Warm-up: Choose the best word to complete the sentence.
With the 1969 film The Learning Tree, Gordon Parks proved what a truly ------- artist he was: he not only directed the film and composed its musical score, but also adapted its screenplay from his own novel.
A. complacent
B. protean
C. lauded
D. clairvoyant
E. harried
Currently rising temperatures in the Arctic and Antarctic are ------- of a still warmer world that could result from an excess of atmospheric carbon dioxide produced by the burning of oil, gas, and coal.
A. polarities
B. harbingers
C. vestiges
D. counterexamples
E. aftereffects
Classwork: Picture day; rhetorical analysis of TASS professional examples
Homework: Finish pg 1-28 LOC
Thursday, September 8, 2011
Wednesday, September 7, 2011
9/7
Warm-up: Choose the word(s) that best fits the meaning of the sentence as a whole.
Laboratories have been warned that provisions for animal protection that in the past were merely ------- will now be mandatory;------- of this policy will lose their federal research grants.
A. comprehensive . . adversaries
B. nominal . . advocates
C. disregarded . . proponents
D. recommended . . violators
E. compulsory . . Resisters
Demographers and anthropologists have corrected the notion that European explorers in North America entered a ------- territory by showing that the land in some areas was already as densely ------- as parts of Europe.
A. fertile . . settled
B. colossal . . wooded
C. desolate . . populated
D. valuable . . exploited
E. hostile . . concentrated
Classwork: group work to analyze the subject, audience, and occasion of Professional examples from the TASS book
Homework: Carefully read pg 1-28 in LOC by Friday
Laboratories have been warned that provisions for animal protection that in the past were merely ------- will now be mandatory;------- of this policy will lose their federal research grants.
A. comprehensive . . adversaries
B. nominal . . advocates
C. disregarded . . proponents
D. recommended . . violators
E. compulsory . . Resisters
Demographers and anthropologists have corrected the notion that European explorers in North America entered a ------- territory by showing that the land in some areas was already as densely ------- as parts of Europe.
A. fertile . . settled
B. colossal . . wooded
C. desolate . . populated
D. valuable . . exploited
E. hostile . . concentrated
Classwork: group work to analyze the subject, audience, and occasion of Professional examples from the TASS book
Homework: Carefully read pg 1-28 in LOC by Friday
Tuesday, September 6, 2011
9/6
Warm-up: Write on homework not in journal. 1) Explain what you read for homework? What was it about? 2) Why did you choose to read it? 3) Was it an easy or challenging read? Why?
Classwork: Finish Practice AP test, go over TYFA quiz, go over homework, discuss ethos, logos, pathos appeals
Homework: Read pg 1-28 of Language of Composition by Friday; read carefully for full understanding; you may ask questions prior to Friday if needed
Classwork: Finish Practice AP test, go over TYFA quiz, go over homework, discuss ethos, logos, pathos appeals
Homework: Read pg 1-28 of Language of Composition by Friday; read carefully for full understanding; you may ask questions prior to Friday if needed
Friday, September 2, 2011
PSAT Registration
All juniors enrolled in AP Lang should take the PSAT on Oct. 12th. Registration forms have been distributed in class, and there are extras on the front table. Please complete the form and attach $15 cash or money order. Registration is due by September 16th.
9/2
Warm-up: Label a sheet of looseleaf paper 1-53 to prepare for AP practice test.
Classwork: AP practice test
Homework: Read ANY newspaper article, column, or op-ed (or it can be a book, magazine article or other source of reading material that you plan to enjoy over the holiday). In it, find
a) FIVE different types of sentence patterns and
b) at least two instances of logos, pathos, or ethos.
Please copy the actual sentences and label them with the appropriate pattern type, and copy the instances of logos, ethos, and/or pathos and label them as well.
Classwork: AP practice test
Homework: Read ANY newspaper article, column, or op-ed (or it can be a book, magazine article or other source of reading material that you plan to enjoy over the holiday). In it, find
a) FIVE different types of sentence patterns and
b) at least two instances of logos, pathos, or ethos.
Please copy the actual sentences and label them with the appropriate pattern type, and copy the instances of logos, ethos, and/or pathos and label them as well.
Thursday, September 1, 2011
9/1
Warm-up: Write an original pattern 12 sentence that discusses your summer or current classes.
Classwork: TASS quiz revisions, classmate treasure hunt
Homework: Reread pp. 6-21 in The Art of Styling Sentences. For sentence patterns 1, 2, 3, and 4 (not 4a), choose at least TEN of the “Professional Examples” sentences to work with.
For each “Professional Example,”
1) Briefly explain WHY the sentence is an example of the particular pattern.
