12/21

Warm-up: •Staple your final draft and rubric/prompt together.

•On the back of your essay, reflect on the following questions:

•1. What score do you think that your argumentative essay should/will earn? Why?

•2. If you had 3 more days to work on it, what would you change or do?

Classwork: turn in essays, get back independent book essays, go over revision directions, get back PSAT scores, work on P-S vocabulary note cards

Homework: Winter Break Assignment


1. Write a definition and example for each of the rhetorical terms (starting with P-S) in the glossaries of LOC and RFW. I posted a scanned version of the RFW glossary in the classroom documents section of the blog, and the LOC glossary is on their website which is also linked on the side of the blog.

2. If you took the PSAT, spend time looking at your results. Log onto the website using the code on your booklet. Look at which skills they recommend that you practice, then complete a reflection that answers these questions for EACH of the 3 sections on the PSAT.

i. What score did I get on the section?

ii. What skills did I master best?

iii. What skills do I most need to improve?

iv. What plan for improvement can I follow to improve my score in this section?

v. When can I reasonably be ready to take the SAT and score well on this section?

vi. Choose 3 questions from each section that you answered incorrectly. Explain why you think that you chose the answer you did and why the right answer is correct.

3. If you did not take the PSAT, you must complete 2 practice AP style passages – these were distributed in class and are also posted in Classroom documents on the blog. After you read and complete EACH passage, answer these questions:

i. Which two questions were easiest? What evidence made you know that you got the correct answer?

ii. Which 2 questions were most challenging? Why did you select the answer that you did?

4. Complete your independent book essay revisions if you choose to do so for extra credit.

5. Rest and be kind to your families and friends.

12/20

Warm-up: •Read 5 Steps pg 183-185 in the orange copy or (pg 159-161 in red copy of book). Then write a checklist of at least 6 things to notice and comment on as you read your own essay and peer edit the essay of a friend.

Classwork: Review introductions, thesis statements, conclusions, and body paragraphs - proofread and peer edit papers

Homework: Final essay due tomorrow! Must be typed and polished - remember that more than 5 errors carries a significant penalty.

12/19

Warm-up: •Take a copy of 5 Steps to a 5 from the front or back of the room. Read pg 111-117 (105-111 in the red copy of the book). Write down at least 5 tips that you think are important or helpful.

Classwork: Complete the body paragraph station (available under classroom documents); work on editing the body paragraphs of your own essay

Homework: Finish body paragraph station exercises, continue editing and revising your draft

12/16

Warm-up: Write a response. How should a teacher handle teaching subjects that are unpleasant, painful or controversial? What is the responsibility of the teacher in these situations? Can you think of some topics or events that are unpleasant, painful, or controversial, but that must be taught or discussed in school?

Classwork: Discuss "The History Teacher", "Eleven" and the graphs, discuss and prepare for argumentative essay prompt

Homework: Type the first draft of your essay. This should be as thorough, as thoughtful, and as edited as possible. It is in no way a "rough" draft. This should represent your BEST effort. We will have some writing workshops on Monday and Tuesday, and these may prompt major changes, but your draft is the best that you could do alone.

12/15

Warm-up: N/A

Classwork: Read and complete all questions on LOC pg 143-149 (3 passages w/ questions)

Homework: Finish reading passages and questions that you did not complete in class, start thinking about essay prompt

12/14

Warm-up: Review for test

Classwork: A-O test

Homework: Visit apcentral.collegeboard.com to prepare for argumentative essays. My suggestions are that you look at the documents on Argument that are listed on the Lang course page. Then you should click on http://apcentral.collegeboard.com/apc/members/exam/exam_information/2001.html. (The second link under exam information and resources) This will take you to a page that has scored student responses to the actual prompts on the past years of AP testing. The argument question has been question 3 for the last few years. Read a few samples.

12/13

Warm-up: •Logical Fallacies – give examples of 4 different kinds

•Epigram – give an example

•Induction – give an example

•Jargon – give an example

Classwork: A-O jeopardy review

Homework: Study A-O for tomorrow's test

12/12

Warm-up: •Outline an essay that responds to the following.

•Agree, disagree or qualify with John Dewey’s statement that “Education is not preparation for life; education is life itself.”

•Your outline must include a thesis, ideas for 3 body paragraphs, and a conclusion.

Classwork: Read the interview with Mori on pg 141-142 of LOC, complete the follow up activity on pg 142, revise 3 of your multiple choice questions to make them test worthy, share review questions with a friend

Homework: Study A-O terms

12/9

Warm-up: From Mori, write one statement that is a generalization and one statement that is a piece of evidence.

Classwork: Discuss and debate Mori and the homework questions.

Homework: Study A-O terms for Wednesday's test

12/8

Warm-up:•Write the 3 statements from Baldwin that you think are the most powerful or important moments of his speech.

Classwork: Discuss Baldwin, complete questions 1-12 on pg 129 of LOC, go over A-D test

Homework: Read Mori and complete questions 1-10 on LOC pg 130-141

12/7

Warm-up: •Choose one of the words you used to describe Baldwin’s tone. Write 2 quotes from the text that revealed that tone.

Classwork: Baldwin Quiz, Discuss Baldwin using the SOAPSToneR worksheet, start questions 1-12 on pg 129 of LOC

Homework: Due Friday - Read Mori's essay "School" LOC pg 130-140 and answer questions 1-10 on pg 140-1, study E-O for test on 12/14

12/6

Warm-up:•Write an outline for an essay on the following prompt. Your outline should include your thesis statement, 3 ideas for body paragraphs, and a conclusion.

•

•Should American high schools continue the tradition of honoring one valedictorian of each graduating class?

Classwork: Finish discussing Talbot, write 7 multiple choice questions about E-O terms. You must find your examples of the terms in the education passages that we have read. You must find an example of a generalization, of figurative vs. literal language, of hortatory language, and of a modifier. For your other 3 questions, you can choose to find an example of image, inversion, mood of verbs, juxtaposition, fragment, evidence, or logical fallacies or appeals.

