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August 26, 2014. Welcome back, new AP Lang students!

6/6

Warm-up:  Write a letter to next year’s Lang students telling them what to expect.


Classwork:  finish project presentations (pd 1); talk about college preparation; clean classroom and return books

Homework:  work on college applications and be kind to your sub next week

6/5

Warm-up:  On a sheet of looseleaf notebook paper, please write a letter to the new AP Lang teacher.  You can sign your name or not.  Please tell her what you think the goals of the class should be and what assignments or activities most helped you to become better readers or writers.  Any advice you have about how to help future students will be appreciated. 

Classwork:  discuss novels and essay prompts and write AP Lit essay; finish project presentations in pd 1; notebook check

Homework:  check schoolmax and let me know if there are any questions

6/4

Warm-up:  Which project presentations from yesterday did you enjoy and why?  What questions or comments would you have for presenters?

Classwork: final project presentations; talk about novels/essays for yesterday

Homework:  bring books for novel essay and notebooks for notebook check

6/3

Warm-up:  How does your project move beyond the obvious to show real analysis, synthesis or argumentative skill? 

Classwork:  present final projects; discuss novels/chapters from How to Read

Homework:  make sure that notebooks are up to date for notebook check

5/30

Warm-up:  Catch up on all other warm-ups because I will collect notebooks next week.

Classwork:

1.        Read Chapter 19 “Geography Matters” and take notes on the ideas of the chapter.  The way we did for “It’s All Political”.  This can be on the same paper if you have room.  After your notes, you must find at least 3 quotes (must be quoted from book with page number and written out – not just summarized or from memory) from your novel that are about geography.  For each quote explain why the setting was important to the text.  I will collect notes and quotes for both chapters on Tuesday.  If you missed Chapter 13 make it up by Tuesday.  Both chapters are online since you have to turn the print copies in at the end of class.

2.       Work on Final Project.  Remember it is DUE for everyone on Tuesday even if you don’t get to present.  For every day that it is late, you will lose 20%. 

3.       Start working on college application essays.  Create a resume.

4

Homework:   Final project due 6/3

5/29

Warm-up: copy the notes and think about how they apply to your novel
A. Red: ~immoral; the color of the life principle, blood, passion, emotion, danger, or daring; often associated with fire

B. Black: seen as a cold and negative aspect suggesting passivity, death, ignorance, or evil; black hens are used in witchcraft as are black cats

C. White: innocence, life, light, purity, or enlightenment

D. Green: inexperience, hope; new life, immaturity;, a combination of blue and yellow, it mediates between heat and cold and high and low; it is a comforting, refreshing human color; it is the color of plant life

E. Yellow.: rotting, heat, decay, violence, decrepitude, old age, and the approach of death

F. Blue: cool, calm, peaceful; an insubstantial color in the real world except as translucency, the void of heavens

Classwork:  finish reading "It's All Political"  (chapter 13 of How to Read Literature Like a Professor) - now available under the classroom documents link on the blog

take notes on the chapter and then find at least 3 quotes/moments from your novel that are political and explain how (this work will be collected once we do both chapters)

Homework:  final projects due 6/3

5/28

Warm-up:  Synonym or Antonym?  Define.

1. truculent … fractious … quarrelsome

2.  unscrupulous … principled

3.  benediction … blessing … approval

4. garrulous … loquacious … verbose

5.  fortuitous .. planned

Classwork:  final quiz on novel; read chapter about politics from How to Read Literature Like a Professor, and take notes about the main points of the chapter and how your novel could be read through this political lens.  You must have at least 3 quotes/parts of the book that have political undertones and explain how.

Homework:  final projects due 6/3

5/27

Warm-up:  Synonyms or Antonyms?  Explain.

1.  acquiescence … resistance

2. cryptic … enigmatic

3.  amnesty … pardon … exoneration

4.  catharsis … release

5.  eviscerate …  disembowel

Classwork:  finish reading novel; work on project; college research/essay

Homework:  finish novel by tomorrow

5/23

Warm-up:  Synonym or Antonym?  Define.

1.  prominence … eminence

2.  ostentatious … flamboyant

3.  prostrate … prone … horizontal

4. usurp … commandeer

5.  menial … skilled

Classwork:  quiz on 2nd checkpoint of book; read and discuss books

Homework:  read novels (final checkpoint 5/28); work on final projects

5/22

Warm-up:  Synonym or Antonym?  Define.

