2/29

Warm-up: •Copy the word and its definition onto a sheet of loose leaf paper. Under the words, number the same paper 1-54.

•

•aesthetic – pertaining to a sense of the beautiful

•sentiment – an attitude toward something, regard, opinion

•oblique – slanting; diverging from the straight line or course

•homage – respect or reverence paid

•gallantry – heroic bravery; courtly attention to women

•calamitous – disastrous

Classwork: Practice AP test

Homework: Chapters 7-12 of Scarlet Letter due Friday - read and answer study guide questions

2/28

Fetterolf out for Professional Development

Read Chapters 7-12 of Scarlet Letter

2/27

Warm-up: •Choose 2 moments (quotes or descriptions) from Chapters 4-6 and explain why you think those moments are important.

Classwork: Quiz on Chapters 1-6, discuss Chapter 4-6 study guide questions

Homework: Due Friday - read SL chapter 7-12 and complete study guide questions

2/24

Warm-up: •Take a pre-reading quiz on Scarlet Letter. Do NOT write on the copy. In your notebook number 1-10, and write your best guess.

Classwork: Read Scarlet Letter and work on study guide questions

Homework: Read and complete study guide questions for Scarlet Letter chapters 1-6

2/23

Warm-up: •Please take a packet of background information on the Scarlet Letter. Do NOT write on the packet. In your notebooks, list 6 interesting things that you learn about Hawthorne or Puritan society.

Classwork: Discuss background of Scarlet Letter; start reading text and taking notes

Homework: Chapter 1-6 of Scarlet Letter due Monday - read and complete study guide

SAT online

PGCPS has purchased, for every student, the College Board's SAT Online course. THIS IS AWESOME!!! I am so excited about this opportunity for you juniors -- you do not have to pay A SINGLE DIME for this program which has incredible amounts of samples, test practice, lessons, advice, feedback. To register use our school code rather than the activation codes that I sent. OUR SCHOOL CODE IS 210283. To get started on this online course, you need to have a collegeboard.com account, which most of you do! Please explore this program thoroughly -- it is yours, and it's free! If you need it, our school code is 210283. Make sure that you enroll in my class - it is named Fetterolf pd 1,2, or 3 depending on your section. Let me know if you have any trouble registering.

https://satonlinecourse.collegeboard.com/SR/index.jsp

2/22

Warm-up: •What role does television play in presidential elections? What do you remember about the campaigns and elections from your time? Can you think of any challenges or advantages some candidates might have as a result of television?

Classwork: Score sample synthesis essays on Presidential elections, go over A-Z test

Homework: Study for SAT and/or AP tests; register online for SAT online

2/21

Warm-up: If you had to write a synthesis essay on making community service mandatory, which of the thesis statements on pg 83 would you use or modify?

Which question on the top of 83 would you have to consider to formulate your position?

Classwork: Write practice synthesis essay on community service, quiz on LOC chapter 3

Homework: Register for SAT online and study for SAT and AP tests

Weekend Homework

Ms. Price wrote this clearer description of homework

The following assignment is a double homework grade since we started it in class! Please take it very seriously since it is an important introduction to the synthesis essay, one of which you will be writing on the May AP exam!!!

Please read all of Chapter 3 -- "Synthesizing Sources: Entering the Conversation" -- from LOC by Tuesday, when you will take a DELIGHTFUL quiz on this chapter.

You also need to do the following:

a) p. 68 -- Answer questions #1-7

b) Skip the "assignment" on p. 72

c) Conversation section starting on p. 74

1. Write a thesis statement that clearly communicates your position on the community service issue outlined on p. 74 (indented portion of text)

2. For each of the seven sources/texts on pp. 75-81, write one to two sentences explaining how you could use the source to support your position, OR, how the opposition could use that source to argue against your position. You could also consider explaining how you could use the source as a concession or counterargument to your position.

THANK YOU!

2/17

Warm-up: •On the back of your essay, write a reflection on the following questions:

•1. Is this essay better or worse than your last argumentative essay? Why?

•2. What new things did you learn about writing arguments?

•3. Which stations activities were helpful? If none, what would have been helpful?