Homework: Read Baldwin's "A Talk to Teachers" LOC pg 123-129, make 3 to 5 notes about the speaker, 3-5 notes about the subject, 3 to 5 notes about the audience, and 3-5 notes about the tone

12/5

Warm-up: •Are there situations or cases in which the position of valedictorian should be abolished or reformed? Explain. If no, explain why it is always right to have one.

Classwork: Discuss "Best in Class," go over homework questions, write a thesis statement for an essay about whether or not we should continue the tradition of valedictorians

Homework: E-O glossaries from RFW and LOC due with definitions and examples/explanations.

12/2

Warm-up:

Pd 1 -•What questions would you like to ask Mr. Merida, staff writer for the Washington Post and editor of Being a Black Man?

•

•(Write 2 questions about the book, his experiences as a journalist, his education, etc.)

Pd 2-3 - Review "Best in Class" for your quiz

Classwork: "Best in Class" Quiz, 1st pd Kevin Merida guest speaker, Talbot questions 1-8

12/1

Warm-up: •Copy these directions down.

•Write a definition with an example or explanation for each term E-O in both the LOC and the RFW.

•Read “Best in Class” by Margaret Talbot on LOC pg 113-122.

•If you need to make up any work, come see me.

Classwork: E-O glossaries with examples, Read "Best in Class", complete all make-up work

Homework: Finish "Best in Class", work on E-O glossaries

11/30

Warm-up: •Use your tone word list to identify 3 words that match Douglass’s attitudes at certain parts of the text (pg 100-105 in 50 Essays), and 3 words that do NOT match his tone at any point in the text.

Classwork:

1. Finish writing A-D test essay, highlight your 5 best ideas in the essay (clearest, most analytical statements)

2. Go over grammar quiz. Revise up to 2 questions. Write the right answer and explain why that answer is the correct one.

3. Pass back other papers/classwork/etc.

4. Start E-O terms if finished early.

Homework: E-O terms due on Tuesday of next week. Time will be given in class to do the RFW terms.

11/29

Warm-up: Review your terms for the test.

Classwork: Test on A-D rhetorical terms

Homework: Start making flash cards or a glossary of the E-O terms from the LOC. Include an example or explanation of how each is used. All terms due Monday. Class time will be provided for the RFW terms.

11/28

Warm-up: Write an example for each of the following

1. antimetabole
2. aphorism
3. asyndeton
4. counterargument
5. analogy


Classwork: A-D jeopardy game and review

Homework: Study for A-D test tomorrow

11/22

Warm-up: List 5 things that you remember learning about argument from Thank You for Arguing or your prior classes.

Classwork: Discuss Independent books in groups. Respond in writing (in your journal) to your prompt:

Into the Wild
In many ways, this book is about individualism. To what extent does Chris McCandless rebel against society? Is he a fool or an idealist, or both? Use plenty of specific support from the text to support your thesis. Direct quotations are not necessary. Use the word “although” to acknowledge the opposing argument.


Bird by Bird
“The great thing is to last and get your work done and see and hear and learn and understand; and write when there is something you know; and not before; and not too damned much after.” -Ernest Hemingway

Consider how the concept of writing what one understands and knows functions in Bird by Bird. Then, using Bird by Bird as your support, write a carefully reasoned essay that defends (supports), challenges (opposes or refutes), or qualifies (mostly yes or mostly no, but…) Hemingway’s statement about the relationship between writing and experience. Use specific examples from the book to develop your position. Direct quotations from the book are not necessary. Use the word “although” to acknowledge the opposing argument.


Nickel and Dimed
Ehrenreich, in her “Evaluation” chapter, addresses the American maxim that “if you work hard, you will succeed.” In her experience, she saw people working very hard and not even meeting a basic level of living. Do you agree or disagree, after reading this book, that hard work is a certainty for success? Use plenty of specific support from the text to support your thesis. Direct quotations are not necessary. Use the word “although” to acknowledge the opposing argument.


Being a Black Man
In “The Meaning of Work,” reporter David Finkel lays out the two most prevalent theories about why so many black men are unemployed. The first stresses cultural issues: fractured families, demeaning music, thuggishness as virtues. The second suggest the problem involves structural racism—employers are reluctant to hire black workers because “they don’t want to work,” “they come late and leave early,” or “they’ve got an attitude problem.” Why do you think some black men can have such a hard time finding work? Use plenty of specific support from the text to support your thesis. Direct quotations are not necessary. Use the word “although” to acknowledge the opposing argument.


The Other Wes Moore
“Man must cease attributing his problems to his environment, and learn again to exercise his will – his personal responsibility in the realm of faith and morals.” –Albert Schweitzer
Do you agree or disagree with Schweitzer’s claim that people should be held responsible for their decisions in life despite environmental factors. Use plenty of specific support from the text to support your thesis. Direct quotations are not necessary. Use the word “although” to acknowledge the opposing argument.


Homework: Study terms A-D - quiz will be Tuesday 11/29. Learn them with examples, not just definitions.

11/21

Warm-up: Using your independent reading book, identify one of each kind of phrase: appositive, prepositional, gerund, participial, and infinitive.

Classwork: Grammar Quiz on phrases, sentence structure, and subject/verbs, jeopardy game review of A-D terms

Homework: Bring your independent reading books tomorrow, start studying A-D terms.

11/18

Warm-up: Underline the verbal phrase in each sentence and label it as a gerund, a participle, or an infinitive.

A kleptomaniac can’t help helping himself.

Words are, of course, the most powerful drug used by mankind. – Rudyard Kipling

Classwork: In class essay on your independent read, checkpoint 3 due

Homework: Study for Monday's grammar quiz

11/17

Warm-up: As you read the excerpt about North Dakota, annotate the subject, purpose, tone, and diction. Consider how the author feels about North Dakota and how you know that.


Classwork: Read the 3 sample essays about North Dakota. Decide which is an 8, which a 6, which a 4. Write a couple of sentences from the 8 that you think make it effective rather than merely adequate.

Homework: Checkpoint 3 due tomorrow - Answer the Part 2 questions for EVERY CHAPTER.

Grammar quiz on Monday.

