senarios from the 25 Ways to Infuriate Your Teacher, shared information from Student Surveys

Homework - Due Friday - TIPS worksheet #1 about Syllabus expectations, Parent Surveys, Student Release Forms

***If you will not see your parent or guardian before Friday, please send me an email telling me when you can turn in the work that requires signatures.***

8/24

Warm-up - Essay Topic Reflection

Classwork - Overview of AP essay rubric, composed essays on Nickel and Dimed

Homework - Student Survey (due tomorrow) 
Parent Survey and Student Release Form (due by Friday if possible)

8/23

Warm-up - Turn in The Art of Styling Sentences.  Review for tests.

Classwork - Take tests on Nickel & Dimed and TASS.

Homework - Prepare for Essays on Nickel and Dimed by outlining a response and/or selecting several relevant examples from the text. You can use this outline/brainstorming during your writing, and it must be stapled to your in class essay.
Possible topics:
1. What are the major obstacles with housing that low-wage workers face in the book?
2. To what extent are the low-wage workers able to be successful? What levels of success are they capable of achieving?  How are hard work and success connected?

Welcome To AP English Language and Composition

I am looking forward to getting to know each of you this year as we move through the challenging and exciting tasks of learning to read and write on the college level.  As we begin this magical year of reading and writing, please bookmark this blog so that you have daily access to assignments, discussion notes, and classroom documents.  Use the Helpful Links on the right side of the page to navigate to related content.  The site labeled classroom documents is a repository for any paperwork that you might need to access from home. 

Feel free to comment on any posts or to email me at jodi.fetterolf@pgcps.org with any questions or concerns.

College Senior Survey and Information

SUMMIT students must turn in this info to Ms. Price. All others - it is meant to help you with your search this summer.


Bowie High SUMMIT Class of 2011!!!!!
Senior College Survey
This document is part of our promised support of you in the college application process. Ms. Price will look over your specific college information and give you some comments and advice to help you as you finalize your college lists. If you haven’t begun to think about your college choices, no worries! You have plenty of time, and that is why I am giving you this info now.
Please carefully read the following information; complete the requested information and return to Ms. Kelly Price in Room 250 by September 30th, 2010.
I strongly recommend you apply to:
a) Two schools to which you have a 25% chance of being offered admission, and
b) Two schools to which you have a 50% chance of being offered admission, and
c) Two schools to which you have a 75% chance of being offered admission, AND
d) Two schools to which you have a 90% chance of being offered admission.
NOTE: Letters “c” and “d” are the most important – as long as you are applying to these four schools, “a” and “b” are not even necessary. But if you are applying to an “a” or “b” school, you MUST apply to the “c” and “d” schools. You are severely limiting your options if you do not.
Note: If you applying to any competitive schools, I recommend that you apply to eight schools. This decision will give you the most options, especially financial options. IF you are applying to a school to which you have only a 25% chance of admission, you MUST apply to at least five other schools to which you have a better chance of admission. If you are applying to two schools you have a 25% chance of getting into, you need to apply to eight total. I am basing this recommendation on the advice of MANY experts whose work I have read.
NOTE: NO ONE, not even a genius, has more than a 25% chance of getting into any very selective college like Georgetown, Duke, Northwestern, Carleton, Princeton, Brown, etc. NO ONE. Last year, Yale University turned away half of its applicants who had perfect SAT scores.
Please answer the following:
Your career goals, general areas of interest. If you don’t know, that is okay. You can give me a vague answer: __________________________________________
_____________________________________________________________________
Please list your highest SAT Scores below. Please either attach a copy of your score report OR just show Price your scores on her computer.
Highest Critical Reading Score: ______
Highest Math Score: ___________
Highest Writing Score: ___________
Are you taking the SAT again? _________ If so, when? _____
Your cumulative GPA: _______
In order of selectivity (that is, the college MOST difficult for you to get into and ending with the college EASIEST for you to get into), list:
the colleges/universities you are definitely or pretty sure you are applying to,
the reasons you are applying there*,
their acceptance rate, and
your chances for admission**.
* Reasons for applying: If you’re not sure why you’re applying, then you need to find out.
Poor reasons for applying:
“I can’t stand the thought of going there, but my parents are making me.”
“It’s an Ivy League school.”
“They sent me a free application.”
Note: These reasons might be good ones to START THINKING about applying to a college; after you begin to learn more about the school, you may actually like it. Remember: If you’re applying to the college, you might actually get in, and they may offer you the best financial aid package, and your parents may say, “This is where you are going.” Thus, you need to find ways to be happy there.
** Your chances for admission. If you don’t know what your chances of admission are, you need to find out. Look at the freshman profile on the college’s website or consult the College Board’s “My College Quick Start” service for help. Think in terms of a 25% chance to get in, a 50% chance, 75%, or 90%. (NOTE: NO ONE, not even a genius with perfect SAT scores, has more than a 25% chance of getting into any very selective college like Georgetown, Duke, Northwestern, Carleton, Princeton, Brown, etc. NO ONE.)
__________________________________________________________________________
Example of a freshman profile (I simply went to UMD’s website and searched “freshman profile” on the site.)
University of Maryland College Park Freshman Profile Information
“For the Fall 2009 Freshman class, we received over 28,000 applications for a class of 4,150. (actual acceptance rate: 39.2%) For the Fall of 2009, students admitted to the University of Maryland have an average (weighted) GPA of 3.98 and the middle 50% of SAT scores ranged from 1230 to 1390 [math and critical reading combined score], and between 27-31 on the ACT. As a result, 25% of the admitted students scored below a 1230 on the SAT and 25% scored above a 1390.” *From the UMD website
Example of how to list your college choices:
College: University of Maryland College Park
Reason you are applying: I like their engineering program and also their public policy program, hope to get in their Honors College, want to be near D.C., in-state tuition
Definitely or maybe applying? definitely
Acceptance rate: 39.2%
Chance of admission for me: 50%. (If your weighted GPA is a 4.10 and your SAT is a 1310, you would be right in the middle average of their freshmen profile, so your chances of getting in are 50/50.)
Now, list the Colleges you are DEFINITELY applying to and Colleges You MIGHT apply to (in order of hardest to easiest for YOU to get into):
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:

