12/21

Warm-up:  Finish reading Chapter 5 of Scarlet Letter.  Write 2 quotes and explain why you think that they are important.

Classwork:  Finish reading Chapter 5 & 6 of Scarlet Letter, take group quiz on chapters 1-6

Homework:  Winter Break work - Chapter 7&8 of Scarlet Letter with study guide questions, PSAT reflection or Twain passage with reflection (see yesterday for details)

12/20

Warm-up:  SChoose one or 2 of the following questions, and write response. 

S1.  Should anyone marry for a reason other than love?

S2.  Would you protect someone else’s reputation or keep their secret at the expense of your own?

S3.  Should a spouse forgive their significant other of adultery?

S4.  Do you believe that children always turn out like their parents?

Classwork:  Read and discuss Scarlet Letter Chapters 3-6

Homework:  Start winter break work

Winter Break Assignment

1.     Read Chapter 7 and 8 of Scarlet Letter and complete study guide questions.

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 at least ten questions that you initially got wrong (at least three from each section), and EXPLAIN why the correct answer is correct, and also why you initially got the question wrong.

3.     If you did not take the PSAT, you must complete a practice AP style passage by Mark Twain – this was distributed in class and is also posted in Classroom documents on the blog (it is the second passage in the scanned document under winter break work).  After you read and complete the 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?

                                            iii.     Choose at least 5 questions from the passage and explain your answer.  What evidence do you have from the text that proves that you are correct?

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

12/19

Warm-up:  Review terms for test.

Classwork:  Test on A-O rhetorical terms.  

Homework:  Start PSAT reflection  (due after break - there will be an alternate assignment for students who did not take the PSAT)

A.  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 (math, reading, writing) 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?

 

B. Choose at least ten questions that you initially got wrong (at least three from each section), and EXPLAIN why the correct answer is correct, and also why you initially got the question wrong.

12/18

Warm-up:  Nominalize the words free, intelligence, merry, and sick.

Write an example of an epigram.

Classwork:  Review of A-O terms, jeopardy games (on the blog)

Homework:  Study for A-O test tomorrow

12/14

Warm-up:  Review chapter 1 of Scarlet Letter.  What mood are the verbs?  Find and write a sentence that is  an example of  each:  indicative and subjunctive verbs

Classwork:  Read and discuss Chapter 2 and 3 of Scarlet Letter

Homework:  Study A-O terms - test on Wednesday 12/19 (we will have a review on Tuesday)

12/13

Warm-up:  Is it important to conform to the lifestyle of your community?  Why or why not?

Classwork:  finish sharing "Where I Lived, What I Lived For" creative writing assignments, discuss background info on Hawthorne, Puritans, the Massachusetts Bay Colony, etc., begin reading The Scarlet Letter

Homework:  Study E-O

12/12

Warm-up:  Take a half sheet of multiple choice questions from the stool.  Find your LOC book from the designated area, and answer the questions in your notebook.

Classwork:  Discuss AP style questions about Thoreau, In notebooks, creative writing assignment

Prompt:  Write your own statement of philosophy that answers where you live and what you live for.  Like Thoreau, you should make it clear what you think your purpose is and what matters to you.  The format is very open.  You can write prose or poetry or even use annotate artwork to reveal what matters to you.

Homework:  For tomorrow - research and write about the Puritans and/or the Massachusetts Bay Colony (extra credit)

12/11

Warm-up:  Answer discussion question #5 on LOC pg 281

Classwork:  Answer and discuss Rhetoric and Style questions 2, 5, 7, 9, and 12

Homework:  Finish E-O definitions with examples

12/10

Warm-up:  Write a reflection about your essay.  What score do you deserve?  Why?  How are argumentative essays different from analytical essays?

Classwork:  turn in essays, Read "Where I Lived and What I Lived For"

Homework:  Finish E-O glossary by Wednesday

12/7

Warm-up:  Take an essay revision sheet from the stool.  Read directions and then begin looking in your draft for examples of phrases and various sentence structures. 