Classwork: Turn in Essays, start SAT online program, start reading Chapter 3 of LOC

Homework: Read LOC Chapter 3 pg 61-85, complete questions 1-7 on pg 68, and develop a stance on the essay prompt on pg 74 and for each of the 6 sources following, write one note for each about how you could use it to support your argument, how you could use it to develop a concession or refutation of the other side, etc.

Optional Extra Credit - If you would like to revise your education essay, those revisions are due on Tuesday.

2/16

Warm-up: •Make a list of common errors that you make in language use (comma mistakes, their/there/they’re, run-ons, etc.). Then on your draft, circle any passages where you think that your language might not clearly be expressing what you want to say. This list and these circles will help you and your teammates fix your paper during editing.

Classwork: Editing and inserting style elements workshop

Homework: Final draft with labels due tomorrow, bring LOC

2/15

Warm-up: •Answer these questions about your essay:

•

•What is your stance?

•What are your warrrants (reasons)? You should have at least 2- 3.

•What examples or evidence are you using to support your claims and reasons?

Classwork: Argumentative Essay Content Workshops - adding to and fixing evidence and warrants - labeling the parts of the Toulmin model and the various kinds of warrants and rebuttals

Homework: Make your draft content perfect for tomorrow's editing and style workshops

2/14

Happy Valentine's Day!

Warm-up: •Take a copy of the Toulmin model handout. Review the parts of the Toulmin model and the types of warrants and rebuttals. In your journal, write 2 or 3 notes about which types of warrants you have used in argument or that you have seen authors that we have read use.

Classwork: Review Toulmin model handout, read sample essays and label parts of the Toulmin model and the types of warrants and rebuttals used. Toulmin model handout is in classroom documents. The sample essay is from the 2011 exam, essay 3. It can be accessed in exam info on apcentral.collegeboard.com.

Homework: Rewrite draft, add more support and clarify your warrants

2/13

Warm-up:  •Take a prompt (1/2) sheet from the front table.  Read it and annotate it.  Make sure that you are clarifying what the task is and how the paragraph should inform and lead to your position.

Classwork:  Write the rough draft of argumentative essay - prompt is in previous post

Homework:  Finish rough draft if you haven't already - workshops begin tomorrow - please make this up if you were absent

Essay Prompt for Monday/This weekend

2nd period - over the weekend, you are expected to write a COMPLETE and THOUGHTFUL draft for this essay prompt.  Students in 1st and 3rd period will be completing this on Monday.  If you are absent on Monday please make this up before Tuesday.    We will be working on this essay during workshops throughout the week.

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.

2/10

Warm-up: •Read the following definitions of Libertarianism, and then write an argument about whether Thoreau does or does not fit this definition.

•

•Libertarian - a political philosophy that upholds individual liberty, especially freedom of expression and action; a person who maintains the doctrine of free will

•

•Some of the main tenants of the Libertarian party:

•freedom and independence, preserving America’s heritage for their children, small government that does not interfere in an individual’s rights to self-ownership, tolerance – live and let live, cut taxes, less regulation

Classwork:  Discuss Thoreau Questions, Revise A-Z tests

Homework:  2nd period - Write your essay on the Thoreau/King prompt

1st and 3rd pd - SAT and AP test prep

2/9

Warm-up:  •Write each word and definition

•virile (944) –  manly, vigorous, forceful

•conscientious (945) – honest, upright, scrupulous

•impetuous (947) –  impulsive, rash, violent

•wont (948) – liable, inclined, accustomed to something, tendency

•lyceum (949) – building for public events

•fatalist (953) – acceptance of all things and all events as inevitable

Classwork:  Quiz on Thoreau, complete questions 1-12 on LOC pg 956

Homework:  Finish Thoreau questions, work on SAT and AP test prep

2/8

Warm-up:  •Write each word and definition.

•expedient (940)  –  tending to promote some proposed or desired object; fit or suitable for the purpose; proper under the circumstances

•demagogue (944) – a person, especially an orator or political leader, who gains power and popularity by arousing the emotions, passions, and prejudices of the people

•gregariousness (944) – sociable, outgoing

•insurrection (945) - an act or instance of rising in revolt, rebellion, or resistance against civil authority

Classwork:  Continue reading and taking notes on "On the Duty of Civil Disobedience"

Homework:  Finish reading and taking notes on "Civil Disobedience" on LOC pg 940-956.  At the end of your reading, you should be able to answer the following questions.  You do not have to write them, but you may if it will help you.