College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
Please check out the following books and websites as you finish your college search:
Books/Sites I Highly Recommend (I have all of these books in my classroom – you are welcome to come and look at them.)
www.collegeboard.com – Of course! Be sure you are using MyCollege QuickStart.
Harvard Schmarvard – by Jay Mathews, the Washington Post’s main education reporter. Mathews, a Harvard grad, explains why Ivies and other elite institutions are not nearly what they are cracked up to be for undergraduates. He lists 100 schools that high school students should be sure to consider instead.
http://voices.washingtonpost.com/class-struggle/admissions_101/ (Jay Mathews’ Washington Post discussion board about college admissions)
8 First Choices: An Expert’s Strategies for Getting into College. Joyce Slayton Mitchell and Winning the Heart of the College Admissions Dean (an earlier version of 8 First Choices) These books are WONDERFUL.
Looking Beyond the Ivy League: Finding the College that’s Right for You. Loren Pope. I LOVE THIS BOOK.
Fiske Guide to Colleges 2010: Edmund Fiske. THE BEST COLLEGE GUIDE, IN MY OPINION.
The Hidden Ivies: Howard Greene and Matthew Greene. VERY GOOD LOOK AT FIFTY VERY SELECTIVE SCHOOLS.
Colleges that Change Lives -- Loren Pope. POPE FIGHTS THE MAN IN THIS BOOK – HE IS WONDERFULLY ANTI-ELITIST and has spent a great deal of time finding great schools that actually serve their student body.
www.ctcl.org -- This website, based on the philosophy of Loren Pope’s book Colleges that Change Lives, is a wonderful resource. This site/book focuses on 40-some colleges that: “share two essential elements: a familial sense of communal enterprise that gets students heavily involved in cooperative rather than competitive learning, and a faculty of scholars devoted to helping young people develop their powers, mentors who often become their valued friends."

This dynamic group of schools also share some other common attributes that have led to their distinction as colleges that change lives:
Low student-to-faculty ratios that foster collaboration, engaged learning, and personal attention. Classes are taught by professors, not TAs.
A commitment to undergraduate education that focuses on the liberal arts and sciences. Opportunities for undergraduate research are prevalent.
A living and learning environment that is primarily residential and emphasizes the benefits of community, personal growth, participation, and involvement.
Smaller student enrollments that allow students to be known and recognized as individuals.
Out-of-classroom learning opportunities that provide students with an added perspective about themselves, their interests, and the global community. Participation in internships, study abroad, service to others, and special interest activities is common and expected.
Holistic admission policies including several with "test-optional" applications for admission. These schools take into consideration everything about an applicant—not just their numbers on an application.
Alumni networks that help graduates with professional and career development opportunities as well as foster lifelong friendships based on an involved and engaged undergraduate student experience.
For many talented and motivated students, CTCL colleges provide the ideal living and learning environment for students to meet and exceed their own expectations for personal intellectual growth—indeed, an experience that changes lives.

Pope believes that the colleges' power lies in how they go about transforming their students. "The focus is on the student, not on the faculty. There are no passive ears; students and faculty work so closely together, they even coauthor publications. Teaching is an act of love. Learning is collaborative rather than competitive; values are central; there is a strong sense of community. They are places of great synergy, where the whole becomes greater than the sum of the parts. Aspirations are raised up; young people are empowered. It is those qualities that develop leaders, people who can land on their feet, who are bold and imaginative, and who can see the big picture."
CHECK OUT THESE SCHOOLS THAT POPE RECOMMENDS!!