11/16

Warm-up: Find and write at least one example of each type of sentence from your Independent Reading book.
simple:
compound:
complex:
compound/complex:

Classwork: Finish
Read LOC pg 167-170 and complete exercises 2 and 3 on pg 170-172

Read LOC pg 999-1002 and complete exercises 1 & 2 on pg 1002-1004

Work on Part 2 for checkpoint 3 (DUE FRIDAY since everyone worked so diligently, and we know you need a little more time.)

Homework: Part 2 for checkpoint 3 DUE FRIDAY!!!!

Grammar quiz on sentence structure, phrases, and subjects and verbs will be on Monday 11/21

11/15

Warm-up:

1) Copy the following sentence. UNDERLINE the appositive, then circle the word or phrase it renames.
"Gospel music, late-night inspiration for Ford and Rogers, blares through their computer speakers.”

2) Copy the following COMPLEX sentence.
Circle the subject and verb in each clause.
Then, explain the specific relationship between the subordinate and the main clause.
"Because they planned to illuminate clients' possibilities, they chose a name that suggested imparting knowledge and insight."



Classwork: Read LOC pg 167-170 and complete exercises 2 and 3 on pg 170-172

Read LOC pg 999-1002 and complete exercises 1 & 2 on pg 1002-1004

Homework: Checkpoint 3 due Friday

11/14

Warm-up: “A few minutes later I see why she doesn’t do returns – she can’t reach the racks.”
Carefully read the above sentence from Nickel and Dimed. Use Chapter One of TASS to help you answer the following questions:
a) Is this sentence a simple, complex, compound, or compound-complex sentence?
b) Copy the subject and verb of the main or independent clause(s).
c) Copy the dependent or subordinate clause; circle its subject and verb.


Classwork: quiz on first 2/3 of independent book, group discussion of book and independent reading time

Homework: Finish book and part 2 annotations for 3rd checkpoint by Thursday; continue reviewing grammar.

11/10

Warm-up: “To dispel Franz's suspicion, I hand him an assortment of photographs I'd taken on a trip to Alaska the previous summer, during which I'd retraced McCandless's terminal journey on the Stampede Trail.”
Carefully read the above sentence from Into the Wild. Use Chapter One of TASS to help you answer the following questions:
a) Is this sentence a simple, complex, compound, or compound-complex sentence?
b) Copy the subject and verb of the main or independent clause.
c) Copy the dependent or subordinate clause; circle its subject and verb.
d) Is the introductory phrase a prepositional, participial, appositive, gerund, or infinitive phrase? Explain.


Classwork: finish subject analysis chart, complete the part one grammar instructions for the first 2 paragraphs of Alexie's "Superman and Me"


Homework: Finish Part 2 for the second checkpoint. Complete the Alexie Grammar exercise if you didn't finish in class.


1st checkpoint 11/8 2nd checkpoint 11/14 3rd checkpoint 11/17
Into the Wild Chapters 1-8 (pg 85) Chapters 9-13 (pg 132) Chapters 14-Epilogue (pg 203)
Being a Black Man to end of “His Last, Best Cause” (pg 109) To end of “Meaning of Work” (pg 193) From “In or Out…” to end of book (pg 288)
The Other Wes Moore Part 1 – Chap 1-3 (62) Part 2 – Chap 4-6 (122) Part 3 – chap 7- Epilogue (180)
Nickel and Dimed Pg 86 to “The Superwoman mood….” Pg 169 to “On the Day of my Move….” To the end of the afterword
Bird by Bird Introduction – False Starts (84) Plot Treatment – Writing Groups (161) Someone to Read Your Draft – end of book

11/9

Warm-up: Choose 5 tone words from the list. Identify a subject discussed in your independent reading book that the author has that attitude toward.

Ex: Judgmental – Alexie toward his classmates


Classwork: Create a chart to analyze the author's tone toward 3 subjects. Follow the directions below


Create a chart that discusses 3 specific subjects of the text. Do not attempt to tackle the big ideas – abstract nouns – that you listed for subject. These huge ideas are too unwieldy to unpack thoroughly in this format. For example: Do not make one of your subjects “race” if you are discussing Being a Black Man. Instead choose something manageable such as unionized labor, criminal sentencing disparities, or joint custody of children.

For each of the 3 subjects, chart the following:

1.Tone – Author’s attitude toward that particular subject. You can use words of your own or those off the tone word list, but remember to describe his tone, not his writing style. Remember that tone is complex and that one word is often not enough to describe tone. See below!

2. Diction – Choose at least 5 words or phrases that contribute to creating that particular tone toward that specific subject. If you have multiple tone words because the author’s attitude toward the subject is complex and varied, please label which tone word the diction choice produces.

3. Effect/Purpose/Function -- Obviously you are still gathering information about the text as a whole, but what does the author’s discussion of this topic seem to contribute to the text? What is the author trying to accomplish? Is s/he presenting an argument –logical or not? Influencing your feelings? Convincing you to believe something? Narrating an event? Comparing like or unlike things? Making a point? Expressing a new idea? Debating an issue? What should we think about the topic or person being discussed?


Example (incomplete) from Sherman Alexie’s “Superman and Me”:
Subject Tone Diction Effect/Purpose/Function
1. Reading Appreciation, Wonder, Awe
2. His classmate’s attitudes toward education Disappointment, Frustration Tone of frustration -- “fought with my classmates” “could remember how to sing a few dozen powwow songs” “complicated stories and jokes” “failed were ceremonially accepted”
Tone of disappointment: expected to be stupid” “struggled with basic reading” “monosyllabic” “submissively ducked”- Alexie shows the huge disparity between what Indian kids CAN do and what they refuse to do in school in order to be accepted. This proves that their intelligence is not limited, as their teachers think, but rather that his culture doesn’t value education. He is frustrated that their failure is their choice and that they don’t break the mold as he did.
3. His father Admiration, Love, Respect


Homework: Work on Independent reading assignment (checkpoint 2 is due on 11/14), review grammar for quiz next week

11/8

Warm-up: •Copy these notes. Then write 4 original sentences about your independent book – one of each structure type.

