1/28

Warmup: Turn one of the Alvord questions into an AP style multiple choice question. Provide at least 3 choices.

Classwork: Discuss Alvord and Danicat

Homework: Take notes about the beliefs and behaviors (traditions) of Puritans (provide 10-15 facts)

1/25

Warm-up: Copy these tips for argumentative essays, and circle the tips which you think you really need to focus on
1. Your support should be rational and logical, not just emotional.
2. Classical arrangement = present the issue, state the your position, support your claim, acknowledge and respond to opposing views, conclusion
3. Conclusions should not just restate previous points. Use them to appeal to ethics, express a universal truth that you supported, etc.
4. Make sure that you explain how any example that you use helps to prove that your position is correct.
5. Avoid using evidence/examples that are not extremely well connected, are too vague, or that contain logical fallacies.


Classwork: Look at Etzioni outlines, write an in class essay about language passage

Homework: Read "Walking the Path between Worlds" and "New York Day Women" LOC pg 300-311 and answer questions 1-8 on pg 306 and 1-8 on pg 311-312

1/21

Warm-up: Think of Quindlen's advice to give up being perfect as an argument. List at least 3 reasons that she provides in attempt to get graduates to agree.

Classwork: Outline Etzioni's argument using my Quindlen outline as a model.

Homework: Finish Etzioni outline for homework.

1/20

Warm-up: SOAPSTone 4th passage on the AP test (changes in language).


Classwork: bloodthirsty AP test


Homework: sign up for collegeboard and work on PSAT results indicators

1/19

Warm-up: SOAPSTone passage 2 (literature) or passage 3 (jazz nickname) of the AP test.

Classwork: bloodthirsty AP test

Homework: Read Etzioni on LOC 289-295 and answer 1-11; Read Quindlen on pg 296-299 and answer 1-7

1/14

Warm-up: SOAPSTone the "I am a Woman" passage of the test.

Classwork: Bloodthirsty AP exam

Homework: Check SchoolMax, sign up for a collegeboard.com account

For Wednesday: Read Etzioni on LOC pg 289-295 and answer 1-11 on 295
Read Quindlen on LOC pg 296-299 and answer 1-7 on pg 299-300

1/13

Warm-up: Review Study Guide before test. Make a list of any words that you don't know.

Classwork: AP practice test (midterm)

Homework: Check your grade on SchoolMaxx and email me any problems

1/12

Warm-up: pd 2&3 - answer questions 1-12 on pg 26 after reading the Pope passage on pg 25 of 5 Steps.

Pd 4 - Write an example of each: periodic sentence, cumulative sentence, imperative sentence, hortatory sentence

Classwork: AP styled practice questions

Homework: Study guide

AP Applications and Midterm Info

I have updated the classroom documents site (link on right side of blog). Please use it to access the AP application, course description book, and midterm study guide.

1/11

Warm-up: Use this independent clause to create both a cumulative and a periodic sentence: The student looked tired.

Write both an imperative sentence and one with a hortatory tone.

Classwork: Sample AP multiple choice questions on Thoreau and from 5 Steps

Homework: Study Guide

1/10

Warm-up: 2nd pd - What have you liked/disliked about AP Lang so far.
3rd and 4th pd - Write examples for 3 rhetorical strategies, and make a list for those that you don't understand.

Classwork: Sample MLK essays

Homework: Study Rhetorical terms

1/7

Warm:up -  Choose one of the following quotes, and outline an argumentative essay that defends, challenges, or qualifies the statement. (You might want to use some of our examples from yesterday’s warm-up as examples)
 Dare to do things worthy of imprisonment if you mean to be of consequence. ~Juvenal (Decimus Junius Juvenalis)
 Never do anything against conscience even if the state demands it. ~Albert Einstein
 No radical change on the plane of history is possible without crime. ~Hermann Keyserling
 I think that we should be men first, and subjects afterward. It is not desirable to cultivate a respect for the law, so much as for the right. ~Henry David Thoreau, Civil Disobedience, 1849


Classwork - Civil Disobedience Action Plan, discussion of warm-up, returned work

Homework: Study Rhetorical Terms (midterm next week)

1/6

Warm-up: Is there a law (or rule) that you oppose strongly enough to defy despite the consequences? Explain why or why not.