Speaker (What more do we find out as we read?)

Occasion (Why is he writing this, what MADE him write this)

Audience (Who is he trying to reach, persuade, convince?)

Purpose (What is he trying to achieve by writing this?)

Subject (What is he writing about?  Consider specific and abstract nouns)

Tone (What is his attitude toward those subjects?)

Rhetorical Strategies used – powerful diction, parallelism, facts, logical appeals, emotional appeals, appeals to authority, patriotism, etc. etc. etc.

Also, consider: What is the main point of each paragraph? Summarize or note.

Think about how he fels about voting, slavery, obeying the laws, imprisonment, the government, etc.  

2/7

Warm-up:  •Are there any circumstances in which you believe you would practice civil disobedience even if it meant imprisonment?  Explain your answer.


Classwork:  Begin reading Thoreau's "On the Duty of Civil Disobedience" on LOC pg 939-956 - during readings students are expected to take notes on both content and style

Homework:  Use collegeboard.com and apcentral.collegeboard.com to prepare for SAT and AP tests

If you want to take the SAT in March, YOU NEED TO REGISTER by the end of the week, 2/10.

2/6

Warm-up:  •Write these definitions, and then review for your A-Z test.

•

•sardonic – mocking, cynical, sneering

•pedantic – overly concerned with minute details and formalisms, especially in teaching

•querulous -  full of complaints, peevish

•contentious – quarrelsome, argumentative

•modulated – to soften, tone down

Classwork:  A-Z test

Homework:  Bring LOC tomorrow

Use collegeboard.com and apcentral.collegeboard.com to study and prepare for SAT and AP tests.  Those of you taking the SAT in March should be spending at least a couple hours a week working on honing your skills.  Use the info from your PSAT results to guide your studies.

2/3

Warm-up:  •Choose 7 unfamiliar, challenging, SAT level words from “Letter from Birmingham Jail.”  Use context clues to write what you think the word means. 


Classwork:  Birmingham Quiz, share tone/style paragraphs, write response to #2 suggestion for writing in journals


Homework:  Study for Monday's A-Z test

 

2/2

Warm-up:  •Answer question 12 on pg 275.  Then add which part of the conclusion you like the best and why.


Classwork:  Tone and style activity on "Letter from Birmingham Jail"


Homework: Study for tomorrow's quiz on "Letter from Birmingham Jail" and Monday's test on A-Z terms

2/1

Warm-up:  •Which of the following is the best example(s) of zeugma and why?

•a) Both my pencil and my book bag were black.

•b) He had apples, bread, and cheese for lunch.

•c) “Now the trumpet summons us again – not as a call to bear arms, though arms we need – not as a call to battle, though embattled we are – but a call to bear the burden.”

•d) “He missed his wife and the train”

•

•Find 3 examples of transition in “Letter from Birmingham Jail” and explain why they are transitions.

    Classwork:  Complete Rhetoric and Style questions 1-12 on LOC 274-275

     Homework:  “Letter from Birmingham Jail” Tone/Style Activity

Directions:  The two words below describe King’s tone or style at some point in “Letter from Birmingham Jail.”  Your job is to decide which section of the text best represents each of these tone/style words.  Many sections may be appropriate, but find the BEST one.

1) For each of these tone/style words, write on your paper (you may want to do this in chart form, but it is up to you) which portion of the Birmingham text (page number, paragraph number, sentence numbers, etc.) you chose because it best exemplifies this particular tone or style.  Be specific.

2) Then, copy at least 5 words or phrases from that portion of the text that revealed that tone or style. 

3) Finally, choose EITHER of the words and write a paragraph that explains how that tone or style is created by the 5 words/phrases from the text.  Explain how EACH of those words and phrases creates that particular tone or style; that is, explain the EFFECT of each word or phrase.

diplomatic – tactful; ability to avoid offending others or hurting their feelings

critical/judgmental - inclined to find fault or to judge with severity