•

•1. Simple – 1 independent clause, 0 dependent clauses, as many phrases as the author wants

•2. Compound– 2 or more independent clauses, 0 dependent clauses, as many phrases as the author wants

•3. Complex - – 1 independent clause, 1 or more dependent clauses, as many phrases as the author wants

•4. Compound Complex - – 2 or more independent clauses, 1 or more dependent clauses, as many phrases as the author wants

Classwork: Read Sherman Alexie's "Superman and Me" and complete questions 1-8 on pgs 110-113 in LOC, individual conferences about Part 2 annotations

Homework: work on independent reading, grammar review

11/7

Warm-up: Review words for vocabulary quiz on Prose and Emerson

Classwork: Vocabulary Quiz, Discussion of Part One, Grammar review, time to correct part 1

Homework: Part 2 annotations of book up to first checkpoint, A-D definitions, Part 1 grammar if in books

11/3&4

Ms. Fetterolf is out. Be good. Complete the following:


Over the next 2 days you must complete these 3 tasks. Also, you need to be kind, obedient children who make me proud. Anything less will unleash my beastly wrath upon my return.

1. Part One- Style Analysis of the first 20-30 pgs of your book. Follow the directions on the worksheet that I gave you on Tuesday. I also posted that document on the blog. Due Friday - before you leave class – The sub will ask to collect this before the final bell. Please wait for instructions and turn it in when asked. If it is not in that folder, it will be marked late. You are turning in your answers to the 8 questions in Part 1. You can also turn in your 1 page of labeled grammar if it is a photocopy or chart. If it is in your book, keep your book, and I will check it on Monday.
2. Glossary definitions and examples – For every word beginning with the letters A-D in the glossary of both LOC and Readings for Writers (the black book on the back shelf), you will write the definition and an example. You can write this on either notecards or on paper, but it must contain every word and every word must have an example or explanation of how it would be used. I will collect or check these on Monday. Make sure that you do the ones in the black book first since you could finish the LOC ones for homework if necessary.

3. In your notebooks, write a one page reflection on the following prompt: Briefly reflect on the first quarter of this AP English Language; course that is, consider the illuminating, life-altering experience of being in this course. What have you done, heard, read, or learned that was of note, that you enjoyed, that you benefited from? What has been a challenge for you, if anything? How has this class been similar to and/or different from your other high school English classes?

Remember that your Vocabulary Quiz is on Monday 11/7, and your first reading checkpoint is on Tuesday 11/8. If you finish your other tasks in class, use the time WISELY to prepare yourself for these assessments. Remember that I expect a PERFECT report from my trusted and beloved sub.


*** use your TASS books, and/or the Bedford Handbooks, and/or the Language Network books in the back of the room to complete your one page grammatical analysis. You can take your TASS books home if needed or look at the sentence structure station and grammar exercises link on the blog.***

11/2

Warm-up: Synonym, Antonym, or Neither? EXPLAIN YOUR ANSWER!
1) trifling – significant
2) indolence – fervor
3) affably – cordially
4) whimsies – martinets
5) ardent – fervent


Classwork: Discussion of Independent reading due dates, went over Angelou Multiple Choice Questions,


Homework: Study for Vocab Quiz (on 11/7), read Independent book and finish Part 1 - style analysis due 11/4, 1st checkpoint of part 2 due on 11/8


Reading schedule

1st checkpoint 11/8 2nd checkpoint 11/14 3rd checkpoint 11/17
Into the Wild Chapters 1-8 (pg 85) Chapters 9-13 (pg 132) Chapters 14-Epilogue (pg 203)
Being a Black Man to end of “His Last, Best Cause” (pg 109) To end of “Meaning of Work” (pg 193) From “In or Out…” to end of book (pg 288)
The Other Wes Moore Part 1 – Chap 1-3 (62) Part 2 – Chap 4-6 (122) Part 3 – chap 7- Epilogue (180)
Nickel and Dimed Pg 86 to “The Superwoman mood….” Pg 169 to “On the Day of my Move….” To the end of the afterword
Bird by Bird Introduction – False Starts (84) Plot Treatment – Writing Groups (161) Someone to Read Your Draft – end of book

11/1

Warm-up: Write the sentence and the choices.

1) Although she was young and inexperienced, Delicia didn't make trifling, __________ statements or rely too heavily on emotional appeals to prove her argument.
a) ceded
b) sophomoric
c) moribund
d) plausible

2) Francine Prose seems to have little _______ for Maya Angelou's experiences as a poor, oppressed Southern girl.
a) empathy
b) ambiguity
c) fervor
d) fealty


Classwork: Distributed Independent reading assignment information, started reading texts and completing a style analysis of the first 20-30 pages

Homework: Study vocabulary, work on independent reading project

Emerson & Prose vocabulary words

This is the final list of words! Define them and begin studying. Remember - you cannot learn vocabulary by cramming, so start using these words today. I want to hear them being used in class and the hallways.

Indelible (90) Affinity (90) Percolate (90) Pieties (92) Moribund (90)
Sophomoric (92) Rumination (92) Fervor (90) /Fervent (99) Paradigm (92) Parse (92)

Felicitously (92) Perennially (92) Affably (92) Fealty (96) Soporific (93)
Canonical (95) Cede (96) Ambiguity (97/8) Banal (97) Reductive (97)
Cantankerous (97) Plausible (98) Transmuting (99) Empathy (99) Delineated (99)
Thwarting (102) Whimsies (102) Anarchy (102) Imperturbable (102) Trifling (102)
Procured (103) Iconoclast (103) Incur (104) Indolence (104) Ardent (105)
Taciturnity (107) Correlative (105) Rogue (106) Martinet (106) Automaton (106)



STUDY!! Have a safe and happy long weekend.

10/28

Warm-up: Write this assignment in your notebooks.
Finish your Angelou “Graduation” rhetoric and style and multiple choice questions on loose-leaf paper. Every member of your group must turn in a separate paper.
As a group, write 5 SAT style questions using the vocabulary words selected as the final list. One copy per group is enough, but have all names on the paper.