1.  insidious … treacherous

2.  meretricious … insincere

3.  ineffable … inexpressible

4.  laudable … detestable

5.  ingratiate … alienate

Classwork:  read novels and work on final projects

Homework:  finish up to checkpoint #2 for quiz tomorrow

5/21

Warm-up:  Synonyms or Antonyms?  Define.

1. renounce … reject

2.  malevolent … benevolent

3.  malice … cruelty

4.  fathomable … intelligible

5.  suppress … stifle

Classwork:  read novels; get approval for final project proposal

Homework:  read novel; work on final project

5/20

Warm-up:  Write whether each pair of words are synonyms or antonyms and write the definitions.

1.  reticence … openness

2.  taut … slack

3.  volition … coercion

4. translucent … gleaming

5. rectitude … righteousness

Classwork: discuss novels so far; take quiz on novel; have final project proposals approved during reading time

Homework:  read novel; work on final project

5/19

Fetterolf out

Read novels and answer these questions in your notebook
1.  How does the title relate to the book? (so far)

2.  How believable are the characters? Which character do you identify with? Explain.

3.  How is the book structured? Flashbacks? Multiple points of view? Why do you think the author chose to write the book this way?

4.  What types of symbolism do you find in this novel? What do these objects really represent? How do characters react to and with these symbolic objects?

5.  How is the setting of the book important to the theme? (so far)

6.  Explain the point of view of the book.

5/16

Warm-up:  Decide whether each set are synonyms or antonyms and define each word.

11.  sodden … arid

2. expound … explain

3. remorseless … callous

4. languid … leisurely

5. desecrating … violating

Classwork:  discuss final project and ideas; read novels
First checkpoint due 5/20 - Eyes 1-6; Gatsby 1-3; Mountain Part 1; Things pg 1-85

Homework:  read novels; plan project

5/15

Warm-up:  Decide whether each pair are synonyms or antonyms and write the meanings of all words. 

1.  complacent … anxious

2.  conscientious …. meticulous

3.  contemptuous … disapproving

4.  feign … pretend

5.  fractious … even-tempered

Classwork:  reading independent novels:  First checkpoint is 5/21
Eyes - Chapter 1-6
Things - pg 1-85 (to dentist)
Gatsby - Chapter 1-3
Mountain - Part 1

Homework:  read books

5/14

Warm-up:  How is reading fiction different from reading non-fiction as we have been all year?  What do you like about fiction?

Classwork:  finish crucible and turn in questions, distribute novels

Homework:  start reading novels; seniors - bring in books

Interesting article about education

http://opinionator.blogs.nytimes.com/2014/05/10/the-benefits-of-mixing-rich-and-poor/?smid=fb-share

5/13

Warm-up:  Now that the essay questions are posted, write a reflection about which question you felt you answered best and why, and which one challenged you most and why. 

Classwork: discuss essays on AP test; introduce 4 American Lit novels that students can chose from; watch more of the Crucible and answer questions

Homework: pick which novels you would like to read; seniors finish your final projects for presentation tomorrow

5/12

Warm-up:  N/A because of testing

Classwork:  Watch the film version of The Crucible and answer the following questions:

This is a movie version of a play called “The Crucible” that Arthur Miller (an American playwright) wrote as a criticism of the Red Scare of the 1940/50s.  Even though he is writing about one event, his play is set in a different time – the Salem witch trials of the 1600s.  As you watch, consider what point he might be making about the Red Scare based on the way that he portrays the Salem witch trials. 

This play/movie takes place around the same time (slightly after) The Scarlet Letter?  Write about ways that the Puritans are portrayed similarly or differently in the two works.

Miller says the film is ‘full of human relations.’ The Crucible is a very passionate story. Who in it is passionate, and what about?  Explain with evidence from movie.

Explain Miller’s argument in the play(movie).  What point does he want to make about human nature or society?  Use evidence to support your claims.

Homework:  seniors work on final projects

5/9

AP TEST in the 20s hallway - BE THERE BY 7:45am.  Bring pens, pencils, tissues, a watch, water, and a snack.  Be awake and eager to prove that you are brilliant readers and writers.  Good luck!  Make me proud!

5/8

Warm-up: Fix the faulty pronoun reference in each sentence.

1. All students can secure parking permits from the campus police office; they are open from 8:00 a.m. until 8:00 p.m.

2. The detective removed the bloodstained shawl from the body and then photographed it.

3. We have a staff of experienced technicians that will service your copier within two hours of a service call.

4. The average price for a ticket to the rock concert is $30, and this is not unreasonable for three hours of exciting entertainment.