2) Then, consider what Heinrichs might say about this sentence. Does it seem to use ethos, logos, and/or pathos? If so, what type, and how? Does it appeal to values, assign blame, or call for the audience to make a choice? What other rhetorical tricks or strategies seem to be present in this sentence? Is the sentence an argument or part of an argument of some kind? If so, what does the author seem to WANT from his or her audience?
Example: “It made no sense to anyone; it was just style.” SF Chronicle
1) This sentence is an example of a compound sentence without a conjunction because it consists of two complete thoughts with only a semicolon joining them. It does not use the conjunctions and, but, for, so, or, yet.
2) Heinrichs might say that the journalist who wrote this sentence was using ordinary language and clear sentence structure to establish his ethos as a direct, plain communicator who is communicating sense without unnecessary style. He is also using the word “style,” which has both negative and positive connotations, to assign blame to the speech or text he is criticizing. If something is done with style, that typically implies it was done with grace, finesse, and flair, but something done with “just” style means it lacks substance, or sense. We Americans may like style, but we also value speakers and writers who seem to communicate common, plain old sense. This writer seems to want the audience to condemn and dismiss the text or speaker he is criticizing.
Classwork: TASS quiz revisions, classmate treasure hunt
Homework: Reread pp. 6-21 in The Art of Styling Sentences. For sentence patterns 1, 2, 3, and 4 (not 4a), choose at least TEN of the “Professional Examples” sentences to work with.
For each “Professional Example,”
1) Briefly explain WHY the sentence is an example of the particular pattern.
2) Then, consider what Heinrichs might say about this sentence. Does it seem to use ethos, logos, and/or pathos? If so, what type, and how? Does it appeal to values, assign blame, or call for the audience to make a choice? What other rhetorical tricks or strategies seem to be present in this sentence? Is the sentence an argument or part of an argument of some kind? If so, what does the author seem to WANT from his or her audience?
Example: “It made no sense to anyone; it was just style.” SF Chronicle
1) This sentence is an example of a compound sentence without a conjunction because it consists of two complete thoughts with only a semicolon joining them. It does not use the conjunctions and, but, for, so, or, yet.
2) Heinrichs might say that the journalist who wrote this sentence was using ordinary language and clear sentence structure to establish his ethos as a direct, plain communicator who is communicating sense without unnecessary style. He is also using the word “style,” which has both negative and positive connotations, to assign blame to the speech or text he is criticizing. If something is done with style, that typically implies it was done with grace, finesse, and flair, but something done with “just” style means it lacks substance, or sense. We Americans may like style, but we also value speakers and writers who seem to communicate common, plain old sense. This writer seems to want the audience to condemn and dismiss the text or speaker he is criticizing.
Tuesday, August 30, 2011
8/31
Warm-up: Review the rules of a pattern 7a in your TASS book. Write an original (cannot be anything from the book) sentence that follows the pattern and talks about your summer or school year so far.
Classwork: Presentation of chapter highlights
Homework: Due Friday:
Directions: Reread pp. 6-21 in The Art of Styling Sentences. For sentence patterns 1, 2, 3, and 4 (not 4a), choose at least TEN of the “Professional Examples” sentences to work with.
For each “Professional Example,”
1) Briefly explain WHY the sentence is an example of the particular pattern.
2) Then, consider what Heinrichs might say about this sentence. Does it seem to use ethos, logos, and/or pathos? If so, what type, and how? Does it appeal to values, assign blame, or call for the audience to make a choice? What other rhetorical tricks or strategies seem to be present in this sentence? Is the sentence an argument or part of an argument of some kind? If so, what does the author seem to WANT from his or her audience?
Example: “It made no sense to anyone; it was just style.” SF Chronicle
1) This sentence is an example of a compound sentence without a conjunction because it consists of two complete thoughts with only a semicolon joining them. It does not use the conjunctions and, but, for, so, or, yet.
2) Heinrichs might say that the journalist who wrote this sentence was using ordinary language and clear sentence structure to establish his ethos as a direct, plain communicator who is communicating sense without unnecessary style. He is also using the word “style,” which has both negative and positive connotations, to assign blame to the speech or text he is criticizing. If something is done with style, that typically implies it was done with grace, finesse, and flair, but something done with “just” style means it lacks substance, or sense. We Americans may like style, but we also value speakers and writers who seem to communicate common, plain old sense. This writer seems to want the audience to condemn and dismiss the text or speaker he is criticizing.
Classwork: Presentation of chapter highlights
Homework: Due Friday:
Directions: Reread pp. 6-21 in The Art of Styling Sentences. For sentence patterns 1, 2, 3, and 4 (not 4a), choose at least TEN of the “Professional Examples” sentences to work with.
For each “Professional Example,”
1) Briefly explain WHY the sentence is an example of the particular pattern.