Classwork: complete your "Graduation" questions, write 5 SAT style vocab questions, define and study the words on the vocabulary list

Homework: GET YOUR INDEPENDENT BOOK - bring it to school on Tuesday. Study your vocabulary words - finish defining them if you do not have them in your handwritten glossary

10/27

warm-up: Write an original sentence using one of the vocabulary words you defined. Model it as a SAT style fill in the blank, multiple choice question.


Classwork: "Graduation" Rhetoric and Style questions 1-7, Multiple choice questions 1-9


Homework: get your independent books, keep studying the vocabulary from Prose and Emerson



This is a link to "Graduation." Thanks to the student who posted this in comments!
http://www.scribd.com/doc/7855241/Excerpt-From-Chapter-23

10/26

Warm-up: The cursed words on the bathroom wall were ______; no amount of scrubbing by the custodians could wash them away.

A.) tangent C.) incubate
B.) arbitrary D.) indelible

Classwork: Read Angelou's "Graduation" on pg 9-21 of 50 Essays. In your notebook write examples of language that match Prose's description of her language - "murky, turgid, convoluted prose," "stale, inaccurate similies," etc. Also, identify examples of clear, wonderful language.

Homework: study your vocabulary lists, get your independent reading selections

10/25

Warm-up: Review LOC pg 91-92. Write down at least 8 specific words, phrases or comments that Prose makes about Angelou’s I Know Why the Caged Bird Sings.


Classwork: Finish discussing Emerson's rhetoric and style questions, begin reading Angelou's "Graduation"

Homework: choose 20 challenging vocab words from Emerson/Prose. Define the word and include the LOC pg #.

get independent reading book by 11/1

10/24

Warm-up: Write a full page response to Suggestion for Writing #1, 3, or 4 on LOC pg 109


Classwork: Finish ideal education presentations, discuss warm-up and rhetoric and style questions from Emerson

Homework: Due Wed - choose 20 challenging vocab words from Prose and/or Emerson. Define the word and include the LOC pg #.

Get your independent reading book by 11/1 - Next Tuesday!

10/21

Warm-up: Write 3 questions that you have about the college search and application process.

Classwork: Media center for college searchBird by Bird -- Anne Lamott


Homework: work on college search

choose and obtain one of the following books by 11/1
Nickel and Dimed -- Barbara Ehrenreich
The Other Wes Moore -- Wes Moore
Into the Wild -- Jon Krakauer
Being a Black Man: At the Corner of Progress and Peril -- Washington Post Staff Writers
application presentation

10/20

Warm-up: Respond to #2 suggestion for writing on pg 109


Classwork: use your guiding principle from warm-up to create a model of your ideal educational system; presentations of ideal system

Homework: Attend the college fair and continue working on your college search


By 11/1 - select and obtain one of the following texts
Bird by Bird -- Anne Lamott
Nickel and Dimed -- Barbara Ehrenreich
The Other Wes Moore -- Wes Moore
Into the Wild -- Jon Krakauer
Being a Black Man: At the Corner of Progress and Peril -- Washington Post Staff Writers

10/19

Warm-up: Choose 3 statements from Emerson and explain why you agree or disagree with each.

(you can use the statements from questions 1&3 at the bottom of pg 109 if you need some ideas)



Classwork: Discuss Emerson and complete discussion questions 1-7 on pg 108

Homework: Complete rhetoric and style questions 1-12 on LOC 108-9

10/18

Warm-up: What rhetorical strategy do you think that Prose relies on the most in creating her argument. List 2 examples of where or how she used that strategy.

Classwork: whole class write of one paragraph of analysis on Prose. Start reading and discussing Emerson.

Homework: Read Emerson's "From Education" on pg 102-108 of LOC - for each of the 15 paragraphs, write a paraphrase

10/17

Warm-up: If you could suggest any book that is a MUST read for high school English classes, what would it be and why? If you could remove one book from every high school reading list, what would it be and why?

Classwork: Discuss Prose rhetoric and style questions; write one paragraph of an analytical essay with this prompt: "Explain how Prose uses rhetorical strategies to reveal her opinion of high school English classes. Remember to connect strategy to purpose and/or effect."

Homework: Due Wednesday - Read Emerson's "From Education" on LOC pg 102-108. For each of the 15 paragraphs, write a paraphrase.

10/14

Warm-up: In Prose’s essay, find 2 or 3 specific statements or points you agree with and 2 or 3 you disagree with. Note the paragraph number and sentence number of each. For the 3 you disagree with, briefly explain why.


Classwork: Prose quiz, discussion of Prose, start the rhetoric and style questions

Homework: Finish Rhetoric and Style questions #1-10 on pg 100 of LOC

****Bring LOC to class every day***

10/13

Warm-up: Read LOC pg 87-88. Select 3 questions posed in the text, and write a response to those 3 questions.


Classwork: Discuss Education intro (pg 87-88). Start reading "I Know Why the Caged Bird Cannot Read" (pg 89-99)

Homework: Finish reading "I Know Why...." and complete discussion questions 1-5 on pg 99-100.

Continue bringing book every day.

10/12

PSAT DAY!!!!!!!!! I hope you all tried really hard, and I can't wait to get the results so that you can start using that information to target your studying for the SAT.

For tomorrow: Bring your LOC book.

Remember to keep working on your college search.

10/11

Warm-up: Read pages 1 & 2 of your practice booklet. Then make a list of at least 3 tips that would be helpful for taking the PSAT (or other standardized tests).


Classwork: Discussed Section 5 and 13-24 of Section 1 of PSAT booklet

Homework: Finish preparing for the PSAT! Bring your calculator, sleep well, eat breakfast, and drink lots of water.


***** Starting Thursday, bring your LOC book every day! *****

Purdue Speaker

Today we had the chance to hear from Quentin Ford, a Bowie graduate and Purdue senior. If you had any further questions about attending Purdue, please contact him at qford@purdue.edu. He also said that you could check out admissions information at purdue.edu.



My college roommate's mother graduated from Purdue, and she LOVED it. She went on to study food science in grad school, and until this summer, she was the vice president of flavors for an international foods company that developed the flavors for everything from Gatorade to Godiva chocolates to Bubblicious to Burger King french fries. The world is full of awesome opportunities! Keep exploring what is available.