Colleges that Change Lives
AGNES SCOTT COLLEGE
ALLEGHENY COLLEGE
AUSTIN COLLEGE
BELOIT COLLEGE
BIRMINGHAM-SOUTHERN COLLEGE
CENTRE COLLEGE
CLARK UNIVERSITY
CORNELL COLLEGE
DENISON UNIVERSITY
EARLHAM COLLEGE
ECKERD COLLEGE
EMORY & HENRY COLLEGE
THE EVERGREEN STATE COLLEGE
GOUCHER COLLEGE
GUILFORD COLLEGE
HAMPSHIRE COLLEGE
HENDRIX COLLEGE
HIRAM COLLEGE
HOPE COLLEGE
JUNIATA COLLEGE
KALAMAZOO COLLEGE
KNOX COLLEGE
LAWRENCE UNIVERSITY
LYNCHBURG COLLEGE
MARLBORO COLLEGE
MCDANIEL COLLEGE
MILLSAPS COLLEGE
NEW COLLEGE OF FLORIDA
OHIO WESLEYAN UNIVERSITY
REED COLLEGE
RHODES COLLEGE
SOUTHWESTERN UNIVERSITY
ST. JOHN'S COLLEGE, MD
ST. JOHN'S COLLEGE, NM
ST. OLAF COLLEGE
URSINUS COLLEGE
WABASH COLLEGE
WHEATON COLLEGE (IL)
WHITMAN COLLEGE
WOOSTER, COLLEGE OF
Misperception: Students who can’t afford $48,000 a year for tuition and room/board should not apply to any private colleges or universities. They should only apply to public universities they can afford.
REALITY: Almost 90% of students who attend college receive financial aid; that is, almost 90% of students do not pay the full sticker price of a college. If you apply to private schools at which you are at the top of the applicant pool, you will surely be offered a nice chunk of merit scholarship money even before the college considers your financial need.
“You won’t have any idea how much a college will cost until you receive your financial aid package. Convince your parents that this is true. Do not select your final [college] list by the advertised cost of the college.” Joyce Slayton Mitchell, Eight First Choices: An Expert’s Strategies for Getting Into College.
MISPERCEPTION: Strong students in the top ranks of their high school class with high test scores will waste their potential at any school outside the Ivy League. They deserve to learn with other motivated achievers.
REALITY: Smaller residential schools are a great example of quality outshining quantity. It’s easier to meet people and forge meaningful—often lifelong—friendships in a small community than it is in a huge crowd. It’s easier to get involved at a smaller school because there’s less hierarchy and red tape; in fact, many students find that there’s less competition for leadership positions, theatre roles, and even student activities funding on a smaller campus.

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MISPERCEPTION: Employers and graduate schools won’t be seriously interested in a graduate from a school they haven’t heard of before. A degree from a name-brand institution means more to employers and graduate schools, and attending a well-known school puts students ahead of the curve and guarantees them successful, meaningful lives.
REALITY: Employers and graduate schools are looking for skills and experience, not evidence of an elite academic pedigree. CTCL graduates frequently outperform their peers at some of the nation's top graduate and professional schools because they’ve done more with their time in college—they’ve become campus leaders, taken on internships or tackled life in another country, completed graduate-level work, and developed the kinds of critical thinking skills necessary for a meaningful life of learning.
MISPERCEPTION: Staying close to home is a good idea because it saves money, and following high school friends makes the transition to college easier.
REALITY: The most important factor in choosing a college is its fit for a student, not its location or popularity. The ideal school may be close to home—or it could be across the country. Regardless of where the school is located, it should offer opportunities for intellectual growth, deeper understanding, and experiences that reward personal curiosity.
Following friends to school doesn’t guarantee an instantly rewarding social life in college—most friends who attend school together have found other interests by the end of the first few weeks. Making new friends at small colleges is easy, and the high school friendships that really matter will stand the tests of time and distance.
Personalities develop significantly in college, and the right school will foster, not hinder, growth. Choosing a school because it is familiar or following the same crowd to a school might even prevent students from developing as independent, capable people with their own interests and passions.

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MISPERCEPTION: If you’re serious about your future career, it’s pointless to take classes in other disciplines. It’s better to focus on one field and become an expert than to know a little about a lot of useless subjects.
REALITY: The decisions you make at eighteen could affect the rest of your life. Few people know exactly what they want to do at the beginning of college, and none of them can predict the future. The people who succeed today have a range of skills and can see connections between disciplines; they’re flexible and can adapt intelligently to change. Even people who are devoted to one field appreciate the perspectives other disciplines can bring to understanding a problem or an issue. It’s more important to have a versatile, multifaceted background and an ability to apply knowledge to many situations than a narrowly focused education in one subject that lacks breadth.