Classwork: Discuss "Civil Disobedience", Thoreau quiz

Homework: Finish ?s 1-12 on pg 956

1/5

Warm-up: What idea in the first 15 paragraphs of "Civil Disobedience" did you find most important? Why?

Classwork: finish print advertisement presentations, discuss main ideas of first 15 paragraphs, read more of "Civil Disobedience"

Homework: Finish reading "Civil Disobedience"

12/4

Warm-up: Choose one quote that you like from Thoreau's essay and explain why you like its content or its style.

Classwork:Finish discussing Thoreau. Make a movie poster, book cover, or print ad for "Where I Lived, and What I Lived For"

Homework: Read the first 15 paragraphs of "Civil Disobedience" LOC pg 939-945. For each paragraph, write a 1-2 sentence explanation of the main idea of the paragraph.

1/3

Warm-up: Which of Jane Howard's characteristics of a good family do you find most interesting? Why?

Classwork: Discussion of Thoreau's "Where I Lived, and What I Lived For"

Homework: answer question 2,3 or 4 in suggestions for writing on LOC pg 282

12/21

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

Classwork: Project Presentations

Homework: Winter Break work (Thoreau & Howard)

Winter Break Assignment

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

12/20

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

Classwork: Book Projects presentations

Homework: start winter break homework

12/17

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

Classwork: Write argumentative essay

Homework: Independent reading

12/16

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

Classwork: Work on imitation letter

Homework: Independent reading

12/15

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

Classwork: Finish tone activity; start imitation letter

Homework: Independent reading.

12/14

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

Classwork: parent guest speaker; tone activity

Homework: Independent reading

12/13

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

Classwork: Birmingham quiz, go over quiz

Homework: Independent reading

12/10

Warm-up: SOAPSTone "Letter from Birmingham"

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

Homework: Independent reading

12/9

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


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

Homework: Independent reading

12/8

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

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

Homework: Independent reading

12/7

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

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

Homework: Independent reading

12/6 Class Discussion Notes

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


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

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


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

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

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

12/6

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

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

Homework: Independent reading


***Bring LOC books all week***

12/3

NO 2nd period due to Career Day

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

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

Homework: Independent reading

12/2

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

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

Homework: Independent book

12/1

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

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

Homework: Independent reading projects and style analysis

11/30

Warm-up:

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

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

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

Homework: Independent reading project and style analysis

11/29

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

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

Homework: Independent reading projects and style analysis

Career Day link

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

11/23

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

Classwork: Look at sample projects; fill out health surveys

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

11/22

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

Classwork: Rhetorical terms test

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

11/19

Warm-up: N/A

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

Prompt Choices

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

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



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

11/18

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

Classwork: Style review activity; jeopardy game; terms review

Homework: Study for test; work on independent reading

11/17

Warm-up:

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

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



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


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

11/16

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

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

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

11/15

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

Classwork: bloodthirsty sections 3-5

Homework: P-Z terminology; get independent books

11/11

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

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


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

11/10

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

Classwork: Bloodthirsty and review first 2 passages

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

11/9

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

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

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

11/8

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

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

Homework: Photo essays due Tuesday.

11/5

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

Classwork: Writing conferences and writing stations

Homework: Work on your draft


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

11/4

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

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

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

11/3

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

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

Homework: Revise Photo Essay

10/29

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


Classwork: Self reflection and peer editing workshop

Homework: Work on draft

10/28

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

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

Homework: Finish Rough Draft

10/27

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

Classwork: discuss Talbot questions

Homework: Work on rough draft

10/26

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

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

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

10/25

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

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

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

10/22

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

Classwork: Discussed reactions to books; watched photography documentary

Homework: Bring in 3 news photographs that you could analyze

10/21

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


Classwork: Independent Reading Essays

Homework: N/A

10/20

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

Classwork: Book discussions, adding to annotations

Homework: Finalize annotations and prepare for tomorrow's essay

10/19

Warm-up: Review for test

Classwork: Test on rhetorical terms

Homework: Finish book and annotations

10/18

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

Classwork: Review for A-O test; jeopardy game

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

link to the most important document I will ever give you

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


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

9/14

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

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

Homework: Independent reading & a-o review

9/13

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

Classwork:

Pd 2 - PSAT

Pd 3 - College Search

Pd 4 - Announcements; E-O review

Homework: Independent reading, study a-o terms

10/12

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

Classwork:

2nd period - Halfway book discussions

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




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

10/11

Field Trip or Photo Ethics packet

10/8

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

Classwork: Sections 2 & 4

Homework: Independent Reading and Study for PSAT

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

10/7

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

(just rewrite the sentence with the correction)

Classwork: Bloodthirsty of Section 5; independent reading

Homework: Independent Reading    

10/6

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

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

Homework: Independent reading

10/5

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


Classwork : Finished reviewing Section 1, bloodthirstied Section 3

Homework : Work on Independent Reading

Book Groups for Quarter One

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

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

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

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

10/4

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

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


Classwork:

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

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

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

10/1

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

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

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

9/30

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

Classwork - Discuss Emerson's rhetoric and style choices

Homework - E-O Definitions and get independent book.

9/29

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


Classwork - Discuss Emerson

Homework - Emerson Rhetoric and Style Questions 1-12

9/28

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

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

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


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

9/27

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

Classwork - Test on A-D terms.

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

9/23

Warm-up -

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

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

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

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

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

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

Homework :  Prepare for Monday's Test on Rhetorical Terms 

9/22

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

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

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


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

9/21

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

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

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

***Bring PSAT registration***

9/20

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

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

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


***Remember PSAT registration***

9/17

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

Classwork :  Revise JFK essays; review A-D terminology

Homework : Study A-D terms


****Remember PSAT registration****

PSAT

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

9/16

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

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

HW:  Finish A-D glossaries


***Remember PSAT registration***

9/15

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

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

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

9/13

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

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

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

9/10

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


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

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

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

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


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

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

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

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

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





Homework: Final Draft and TIPS 2 Due Monday

9/8

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

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

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

9/7

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

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

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


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

9/3

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

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

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

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

9/2

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

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

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

9/1

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

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

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

8/31

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

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

Homework - Study for quiz on pages 1-26

8/30

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

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

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

8/27

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

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

Homework - Define rhetoric



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


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

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

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

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

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

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

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

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

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

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

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

• Exploiting experience of real low wage workers.

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

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




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

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

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

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

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



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

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

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

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

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

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

• Extra leftover money from previous jobs was an advantage

Drug testing

• Drug testing is for good reason

• Drug free workers are more productive

• Background tests should also get attention along with drug tests

• Background tests done mostly

• Drug tests are often inaccurate and easy to get around

• Drug addicts could get around tests easily

• Random testing could be adequate alternative

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

• Drugs are not the only threat for employers

• Not announcing drug tests affects behavior profoundly

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

• Profiling is still prevalent issue

• Profiling is human nature

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

What do you think that Ehrenreich should be given credit?

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

• Ehrenreich good narrator overall, gets off topic often

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

• Not credible source, had many advantages

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

• Often very hypocritical? Conflicting thoughts by her

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

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

• Very weird when categorizing different feces (lol)

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

Why do you think that poverty is cyclical?

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

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

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

• Education is key

• When born into poverty, mindset is very important

• Poverty is very communal, community can greatly influence individuals

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

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

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

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

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

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

• Insurance companies can charge base premiums to their desire

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

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

• US should have health insurance

• Problem is that it conflicts with US constitution

• People are often prioritized in other countries government provided systems



Pd 4 Discussion

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



-stand up to bosses

-cars go further

-knew people to live with

-had something to back up on to

-no kids

-wasn’t starting from scratch

-had money for side problems (dermatologist)

-didn’t have fear of being homeless or starving

-wasn’t a real experience for her

-selfish and didn’t get the real idea

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

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

-her experience was easier to relate to







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



-should be free for working poor

-they work the hardest

-can’t financially afford to pay for health insurance

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

-investigate on the people who receive free healthcare

-find out which people really need it

-some major employers should provide their employees with healthcare

-

Back to School Night

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

8/26

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

Classwork - Group discussions of Nickel and Dimed

Homework - Parent forms

8/25

Warm-up - Syllabus Anticipation Guide

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

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

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

8/24

Warm-up - Essay Topic Reflection

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

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

8/23

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

Classwork - Take tests on Nickel & Dimed and TASS.

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

Welcome To AP English Language and Composition

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

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