10/10

Warm-up: Answer the following
1. How do you feel about the final draft of your paper?
2. What was the hardest part of the writing process?
3. If you could design a workshop station to help you improve your paper, what would it be?


Classwork: turned in essays and reflected on the writing process, presentation for Purdue college student, worked on questions 13-39 of Section 5 of the PSAT booklet


Homework: Bring your PSAT booklet and notebooks to class tomorrow. If you didn't get a chance to finish (or start in 2nd period) Section 5, take a look at it tonight. If you already finished it, work on a math section. I am going to give you answer sheets tomorrow.

10/7

Warm-up: For questions 11-12 on pg 25 of your PSAT booklet, choose the correct answer, explain why the underlined part is incorrect (if it is), and why the answer is a better version.


Classwork: Create editing checklist, complete commonly confused word and sentence structure workshops, peer and self edit papers

Homework: FINAL, TYPED ESSAY DUE MONDAY!!!!! All workshop documents due Monday in neat packet - notebooks due Tuesday so I can check your rough drafts.

10/6

Warm-up: For questions 6-10 on pg 25 of your PSAT booklet, choose the correct answer, then choose 2 questions to explain why the underlined part is incorrect (if it is), and why the answer is a better version.


Classwork: Sample paper and Conclusion stations - available on blog if you didn't finish - directions are separate from station handout


Homework: Complete sample paper and conclusion stations. Continue revising your essay to make it your best effort.

10/5

Warm-up: Answer the following
What are your concerns about your work on this essay so far? What do you still need to do?
What do you feel confident about? What have you done well?
How finished is this essay, or how rough is it? Explain.
If you had 2 minutes to discuss your essay with your teacher, what questions would you ask? What would you want to look at most?


Classwork: Workshops on visual analysis essays - for today you must have completed the introduction workshop and the SEXI workshop. documents and directions for these stations are available under the classroom documents tab to the right. Workshops change every day, so stay caught up and try to be present every day.

If your group didn't have a conference today, you will by the end of the week.

Homework: Finish the introduction and SEXI workshops - hold onto your loose-leaf reflections until next Monday. Keep editing and working on your essays every night so that it represents your best effort every day in class.

10/4

Warm-up: Turn to p. 24 of the PSAT booklet, and read all of the directions in the box. In journals, EXPLAIN what was wrong with the original sentence and why B is the correct version. (We can discuss the answers). Then, do the same for #1-5 on p. 24, choosing the correct answer, explaining why the underlined part was incorrect (if it was), and why the answer is a better version.


Classwork: write photograph rough draft essays, choose which visual analysis essay will be revised for an assessment grade

Homework: review your chosen essay and bring all materials related to that essay to class

10/3

Warm-up: Please take out your newspaper photos. In journals, LIST some abstract nouns (ideas, emotions, issues, etc.) that describe the subject of each photo. Consider: What is this photo really ABOUT? Examples of abstract nouns -- violence, joy, education, peace, friendship, patriotism, struggle, poverty, etc.


Classwork: Choose a news photo and answer the 13 questions that were distributed

Homework: Finish the photo questions, study for PSAT/work on college search

9/28

Warm-up: Review vocabulary for quiz


Classwork: vocab quiz, photo analysis discussion/thesis writing, PSAT practice(The books are here!!!)

Homework: News photos due on Monday, work on college search/preparing for PSAT/SAT

9/27

Warm-up: Use each of the following words in an original sentence.

1. extolled
2. transitory
3. sustain
4. brevity
5. unwitting


Classwork: Finish cartoon essay, watch video about photography, analyze sample photos


Homework: study vocabulary, have 2 great news photographs by 10/3

9/26

Warm-up: Label each pair as synonym, antonym, or neither. Explain

•1. quixotic …. romantic
•2. eclectic … heterogeneous
•3. censured … disparaged
•4. allege … claim
•5. unbending … pliant


Classwork: In class essay about political cartoon

Homework: Study for vocab quiz; bring in news photographs by Monday 10/3 (bring them Wednesday if you have them to get feedback)

9/23

Warmup: Reread the 2 passages on the back of your PSAT worksheet. Then, in your journal, write a paraphrase for each.

Classwork: Create a graphic organizer that analyzes the effect/function of at least 7 elements of your cartoon. Pay particular attention to the use of strategies explained on the front side of the half sheet about cartoons.

Homework: Finish graphic organizer; study for vocab quiz on 9/28

9/22

Warm-up: Label as synonym, antonym, or neither. Explain your answer.

1. subdue … agitate
2. indigenous …. native
3. antagonistic … belligerent



Classwork: Read RFW pg 27-28, discuss political cartoons, answer the 22 questions about your cartoon (on the half sheet of paper)


Homework: Finish the 22 questions about your cartoon; study for your next vocab quiz on 9/28 (words on PSAT worksheet & warm-ups)

9/21

Warm-up: Label each pair of words as synonym, antonym, or neither. Explain your answer.

1. conspicuousness … furtiveness
2. nautical …. enigmatic
3. gleaned …. disparaged
4. demagogues … inciter/instigator
5. allege … ensure


Classwork: read the AP rubric, write a rough draft of the ad essay

Homework: Bring in at least 3 political cartoons, make sure you understand the context and joke of the cartoons that you bring

9/20

Warm-up: Label each set of words as Synonym, Antonym, or Neither? Explain your answer.

Example:
Predict -- foresee. Synonyms, because these two words essentially mean to guess or foretell what will happen in the future.

a) subdue -- unwitting
b) steadfast -- fickle
c) arboreal -- elusive
d) extol -- censure
e) condense -- truncate

Classwork: graphic organizer of advertisement - discuss the EFFECT and/or FUNCTION of every detail!


Homework: By Thursday - bring in at least 3 political cartoons (you must understand the context/joke of the cartoon). The cartoons can be current or from a time in history that you understand or enjoy. Using cartoons that you discussed in government class is fine.