Classwork:  Editing station with sentence structure, phrases, rhetorical strategies (under classroom docs)

Homework:  Final draft with body paragraph station, all labels, and rubric - DUE MONDAY, typed.

12/6

Warm-up:  Write a reflection.  What station work do you still have to complete?  Which body paragraphs are your weakest and strongest?  What can you do to strengthen your weak paragraphs? 

Classwork:  finish intro/concl., body paragraph, and Toulmin model stations.  Finish revising draft.  Work on E-O glossaries

Homework:  Finish/perfect draft.

12/5

Warm-up:  Look at the draft of your essay.  Underline the claims or assertions that you made that reveal your position on the topic.  In the margin, label what types of evidence you have already used. 

Classwork:  Work on E-O glossaries with definitions and examples, work on revising essays with intro/conclusion, body paragraph, and Toulmin model stations (all stations should be completed by end of class tomorrow)

Homework:  revise draft, work on E-O

12/4

Warm-up:  What does Thoreau mean when he calls the government a human force (paragraph 39)?  Do you agree with him or not?  Explain.

Classwork:  Thoreau pop quiz, turn in notebooks, start essay on Thoreau/King - write rough draft and finish draft by tomorrow

Argumentative Essay Prompt on King and Thoreau

            King says that he writes to the clergymen because they have shown “genuine good will” and he believes they will consider his “reasonable” response.  Similarly, Thoreau says that he regards the government and his fellow citizens “as not wholly a brute force, partly a human force.”  Like King, Thoreau believes that his relation to these millions of people makes “appeal possible” and that this human group can ultimately be moved and changed.    King’s and Thoreau’s passion for civil disobedience is best expressed when Thoreau says, “For it matters not how small the beginning may seem to be:  What is once well done is done forever.” 

Carefully consider the above idea. Then, write a well-developed essay in which you examine the extent to which our American government is a human force that can be changed by civil disobedience, including small acts of defiance.  Use appropriate and convincing evidence and explanation to support your argument.

Homework:  Finish first draft of Thoreau/King essay, work on E-O definitions

12/3

Warm-up:  Identify 2 quotes from “Civil Disobedience” that you think are important to Thoreau’s argument and explain why.

Classwork:  Complete questions 5-10 on LOC pg 956

Homework:  Work on E-O glossaries, review Thoreau

11/30

Warm-up:  What was easy or hard about imitating King’s style?  Do you think that your parents/teachers would respond well to your letter?  Why or why not?

Classwork:  Turn in/ share your King imitation letters, begin reading, annotating, and discussing Thoreau's "Civil Disobedience"

Homework:  Read "Civil Disobedience" by Thoreau - LOC pg 939-956 - annotate Thoreau's claims/assertions and types of evidence.  I expect you to have identified at least 25 of his claims or main ideas and at least 10 pieces or types of evidence.  You can do this on notebook paper or with post-it notes in your book

11/29

Warm-up:  Read the argumentative prompt provided on the stool.  Write a thesis clarifying the position that you would take on the prompt.  List a few pieces of evidence that you would use to support your stance.

Classwork:  go over A-D test and essay, discuss 2011 Form B Argumentative essay prompt about safety and freedom, score the three sample essays in your notebook

Homework:  finish imitation letter by tomorrow

11/28

Warm-up:  Review the letter from the clergymen on LoC pg 260-1.  Does King adequately address each point that they make?  Is his response appropriate?  Why or why not?  Is there anything that you would change?

Classwork:  Finish discussing King's letter, introduce imitation letter assignment, begin drafting and labeling imitation letter (due Friday)

Homework:  Due Friday - King imitation letter

11/27

Warm-up:  What are some of the types of evidence that you noticed King using in his letter.  Give specific examples of each type of evidence

Classwork:  Discuss King's letter, review possible types of evidence – counterargument, definition, analogy, allusions, precedents, comparison/contrast, anecdotes, etc., label King's letter noting types of evidence, shifts in main point, and changes in tone

Homework:  work on E-O glossaries