2) Then, consider what Heinrichs might say about this sentence. Does it seem to use ethos, logos, and/or pathos? If so, what type, and how? Does it appeal to values, assign blame, or call for the audience to make a choice? What other rhetorical tricks or strategies seem to be present in this sentence? Is the sentence an argument or part of an argument of some kind? If so, what does the author seem to WANT from his or her audience?
Example: “It made no sense to anyone; it was just style.” SF Chronicle
1) This sentence is an example of a compound sentence without a conjunction because it consists of two complete thoughts with only a semicolon joining them. It does not use the conjunctions and, but, for, so, or, yet.
2) Heinrichs might say that the journalist who wrote this sentence was using ordinary language and clear sentence structure to establish his ethos as a direct, plain communicator who is communicating sense without unnecessary style. He is also using the word “style,” which has both negative and positive connotations, to assign blame to the speech or text he is criticizing. If something is done with style, that typically implies it was done with grace, finesse, and flair, but something done with “just” style means it lacks substance, or sense. We Americans may like style, but we also value speakers and writers who seem to communicate common, plain old sense. This writer seems to want the audience to condemn and dismiss the text or speaker he is criticizing.
8/30
Warm-up: Review patterns 1,3,10a,11a in your TASS book. Then locate 3 of the 4 patterns in your TYFA book. Underline the sentences in TYFA and label them with their pattern number.
Classwork: in assigned groups create a visual aid to emphasize the 3 main points of each assigned chapter - will present visual aids tomorrow
Homework: Get supplies by tomorrow
Classwork: in assigned groups create a visual aid to emphasize the 3 main points of each assigned chapter - will present visual aids tomorrow
Homework: Get supplies by tomorrow
8/26
Warm-up: Write an argument to convince your classmates that you deserve the extra credit points that I am offering to only one student.
Classwork:go over homework of persuasive situations; assign chapters for homework for the weekend
Homework: Outline the 3 main points for each of the 2 chapters that you were assigned
Classwork:go over homework of persuasive situations; assign chapters for homework for the weekend
Homework: Outline the 3 main points for each of the 2 chapters that you were assigned
Thursday, August 25, 2011
8/25
Warm-up: Syllabus Anticipation True/False questions
Classwork: Go over syullabus, Look at 25 Ways, write a list of rules and expectations, show example of homework
Homework: Thank You for Arguing homework assignment
Step 1: Choose a desire that you have that is dependent upon the cooperation of someone else and write an explanation of what you want & what you need to persuade that person to do/say/think/feel to make your dream a reality. (Ex: You want to borrow something, you want a later curfew, you want less homework/chores)
Step 2: Identify 2 different audiences (can be just 1 person or a group) that you would potentially have to persuade. The audiences should be as different as possible. Ex: One familiar/one formal… similar age/ older.
Step 3: For each audience write 5 sentences or statements that you would say to persuade that audience to give you what you want. For each of those 10 statements (5 per audience), explain why that statement is persuasive, what rhetorical strategy you are using, or why you had to say that. You can use terms from TYfA or just explain it in your own words.
*** an example of the homework is available under the classroom documents link****
Classwork: Go over syullabus, Look at 25 Ways, write a list of rules and expectations, show example of homework
Homework: Thank You for Arguing homework assignment
Step 1: Choose a desire that you have that is dependent upon the cooperation of someone else and write an explanation of what you want & what you need to persuade that person to do/say/think/feel to make your dream a reality. (Ex: You want to borrow something, you want a later curfew, you want less homework/chores)
Step 2: Identify 2 different audiences (can be just 1 person or a group) that you would potentially have to persuade. The audiences should be as different as possible. Ex: One familiar/one formal… similar age/ older.
Step 3: For each audience write 5 sentences or statements that you would say to persuade that audience to give you what you want. For each of those 10 statements (5 per audience), explain why that statement is persuasive, what rhetorical strategy you are using, or why you had to say that. You can use terms from TYfA or just explain it in your own words.
*** an example of the homework is available under the classroom documents link****
8/23
Warm-up: Review Thank You for Arguing (TYfA)
Classwork: TYfA quiz, word map of important AP Lang words
Homework: Student Survey due tomorrow; Parent Survey due by 8/29
Classwork: TYfA quiz, word map of important AP Lang words
Homework: Student Survey due tomorrow; Parent Survey due by 8/29
Monday, August 22, 2011
8/22
Warm-up: Write your name in The Art of Styling Sentences (TASS). Review the sentence patterns before the quiz.
Classwork: TASS quiz; getting to know you
Homework: Review Thank You for Arguing (TYfA) for tomorrow's quiz
It was a pleasure to meet you all.
Classwork: TASS quiz; getting to know you
Homework: Review Thank You for Arguing (TYfA) for tomorrow's quiz
It was a pleasure to meet you all.
Wednesday, June 22, 2011
Correction!