Amazing Opportunity

***Please let Price, Hendricks, or Fetterolf know if you are interested. The deadline is this Friday, so we must act quickly. ***

Nominate a Student for the Newseum Student Advisory Team
The Newseum is looking for opinionated, engaging and informed middle and high school students to be part of its 2011-2012 Student Advisory Team.
Returning member Sethly Davis, a high school junior, says, “To be on the team you don’t need anything except a creative imagination and interest in the news.”
Team members serve as the Newseum’s student ambassadors and provide valuable feedback on exhibits, videos and programs in the works.
“I think the team is the rare place where student voices do actually matter. I love being able to really have an influence on the exhibits, etc. in the Newseum,” says Callie Gonyea, a college freshman.
In addition to previewing new exhibits before they open to the public, students receive free admission tickets and verification of volunteer hours. The team meets once a month at the Newseum in Washington, D.C.
For some, one of the unexpected perks is the chance to hang out with other students with similar interests.
“I like meeting all the diverse teenagers. Working with them was an invaluable experience because I gain perspective from them,” says Zoe Dobkin, a high school senior.
If you know students who fit this description, please forward this email and encourage them to apply.
More details and the application are available on our website. Address is http://www.newseum.org/education/student-resources/student-advisory-team/index.html

Applications are due Friday, September 23.

9/19

Warm-up:

Use one of your ads to answer the following questions. Write the questions.

1. What do the images of your ad say about what the viewer should be like or want to have? What do they say about what is good, desirable, normal, or acceptable?
2. Who is the ad’s targeted audience?
3. What is the intended effect on the audience?


Classwork: use the handout to answer the 14 questions about your ad in your notebook

Homework: Complete the PSAT worksheet; for 5 of the words on the sheet, write 2 of the following: synonym, antonym, example, non example, description, non description

9/16

Warm-up: Write a reflection about writing yesterday’s essay.

What did you do well?
What do you need to improve?
Was writing the essay easier or harder than you anticipated?
How did you chose the strategies you talked about?
Do you feel the purpose you selected encompasses the entire text? Why or why not?
What organizational strategy did you choose? Why?



Classwork: vocabulary quiz, PSAT prep, went over LoC quiz

Homework: Find at least 2 full page print ads

9/15

Warm-up: Write the question and the choices.
The jellyfish’s slow pulsing action propels it in a graceful, seemingly ------- drift, but its tentacles contain a poison potent enough to stun a swimming human.

A.     sinister
B.     rhythmic
C.     murky
D.     harmless
E.     patient


Classwork: Write an in class essay about Kennedy's speech, read and discuss the advertisement on LOC pg 49-51

Homework: Study for tomorrow's vocab quiz; by Monday - bring at least 2 full page print advertisements that you could write an analysis essay about

9/14

Warm-up: The fact that MTV, the cable channel devoted primarily to music, provided extensive coverage of the 1992 presidential race demonstrates how ------- politics and popular music culture have become.
A. obscured
B. contradictory
C. interrelated
D. enclosed
E. Permeated
Then for at least 2 of the answer choices, write at least 2 of the following: 1) a synonym and antonym, 2)an example, 3) a non example, 4) a description, 5) a non-description (what it is not like)


Classwork: discuss the Ascham essay about wind to determine the purpose and strategies used; read Kennedy's inaugural address and discuss the context, his message, his purpose and his style

Homework: Answer diction questions 1-4 on LOC pg 55 and syntax questions 1-9 on pg 55-56

College Tours

I posted the information for the college tours in the Classroom documents tab to the right.

9/13

Warm-up- Write the question and choices. Circle the best answer.
The dramatist was ------- over his lack of funds and his inability to sell any of his plays, and his letters to his wife reflected his unhappiness.
A.     despondent
B.     supercilious
C.     prudent
D.     encouraged
E.     fortified
Then for at least 2 of the answer choices, write at least 2 of the following: 1) a synonym and antonym, 2)an example, 3) a non example, 4) a description, 5) a non-description (what it is not like)


Classwork: annotate the Didion passage about wind; discuss the stylistic choices and their effects on Didion's meaning, go over LOC pg 35-47

Homework: Please read/review pp. 43-49 in LOC. Complete the "Assignment" on pp. 48-49 by completing a Graphic Organizer -- use the example on pp. 43-47 which interacts with the Didion text we read today.
You are not required to copy all of the text into the first columns; instead, simply note the chunk of text you are analyzing like this: "To see the wind (first phrase of the section of the passage) ... as it blew that day" (last phrase of the passage section).
Suggestion: "Chunk" the Ascham text into three parts -- the last paragraph is one part, so divide the first long paragraph into two parts.

9/12

Warm-up: Copy the sentence AND all of the answer choices.

A discerning publishing agent can ------- promising material from a mass of submissions, separating the good from the bad.
(A) supplant
(B) dramatize
(C) finagle
(D) winnow
(E) overhaul
2) After choosing the correct answer, choose at least ONE of the words in the answer choices and do at least TWO of the following for each:

a) Provide a synonym and antonym

b) OR an example

c) OR a non-example

d) OR a description (what is this term LIKE?)

e) OR a non-description (what is this term NOT like?)

Sample: supplant
A description: Supplanting is a vaguely negative term; it suggests the thing being replaced is no longer wanted or useful
A non-description: To supplant is NOT to simply replace; the act of supplanting is not welcomed by the person or thing being supplanted
An example: Your new stepdad supplants your position as chief dishwasher (a position you adore), or, VHS tapes being supplanted by DVD’s, or, CD’s being supplanted by MP-3’s.
A non-example: A new employee simply taking over a position vacated by a retiree.