5. In the newspaper article, it traces the history of voting rights in the District of Columbia.

Classwork:  complete step 5 of revision packet using available rubrics; turn in revision packets; discuss test tips for tomorrow; complete scoring worksheet

Homework:  study for AP test; rest

5/7

Warm-up:  Fix the following sentences to make the antecedents and pronouns agree.

1. Everyone in America seems to be in love with their cars.

2. An American family is likely to have at least two cars in their garage.

3. A police dog will do anything for their master, including giving up their life.

4. The sophomore class elects their president tomorrow.

Classwork:  work on essay revision packet (Steps 1-4) due tomorrow - look at 1/2 sheet or Monday's blog post for directions

Homework:  study for AP test; finish revision packets (except step 5 - will do in class tomorrow); seniors work on final projects

5/6

Warm-up:  Copy these notes about Introducing quoted material
1. Formal introduction: use a colon if you have a formal introduction that is a full independent clause, not just an expression such as he said

ex. Morrow views personal ads in the classifieds as an art form: “The personal ad is like a haiku of self-celebration, a brief solo played on one’s own horn.”

2. Expression such as he said – use a comma after an introductory expression

  ex. Stephen Leacock once said, “I am a great believer in luck,   and I find the harder I work the more I have of it.”

Blended quote – when a quotation is blended into your own writing you may not need to use a comma or colon.

ex.  Charles Hudson noted that the prisoners escaped “by squeezing through a tiny window.”

Classwork:  work on essay revision assignment (refer to half sheet or yesterday's blog post for directions)

Homework:  study for ap test; seniors work on final projects

5/5

Warm-up:  Make a list of 3 Dos and 3 Don’ts for each type of essay.  You can use your workshop handouts or 5 Steps books to assist with this task.

Classwork:  choose one type of essay (argumentative, analytical, or synthesis) that you are struggling with the most - then write a draft of your plan and start following the steps outlined below - your final draft with reflections is due Thurs 5/8

DUE THURSDAY:

1.  Completed draft (typed or neatly handwritten) of one of the following essay prompts: presidential elections on tv synthesis, Queen Elizabeth analysis, Paine argumentative, or Ehrenreich argumentative.  (If you choose either of the argumentative prompts, you may not copy the released student examples – any indication that you have done so - same examples, etc. -  will result in a zero.)

2.  Written reflection on 3 specific comments that I have made on previously graded essays of that type and how you applied those comments to revising this specific essay.  These comments should be about content not grammar.   (bring copies of the old essays with comments to confirm these remarks)

3.   Written reflection about 3 grammatical problems you have with essays (supported with copies of my comments about these problems – could be things that are circled or underlined on previous essays).  For each of the 3 grammar problems use some of the grammar books in the classroom (or The Art of Styling Sentences) to explain how to fix the problems you are having.  Then correct your essay draft for those mistakes.

4.  Look through previous handouts about the type of essay you are working on, and choose 2 documents (many of these handouts are also on the blog) to apply to your current essay.  For each of the 2 documents, write a reflection about what reviewing that document made you change about your essay.  If the document does not engender change, you may not use it.  (For synthesis essays – most of the argumentative documents apply.)

5.  Written reflection about what score you would expect on the final draft to the essay you wrote.  Provide evidence from the rubric of that type of essay to support your scoring decision.

Homework:  study for AP test

5/2

Warm-up:  Write a SOAPSTone analysis of passage 1.

Classwork:  bloodthirsty ap practice test

Homework:  study for AP test; seniors work on final projects

5/1

Warm-up:  What are your reflections on the multiple choice part of the exam?  How prepared are you to succeed?  What support do you still need to improve?  Is there a particular type of question that still troubles you?

Classwork:  bloodthirsty 1st and 2nd passages of AP test

Homework:  study for AP test; seniors work on projects

4/30

Warm-up:  Write your name and bubble it in on your scantron sheet.  Use a pencil if possible.  Then bubble in A for #52.  This question was omitted, so filling it in will assure that you don’t get off track.

Classwork:  Practice AP test

Homework:  study for AP test; seniors work on final projects

4/29

Warm-up:  Which of the 3 types of essays are you still finding the most difficult to write?  Why?  What supports do you think you need to improve before the test?  What is the best way to learn about how to write essays?

Classwork:  discuss essay prompts from Monday's planned essays

Homework:  study for AP test; seniors work on final projects

4/28

Warm-up:  Write the sentence and select the correct word. Explain.

I (use/used) to be a less competent reader.

The students were (suppose/supposed) to do their work independently.