I am so sorry that the AP Lang work said for the class of 2013 only. Of course those of you taking the class as seniors will graduate in 2012. I forgot to make the change. The work is the same for both seniors and juniors. My apologies.
Thursday, June 16, 2011
SUMMER WORK!
Summer work for AP Lit and AP Lang is posted under the classroom documents tab to the the right.
Start early and think carefully!!!! Have a nice summer.
Start early and think carefully!!!! Have a nice summer.
Monday, June 13, 2011
6/13
Warm-up: What was the best project so far? Why?
Classwork: Present projects; watch Their Eyes Were Watching God
HW: Bring books to turn in
Classwork: Present projects; watch Their Eyes Were Watching God
HW: Bring books to turn in
Friday, June 10, 2011
6/10
Warm-up: Write a letter to the students coming into AP Lang next year. Explain what they should expect and what they will get out of the class.
Classwork: Project presentations
Homework: bring books to return
Classwork: Project presentations
Homework: bring books to return
Thursday, June 9, 2011
6/9
Warm-up: What do you like or dislike about the movie so far?
Classwork: Final Project Presentations (3rd pd); Watch Their Eyes Were Watching God
Homework: 2nd and 4th pd finish finals; bring books to return
Classwork: Final Project Presentations (3rd pd); Watch Their Eyes Were Watching God
Homework: 2nd and 4th pd finish finals; bring books to return
Wednesday, June 8, 2011
6/8
Warm-up: If you were asked to direct a movie of your novel, who would you cast and what changes would you make to the story? Why?
Classwork: Analyze portions of a film version of The Great Gatsby and Their Eyes Were Watching God
Homework: final projects; bring books to return
Classwork: Analyze portions of a film version of The Great Gatsby and Their Eyes Were Watching God
Homework: final projects; bring books to return
Monday, June 6, 2011
6/6
Warm-up: How far along is your final project? What do you still need to do? In what way does it move beyond the obvious to real analysis?
Classwork: Present AP Lit open essay outlines; return synthesis essays
Homework: final projects; bring books to return
Classwork: Present AP Lit open essay outlines; return synthesis essays
Homework: final projects; bring books to return
Friday, June 3, 2011
6/3
Warm-up: What is the best book that you were ever required to read for high school? Why was it great?
Classwork: Group essay on an open question
Homework: bring RFW and LOC to turn in; work on final projects
Classwork: Group essay on an open question
Homework: bring RFW and LOC to turn in; work on final projects
6/2
Warm-up: Was the ending of the novel what you expected? Why or why not?
Classwork: Quiz on last 3rd of book; look at sample AP prompts
Homework: Bring your RFW and LOC to turn in
Classwork: Quiz on last 3rd of book; look at sample AP prompts
Homework: Bring your RFW and LOC to turn in
Wednesday, June 1, 2011
6/1
Warm-up: What are the next 3 steps of your college application process? What do you still need to research? Where will you find the information?
Classwork: Library research about colleges
Homework: Finish reading for tomorrow's quiz
Classwork: Library research about colleges
Homework: Finish reading for tomorrow's quiz
Tuesday, May 31, 2011
5/31
Warm-up: What did you do for the holiday? Do you have any plans for the summer?
Classwork: Reading Skits
Homework: finish book by 6/2
Classwork: Reading Skits
Homework: finish book by 6/2
Tuesday, May 24, 2011
Top Test Prep Tournament
This looks like a good opportunity.
Who: Top Test Prep, a local SAT and ACT prep company, will be holding its 1st annual "Fear No SAT!" tournament, bringing students from the best schools in the DC/MD/VA area to compete for prizes and the crown of Washington DC's top SAT school.
What: Students in 9th-12th grades will compete and have opportunities to take free practice test and win great prizes.
When: The tournament will be held on Saturday, June 18th.
Where: Top Test Prep's local headquarters located at 3615 Wisconsin Ave, NW Washington DC 20016.
Why: Top prize - new iPad 2 for top student. Trophy for top school. $500 for the PTA of the school with the most entries.
How: To enter the tournament, parents/students should call Top Test Prep at 202-618-4474. Registration Deadline is June 11th. Website with more info: TopTestPrep.com
Who: Top Test Prep, a local SAT and ACT prep company, will be holding its 1st annual "Fear No SAT!" tournament, bringing students from the best schools in the DC/MD/VA area to compete for prizes and the crown of Washington DC's top SAT school.
What: Students in 9th-12th grades will compete and have opportunities to take free practice test and win great prizes.
When: The tournament will be held on Saturday, June 18th.
Where: Top Test Prep's local headquarters located at 3615 Wisconsin Ave, NW Washington DC 20016.
Why: Top prize - new iPad 2 for top student. Trophy for top school. $500 for the PTA of the school with the most entries.