Classwork: Discuss the purpose and effectiveness of the texts about Diana, write practice examples of counterarguments in journal; discuss Chapter 1

Homework: read LOC pg 35 - 38, stop at talking with the text

9/9

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 -------.
Answer Choices
(A) reconciliation . . assured
(B) warfare . . avoidable
(C) ruination . . impossible
(D) conflict . . inevitable
(E) diplomacy . . simple

Classwork: quiz on LOC pg 1-28, discussion of Chapter 1

Homework: Read LOC pg 29-34 - write about 2 sentences for each of the 4 articles about these 5 points of analysis
1. purpose
2. speaker
3. audience
4. subject
5. effectiveness of meeting the purpose

9/8

Warm-up: Choose the best word to complete the sentence.
With the 1969 film The Learning Tree, Gordon Parks proved what a truly ------- artist he was: he not only directed the film and composed its musical score, but also adapted its screenplay from his own novel.
A.     complacent
B.     protean
C.     lauded
D.     clairvoyant
E.     harried
Currently rising temperatures in the Arctic and Antarctic are ------- of a still warmer world that could result from an excess of atmospheric carbon dioxide produced by the burning of oil, gas, and coal.
A.     polarities
B.     harbingers
C.     vestiges
D.     counterexamples
E.     aftereffects


Classwork: Picture day; rhetorical analysis of TASS professional examples

Homework: Finish pg 1-28 LOC

9/7

Warm-up: Choose the word(s) that best fits the meaning of the sentence as a whole. 
Laboratories have been warned that provisions for animal protection that in the past were merely ------- will now be mandatory;------- of this policy will lose their federal research grants.
A.     comprehensive . . adversaries
B.     nominal . . advocates
C.     disregarded . . proponents
D.     recommended . . violators
E.     compulsory . . Resisters
Demographers and anthropologists have corrected the notion that European explorers in North America entered a ------- territory by showing that the land in some areas was already as densely ------- as parts of Europe.
A.     fertile . . settled
B.     colossal . . wooded
C.     desolate . . populated
D.     valuable . . exploited
E.     hostile . . concentrated


Classwork: group work to analyze the subject, audience, and occasion of Professional examples from the TASS book

Homework: Carefully read pg 1-28 in LOC by Friday

9/6

Warm-up: Write on homework not in journal. 1) Explain what you read for homework? What was it about? 2) Why did you choose to read it? 3) Was it an easy or challenging read? Why?

Classwork: Finish Practice AP test, go over TYFA quiz, go over homework, discuss ethos, logos, pathos appeals

Homework: Read pg 1-28 of Language of Composition by Friday; read carefully for full understanding; you may ask questions prior to Friday if needed

PSAT Registration

All juniors enrolled in AP Lang should take the PSAT on Oct. 12th. Registration forms have been distributed in class, and there are extras on the front table. Please complete the form and attach $15 cash or money order. Registration is due by September 16th.

9/2

Warm-up: Label a sheet of looseleaf paper 1-53 to prepare for AP practice test.

Classwork: AP practice test

Homework: Read ANY newspaper article, column, or op-ed (or it can be a book, magazine article or other source of reading material that you plan to enjoy over the holiday). In it, find
a) FIVE different types of sentence patterns and
b) at least two instances of logos, pathos, or ethos.
Please copy the actual sentences and label them with the appropriate pattern type, and copy the instances of logos, ethos, and/or pathos and label them as well.

9/1

Warm-up: Write an original pattern 12 sentence that discusses your summer or current classes.

Classwork: TASS quiz revisions, classmate treasure hunt

Homework: Reread pp. 6-21 in The Art of Styling Sentences. For sentence patterns 1, 2, 3, and 4 (not 4a), choose at least TEN of the “Professional Examples” sentences to work with.
For each “Professional Example,”
1) Briefly explain WHY the sentence is an example of the particular pattern.
2) Then, consider what Heinrichs might say about this sentence. Does it seem to use ethos, logos, and/or pathos? If so, what type, and how? Does it appeal to values, assign blame, or call for the audience to make a choice? What other rhetorical tricks or strategies seem to be present in this sentence? Is the sentence an argument or part of an argument of some kind? If so, what does the author seem to WANT from his or her audience?
Example: “It made no sense to anyone; it was just style.” SF Chronicle
1) This sentence is an example of a compound sentence without a conjunction because it consists of two complete thoughts with only a semicolon joining them. It does not use the conjunctions and, but, for, so, or, yet.
2) Heinrichs might say that the journalist who wrote this sentence was using ordinary language and clear sentence structure to establish his ethos as a direct, plain communicator who is communicating sense without unnecessary style. He is also using the word “style,” which has both negative and positive connotations, to assign blame to the speech or text he is criticizing. If something is done with style, that typically implies it was done with grace, finesse, and flair, but something done with “just” style means it lacks substance, or sense. We Americans may like style, but we also value speakers and writers who seem to communicate common, plain old sense. This writer seems to want the audience to condemn and dismiss the text or speaker he is criticizing.

8/31

Warm-up: Review the rules of a pattern 7a in your TASS book. Write an original (cannot be anything from the book) sentence that follows the pattern and talks about your summer or school year so far.

Classwork: Presentation of chapter highlights

Homework: Due Friday:

Directions: Reread pp. 6-21 in The Art of Styling Sentences. For sentence patterns 1, 2, 3, and 4 (not 4a), choose at least TEN of the “Professional Examples” sentences to work with.
For each “Professional Example,”
1) Briefly explain WHY the sentence is an example of the particular pattern.
2) Then, consider what Heinrichs might say about this sentence. Does it seem to use ethos, logos, and/or pathos? If so, what type, and how? Does it appeal to values, assign blame, or call for the audience to make a choice? What other rhetorical tricks or strategies seem to be present in this sentence? Is the sentence an argument or part of an argument of some kind? If so, what does the author seem to WANT from his or her audience?
Example: “It made no sense to anyone; it was just style.” SF Chronicle
1) This sentence is an example of a compound sentence without a conjunction because it consists of two complete thoughts with only a semicolon joining them. It does not use the conjunctions and, but, for, so, or, yet.
2) Heinrichs might say that the journalist who wrote this sentence was using ordinary language and clear sentence structure to establish his ethos as a direct, plain communicator who is communicating sense without unnecessary style. He is also using the word “style,” which has both negative and positive connotations, to assign blame to the speech or text he is criticizing. If something is done with style, that typically implies it was done with grace, finesse, and flair, but something done with “just” style means it lacks substance, or sense. We Americans may like style, but we also value speakers and writers who seem to communicate common, plain old sense. This writer seems to want the audience to condemn and dismiss the text or speaker he is criticizing.