AP Lit Summer Assignment

AP English Literature 12 Summer Assignment 2010
For Class of 2011 ONLY!!

Required Texts:
How to Read Literature Like a Professor – Thomas C. Foster
Snow Falling on Cedars – David Guterson

You are required to purchase the Foster book, please. We recommend that you purchase the Guterson text as well but you may borrow it from the public library; however, you will need this novel for at least the first two weeks of school. These books are available at area bookstores and through www.amazon.com.

This summer assignment is worth at least 25% of your first quarter grade!

Assignment: Due the first day of school 2010!!!

1) Actively and aggressively read How to Read Literature Like a Professor by Thomas C. Foster. We will use the ideas in this book throughout the year as a basis for approaching texts analytically.

2) Outline each chapter from How to Read in a journal that you will use every day for English (either a spiral or a small binder). Be thorough and specific, and be sure your work is your own. The purpose of outlining this book is so that you may use it as a reference all year long. If you don’t know how to outline, please look it up on the Web.

3) Actively and aggressively read the novel Snow Falling on Cedars by David Guterson.

Format: You may actively read Snow Falling in any of the following ways:
a) writing directly in the book (highlighting/underlining with LEGIBLE marginal notes)
b) using Sticky Notes in your novel
c) adding your notes directly to the Foster journal in bullet or outline form

Content: During and after your reading of Snow Falling on Cedars, particularly consider the following chapters from How to Read Literature Like A Professor.
a) Chapter 10 – “It’s More than Just Rain or Snow”
b) Chapter 11 – “Violence”
c) Chapter 12 – “Is That a Symbol?”
d) Chapter 13 – “It’s All Political”
e) Chapter 16, 17 – “Sex”
f) Chapter 19, 20 – “Geography Matters” and “Season”
g) Chapter 21, 22, 24 – “Marked for Greatness,” “Disease,” “Illness,” etc.

* Also consider and note the following as and after you read:
h) Make a list of questions that arise as you read. This is a normal reading activity since you are supposed to question the text. No one knows what the text "means" before finishing the book! Suggestions for questions: Predict, infer, speculate, wonder, explore.

i) Track and study character as you read, especially the main character. Consider: What kind of person is the main character? What do other characters think or say about this character? Why do they feel this way? How does the main character relate to other characters in the book? What does your character seem to value, to believe in, to desire? How does the character change throughout the novel? What does he or she learn; how does he or she grow? Explain and give support for your answers.

j) What patterns or motifs seem to be emerging as you read? Are you noticing patterns of words, images, ideas (for example, flowers can be motifs, as can the idea of time, as can an image of a road, etc. -- anything that seems to consistently reappear in a text )? What could these patterns or motifs suggest or mean?

k) Assemble a collection of memorable quotes from the text. Explain why you chose each. What do they reveal or suggest about character or theme? What about the author’s style do you find interesting or noteworthy?

l) What do you feel is the most important word or phrase in the book? What is the most important passage? Explain why it is important.

m) What does the author seem to be saying about life and living (the human experience) through this book? What seems to be the major point the author wants you to remember?

m) Anything else you think is significant or interesting about the book…

YOU SHOULD MAKE, AT THE VERY LEAST, THREE THOUGHTFUL COMMENTS PER CHAPTER OF SNOW FALLINGON CEDARS.

**Please be prepared, on the first day of school, to:
a) Write in-class essays applying the above Foster concepts to Guterson’s novel.
b) Complete a multiple choice exam on this novel.
c) Take a multiple choice test on How to Read Literature as a Professor book
d) Submit your How to Read Literature as a Professor outline and your Snow notes

Please remember that you won’t know for certain what your schedule is until the first day of school; THERFORE, BRING ALL OF YOUR SUMMER WORK ON THE FIRST DAY OF SCHOOL to be sure you submit it on time!! If you end up not having AP Lit on the first day, then bring your work again the next day. It will be marked late if it is not submitted on the first day of class.

Note: You are entering Advanced Placement English Literature with a level of mastery of these works. Reading these works merely “to get them done,” or otherwise superficially or perfunctorily, will not do. We expect you to interact with these texts in preparation to thoughtfully, maturely, and critically converse and write about these texts.

We are very happy you are taking this course with us. We truly hope and believe you will enjoy these books. How to Read is immensely helpful and Snow Falling a joy to read. It has everything: It is a war story, a love story, a courtroom drama, and a murder mystery. Plus the prose is stunning, lush and lyrical – like poetry.

If you have questions, call or e-mail us (janell.johnson@pgcps.org or kprice@pgcps.org ). If we don’t reply to your e-mail within three days, just call Price’s cell (410.279.7164).

HAVE A GREAT SUMMER, AND HAPPY READING!!!!!!!! Keep in touch!!!