How: To enter the tournament, parents/students should call Top Test Prep at 202-618-4474. Registration Deadline is June 11th. Website with more info: TopTestPrep.com
5/24
Warm-up: How would you describe the style of your novel? How is the style developed?
Classwork: finish checking sample resumes and letters of rec; independent reading time
Homework: Read for Thursday's quiz
Classwork: finish checking sample resumes and letters of rec; independent reading time
Homework: Read for Thursday's quiz
5/23
Warm-up: Which character in your novel is most likeable? Why?
Classwork: Quiz #1; reviewed sample resumes and letters; independent reading time
Homework: Prepare for next quiz *****changed quiz #2 to 5/26 Thursday
Classwork: Quiz #1; reviewed sample resumes and letters; independent reading time
Homework: Prepare for next quiz *****changed quiz #2 to 5/26 Thursday
Friday, May 20, 2011
5/20
Warm-up: Select 2 quotes from the first 3rd of the book and explain why you think that they are important to the novel
Classwork: college prep materials: letters of recommendation and resumes
read independent novels
Homework: Draft of resume and letter of rec; finish 1st 3rd of novel
Classwork: college prep materials: letters of recommendation and resumes
read independent novels
Homework: Draft of resume and letter of rec; finish 1st 3rd of novel
Thursday, May 19, 2011
5/17-19
Warm-up: N/A due to HSA testing and teacher absence
Classwork: Read novels, work on resume and letter of rec
Homework: Finish 1st 3rd of novel by 23rd
Classwork: Read novels, work on resume and letter of rec
Homework: Finish 1st 3rd of novel by 23rd
Monday, May 16, 2011
5/16
Warm-up: If you were writing your resume, what would you list for each of these categories: education, extracurricular activities, awards, work experience, talents/hobbies/skills
Classwork: Discussed resumes, letters of rec, college essays
Homework: Continue reading
Reading Schedule
1st 3rd Due 5/23
2nd 3rd Due 5/27
3rd 3rd Due 6/2
Gatsby - Chapters 1-3, 4-6, 7-9
Eyes - Chapters 1-6, 7-14, 15-20
Things - pgs 1-85 (through "How To Tell a War Story), pgs 86-161 (through "Notes"), pg 162- the end
Classwork: Discussed resumes, letters of rec, college essays
Homework: Continue reading
Reading Schedule
1st 3rd Due 5/23
2nd 3rd Due 5/27
3rd 3rd Due 6/2
Gatsby - Chapters 1-3, 4-6, 7-9
Eyes - Chapters 1-6, 7-14, 15-20
Things - pgs 1-85 (through "How To Tell a War Story), pgs 86-161 (through "Notes"), pg 162- the end
5/13
Warm-up: What can we do differently next year to better prepare students for the test?
Classwork: Chose independent reading source (Gatsby, Eyes, or Things); talked about the college application process
Homework: Start reading
Reading Schedule
1st 3rd Due 5/23
2nd 3rd Due 5/27
3rd 3rd Due 6/2
Gatsby - Chapters 1-3, 4-6, 7-9
Eyes - Chapters 1-6, 7-14, 15-20
Things - pgs 1-85 (through "How To Tell a War Story), pgs 86-161 (through "Notes"), pg 162- the end
Classwork: Chose independent reading source (Gatsby, Eyes, or Things); talked about the college application process
Homework: Start reading
Reading Schedule
1st 3rd Due 5/23
2nd 3rd Due 5/27
3rd 3rd Due 6/2
Gatsby - Chapters 1-3, 4-6, 7-9
Eyes - Chapters 1-6, 7-14, 15-20
Things - pgs 1-85 (through "How To Tell a War Story), pgs 86-161 (through "Notes"), pg 162- the end
Tuesday, May 10, 2011
5/10
Warm-up: Take and carefully read the hockey passage.
Classwork: Jeopardy review
Homework: Study for the exam
Classwork: Jeopardy review
Homework: Study for the exam
Monday, May 9, 2011
5/9
Warm-up: What questions do you have about the AP test? List at least 2.
Classwork: discuss test, look at practice tests and essays
Homework: Study for test
Classwork: discuss test, look at practice tests and essays
Homework: Study for test
Thursday, May 5, 2011
5/6
Warm-up: Which of your 3 essay outlines is strongest? Why? Weakest? Why?
Classwork: Discuss essay outlines
Homework: Study for AP exams
Classwork: Discuss essay outlines
Homework: Study for AP exams
Wednesday, May 4, 2011
5/4
Warm-up: What key words in the prompt let you know what kind of essay to write? for analysis? for synthesis? for argumentative?
Classwork: Write an outline for each kind of essay.
Homework: Study for AP exam
Classwork: Write an outline for each kind of essay.
Homework: Study for AP exam
Tuesday, May 3, 2011
Read More! Watch Less!