Everyone likes English class better (then/than) math.

You will find the sum (through/threw) calculation.

Are you (apart/a part) of National Honor Society?

Classwork:  write timed plans for each of the 3 types of essays

Homework:  study for AP test; seniors work on final projects

4/25

Warm-up:  Copy these colon rules and write a sentence using each rule.

1. to introduce lists (hint - cannot come after a verb)

2. before a long quotation

3. after the salutation of a business letter

4. with certain numbers

5.  compound sentence when the second clause explains the first

Classwork:  write a plan of 2010 synthesis prompt about technology (available on apcentral.collegeboard.com); scheduling for senior year

Homework:  study for ap test (finish 2010 synthesis plan if you didn't finish in class); seniors - work on final projects

4/24

Warm-up:  Copy the sentence and choose whether to use a comma or semicolon at each underline.  Explain why.

1.  At the outbreak of the American Civil War ____ many believed that the conflict would be over in a month ______ others had a dreadful premonition of the future.

2. America has been called a country of pragmatists ______ although the American devotion to ideals is legendary.

3.  The first requirement is honesty _____ everything else follows.

Classwork:  AP pre-registration; work on multiple choice (make up analytical paragraph if absent before break)

Homework:  study for AP test; seniors work on final

4/23

Warm-up:   What score do you think the new version of your essay would earn?  Why?  Use language from the rubric to explain what you have done.  Examine the differences in your new essay and old essay and explain what changes you have made in your writing.  Then evaluate which is better and why.

Classwork:  write a plan for how to answer argumentative essay on 2011 prompt (on ap central) - 1st pd, do this for homework

Homework: 1st pd, write plan for 2011 argumentative essay prompt; 2nd pd - study for AP test

4/22

Warm-up:  Copy the sentence and choose the best word.  Explain.

Subtly, Jason (inferred/implied) that those of us who did not support his proposal may soon be looking for other jobs.

In general, the Internet has had a positive (affect/effect) on our society.

The boy was (conscience/conscious) when the ambulance arrived.

Classwork:  go over hockey passage and peer grade Banneker essays (write best analytical paragraph on poster for tomorrow)

Homework:  study for AP test (senior work on final)

4/11

Warm-up:  Who is a subjective case pronoun.  Whom is an objective case pronoun.  Look at the function in the sentence to determine whether you should choose who or whom.

1.  In his first production of Hamlet, (who/whom) did Laurence Olivier replace?

2.  (Who/Whom) was Martin Luther King’s mentor?

3. The bank doors were locked, and (whoever/whomever) was inside remained there until the police arrived.

Classwork:  discuss analytical (mini) essay examples and then draft a one paragraph mini-essay about one passage from the 2 most recent AP practice tests

Homework:  Due 4/22 - Written or typed final draft of analytical essay about Banneker (with rubric attached) and AP passage about hockey completed with written evidence for each answer (think about it as explaining every question in the bloodthirsty)

analytical paragraphs about I am a woman

The author uses repetition, comparisons, and responses to anticipated criticism to assert her qualifications as a writer and celebrate her “serious style.”

In the passage, this proud female author asserts her qualifications as a writer, dispels myths about the style of female authors, and defends the capabilities of her gender with pride.

The author starts by asserting her gender with pride even though she later acknowledges that this “avowal” places her at a disadvantage so that she can attack the prejudices that limit the level of respect and opportunities afforded to female writers. 

         The author responds to anticipated criticism that she could not hide her femininity or succeed as a writer by asserting her qualifications. She claims that she could “deceive” men because her “serious style” is similar to that which is “deemed the peculiar strength of man.”  This acknowledgment that she could hide her gender, reveals that she has great pride in her qualifications.  She details the positive qualities of her writing –“vigor of thought, comprehensiveness of view, fanciful sprightliness”- that reflect traits common to both male and female writers to convince readers that she is the most accomplished of both genders.  Enumerating her talents guards her from “poisoned shafts” of criticism that men would use to discount her as a serious talent.

         The author lists in detail all of the tenets of her writing style in order to assert her qualifications as a gifted writer who is equal to (better than) men. She claims that she has the ability to “deceive” readers because her style is like that of men.  She possesses “a vigor of thought, a comprehensiveness of view, and a terseness of diction” that most people think only men are capable of producing.  However, she celebrates her own qualifications because she can also include the “fanciful sprightliness” that is the “peculiar grace of woman.”  The elements of her style that men also possess would already be universally respected, and the positive language she uses to describe the traits of women would make them equally respectable.