We talked about new evidence that unhappy people watch more tv in 3rd period - an off topic discussion to be sure.
Link to information about the study: http://www.newsdesk.umd.edu/sociss/release.cfm?ArticleID=1789
Unhappy People Watch TV, Happy People Read/Socialize
Study: Channeling Unhappiness, In Good and Bad Economic Times
COLLEGE PARK, Md. - A new study by sociologists at the University of Maryland concludes that unhappy people watch more TV, while people who describe themselves as "very happy" spend more time reading and socializing. The study appears in the December issue of the journal Social Indicators Research.
Analyzing 30-years worth of national data from time use studies and a continuing series of social attitude surveys, the Maryland researchers report that spending time watching television may contribute to viewers' happiness in the moment, with less positive effects in the long run.
"TV doesn't really seem to satisfy people over the long haul the way that social involvement or reading a newspaper does," says University of Maryland sociologist John P. Robinson, the study co-author and a pioneer in time use studies. "It's more passive and may provide escape - especially when the news is as depressing as the economy itself. The data suggest to us that the TV habit may offer short-run pleasure at the expense of long-term malaise."
TV VIEWING DURING A FINANCIAL CRISIS
Based on data from time use surveys, Robinson projects that TV viewing might increase significantly as the economy worsens in the next few months and years.
"Through good and bad economic times, our diary studies, have consistently found that work is the major activity correlate of higher TV viewing hours," Robinson says. "As people have progressively more time on their hands, viewing hours increase."
But Robinson cautions that some of that extra time also might be spent sleeping. "As working and viewing hours increase, so do sleep hours," he says. "Sleep could be the second major beneficiary of job loss or reduced working hours."
STUDY FINDINGS AND DATA
In their new study, Robinson and his co-author, University of Maryland sociologist Steven Martin, set out to learn more about the activities that contributed to happiness in people's lives. They analyzed two sets of data spanning nearly 30 years (1975-2006) gathered from nearly 30,000 adults:
A series of time use studies that asked people to fill out diaries for a 24-hour period and to indicate how pleasurable they found each activity;
General Social Survey attitude studies, which Robinson calls the premier national source for monitoring changes in public attitudes - in-depth surveys that over the years consistently asked subjects how happy they feel, how they spend their time, among a number of other questions.
UNHAPPY PEOPLE VIEW SIGNIFICANTLY MORE
Robinson and Martin found that the two sets of data largely coincided for most activities - with the exception of television.
From the General Social Survey, the researchers found that self-described very happy people were more socially active, attended more religious services, voted more and read more newspapers. By contrast, unhappy people watched significantly more television in their spare time.
According to the study's findings, unhappy people watch an estimated 20 percent more television than very happy people, after taking into account their education, income, age and marital status - as well as other demographic predictors of both viewing and happiness.
UNHAPPY PEOPLE ARE HAPPY WITH TV
Data from time diaries told a somewhat different story. Responding in "real time," much closer to daily events, survey respondents tended to rate television viewing more highly as a daily activity.
"What viewers seem to be saying is that while TV in general is a waste of time and not particularly enjoyable, 'the shows I saw tonight were pretty good,' " Robinson says.
The data also suggested to Robinson and Martin that TV viewing is "easy." Viewers don't have to go anywhere, dress up, find company, plan ahead, expend energy, do any work or spend money in order to view. Combine these advantages with the immediate gratification offered by television, and you can understand why Americans spend more than half their free time as TV viewers, the researchers say.
Unhappy people were also more likely to feel that they have unwanted extra time on their hands (51 percent) compared to very happy people (19 percent) and to feel rushed for time (35 percent vs. 23 percent). Having too much time and no clear way to fill it was the bigger burden of the two.
AN ADDICT'S FIX
Martin likens the short, temporary pleasure of television to addiction: "Addictive activities produce momentary pleasure and long-term misery and regret," he says. "People most vulnerable to addiction tend to be socially or personally disadvantaged. For this kind of person, TV can become a kind of opiate in a way. It's habitual, and tuning in can be an easy way of tuning out."
FULL TEXT OF THE ARTICLE
The full-text article is available to media reporters and editors, on request, as a pdf file. Please e-mail ntickner@umd.edu.
University of Maryland sociological researchers have been leaders is in the fields of individual and family time use as well as family dynamics and demographics.
Link to information about the study: http://www.newsdesk.umd.edu/sociss/release.cfm?ArticleID=1789
Unhappy People Watch TV, Happy People Read/Socialize
Study: Channeling Unhappiness, In Good and Bad Economic Times
COLLEGE PARK, Md. - A new study by sociologists at the University of Maryland concludes that unhappy people watch more TV, while people who describe themselves as "very happy" spend more time reading and socializing. The study appears in the December issue of the journal Social Indicators Research.
Analyzing 30-years worth of national data from time use studies and a continuing series of social attitude surveys, the Maryland researchers report that spending time watching television may contribute to viewers' happiness in the moment, with less positive effects in the long run.
"TV doesn't really seem to satisfy people over the long haul the way that social involvement or reading a newspaper does," says University of Maryland sociologist John P. Robinson, the study co-author and a pioneer in time use studies. "It's more passive and may provide escape - especially when the news is as depressing as the economy itself. The data suggest to us that the TV habit may offer short-run pleasure at the expense of long-term malaise."
TV VIEWING DURING A FINANCIAL CRISIS
Based on data from time use surveys, Robinson projects that TV viewing might increase significantly as the economy worsens in the next few months and years.
"Through good and bad economic times, our diary studies, have consistently found that work is the major activity correlate of higher TV viewing hours," Robinson says. "As people have progressively more time on their hands, viewing hours increase."
But Robinson cautions that some of that extra time also might be spent sleeping. "As working and viewing hours increase, so do sleep hours," he says. "Sleep could be the second major beneficiary of job loss or reduced working hours."
STUDY FINDINGS AND DATA
In their new study, Robinson and his co-author, University of Maryland sociologist Steven Martin, set out to learn more about the activities that contributed to happiness in people's lives. They analyzed two sets of data spanning nearly 30 years (1975-2006) gathered from nearly 30,000 adults:
A series of time use studies that asked people to fill out diaries for a 24-hour period and to indicate how pleasurable they found each activity;
General Social Survey attitude studies, which Robinson calls the premier national source for monitoring changes in public attitudes - in-depth surveys that over the years consistently asked subjects how happy they feel, how they spend their time, among a number of other questions.
UNHAPPY PEOPLE VIEW SIGNIFICANTLY MORE
Robinson and Martin found that the two sets of data largely coincided for most activities - with the exception of television.
From the General Social Survey, the researchers found that self-described very happy people were more socially active, attended more religious services, voted more and read more newspapers. By contrast, unhappy people watched significantly more television in their spare time.
According to the study's findings, unhappy people watch an estimated 20 percent more television than very happy people, after taking into account their education, income, age and marital status - as well as other demographic predictors of both viewing and happiness.
UNHAPPY PEOPLE ARE HAPPY WITH TV
Data from time diaries told a somewhat different story. Responding in "real time," much closer to daily events, survey respondents tended to rate television viewing more highly as a daily activity.
"What viewers seem to be saying is that while TV in general is a waste of time and not particularly enjoyable, 'the shows I saw tonight were pretty good,' " Robinson says.
The data also suggested to Robinson and Martin that TV viewing is "easy." Viewers don't have to go anywhere, dress up, find company, plan ahead, expend energy, do any work or spend money in order to view. Combine these advantages with the immediate gratification offered by television, and you can understand why Americans spend more than half their free time as TV viewers, the researchers say.
Unhappy people were also more likely to feel that they have unwanted extra time on their hands (51 percent) compared to very happy people (19 percent) and to feel rushed for time (35 percent vs. 23 percent). Having too much time and no clear way to fill it was the bigger burden of the two.
AN ADDICT'S FIX
Martin likens the short, temporary pleasure of television to addiction: "Addictive activities produce momentary pleasure and long-term misery and regret," he says. "People most vulnerable to addiction tend to be socially or personally disadvantaged. For this kind of person, TV can become a kind of opiate in a way. It's habitual, and tuning in can be an easy way of tuning out."
FULL TEXT OF THE ARTICLE
The full-text article is available to media reporters and editors, on request, as a pdf file. Please e-mail ntickner@umd.edu.
University of Maryland sociological researchers have been leaders is in the fields of individual and family time use as well as family dynamics and demographics.
5/3
Warm-up: SOAPSToneR the 4th passage (about women's education) of the practice AP test.
Classwork: Bloodthirsty the rest of the AP test
Homework: Study for AP exams
Classwork: Bloodthirsty the rest of the AP test
Homework: Study for AP exams
5/2
Warm-up: Read the 1st and 2nd sample essays on the Joan of Arc passage and write why the 1st is better.
Classwork: Bloodthirsty AP practice test
Homework: Study for AP exams
Classwork: Bloodthirsty AP practice test
Homework: Study for AP exams
Thursday, April 28, 2011
4/29
Warm-up: Review the tips for taking the multiple choice test in 5 Steps (pg 47-9 in the red book, pg 51-53 in the orange book). Write the 2 tips you most want to remember.
Classwork: Practice AP test
Homework: Study for AP exams
Classwork: Practice AP test
Homework: Study for AP exams
4/28
Warm-up: Read about Cause and Effect in 5 steps (pg 147-8) and answer the 7 questions about the passage.
Classwork: Joan of Arc essays
Homework: Study for AP tests
Classwork: Joan of Arc essays
Homework: Study for AP tests
Wednesday, April 27, 2011
4/27
Warm-up: Which 3 questions on the practice test were hardest? What kind of questions were they (tone, inference, strategy, purpose, etc)?
Classwork: Bloodthirsty the spring break practice test
Homework: Study for AP tests
Classwork: Bloodthirsty the spring break practice test
Homework: Study for AP tests
Tuesday, April 26, 2011
4/26
Warm-up: Which of your essay outlines is the strongest? Why?
Classwork: Pds 2&4 - finish speeches; Pd 3 work on Spring Break essays
Homework: SOAPSToneR the 2 passages from the practice AP test you took over break
Classwork: Pds 2&4 - finish speeches; Pd 3 work on Spring Break essays
Homework: SOAPSToneR the 2 passages from the practice AP test you took over break
Thursday, April 14, 2011
4/15
Warm-up: Choose the best word(s). Write the sentence and choices.
Scientists have discovered that our sense of smell is surprisingly ------- , capable of distinguishing thousands of chemical odors.
A. rigid B. inert C. erratic D. keen E. innate
Designed to resist storms by virtue of their ------- weight, the oil platforms towed into the North Sea were the heaviest objects ever moved by human technology.
A. inconsistent B. purported C. unstable D. random
E. immense
Classwork: Persuasive Speech Presentations
Homework: Spring Break Packet (2 essay outlines & half AP test) due 4/26
Scientists have discovered that our sense of smell is surprisingly ------- , capable of distinguishing thousands of chemical odors.
A. rigid B. inert C. erratic D. keen E. innate
Designed to resist storms by virtue of their ------- weight, the oil platforms towed into the North Sea were the heaviest objects ever moved by human technology.
A. inconsistent B. purported C. unstable D. random
E. immense
Classwork: Persuasive Speech Presentations
Homework: Spring Break Packet (2 essay outlines & half AP test) due 4/26
4/14
Warm-up: Choose the word(s). Write the sentence and choices.
Her vague sense of ------- grew into anxiety and then alarm when she discovered that her initial doubts about the success of the undertaking were well founded.
A. Foreboding B. remorse C. anticipation D. intrigue E. complacency
Even those who do not ------- Robinson’s views ------- him as a candidate who has courageously refused to compromise his convictions.
A. shrink from . . Condemn B. concur with . . recognize
C. profit from . . Dismiss D. disagree with . . envision
E. dissent from . . remember
Classwork: Persuasive Speech Presentations
Homework: Spring Break Packet (2 essay outlines & half AP test) due 4/26
Her vague sense of ------- grew into anxiety and then alarm when she discovered that her initial doubts about the success of the undertaking were well founded.
A. Foreboding B. remorse C. anticipation D. intrigue E. complacency
Even those who do not ------- Robinson’s views ------- him as a candidate who has courageously refused to compromise his convictions.
A. shrink from . . Condemn B. concur with . . recognize
C. profit from . . Dismiss D. disagree with . . envision
E. dissent from . . remember
Classwork: Persuasive Speech Presentations
Homework: Spring Break Packet (2 essay outlines & half AP test) due 4/26
Tuesday, April 12, 2011
4/13
Warm-up: What did you learn through the process of writing this synthesis essay? Do you feel prepared to write research papers in college? Is there something you think you still need to learn about research?
Classwork: Turn in synthesis essays; start persuasive presentations
Homework: Spring Break packet
Classwork: Turn in synthesis essays; start persuasive presentations
Homework: Spring Break packet
4/12
Warm-up- What do you still have to do to finish your essay? Do you have at least 3 clear reasons for supporting the stance that you take? Have you addressed the counterargument? For your speech, what will you be convincing your classmates to believe?
Classwork: Speech directions; peer editing; work on speeches
Homework: Final synthesis essay and speech due tomorrow
Classwork: Speech directions; peer editing; work on speeches
Homework: Final synthesis essay and speech due tomorrow
Monday, April 11, 2011
4/11
Warm-up: Take a packet of "They Say, I Say" writing templates. Look over the packet and copy down 5 of the most helpful starters into your notebook.
Classwork: work on synthesis essay
Homework: synthesis essay and speech
Classwork: work on synthesis essay
Homework: synthesis essay and speech
Friday, April 8, 2011
Helpful MLA citation examples
Work in an Anthology
Author of work. “Title of work.” Title of anthology. Ed. Name of editor(s). # ed. City of publication: Publisher, date of publication. Page #s.
Hayakawa, S.I.. “Bilingualism in America: English Should
Be the Official Language.” The Language of
Composition. Ed. Renee Shea, Lawrence Scanlon and
Robin Dissin Aufses 1st ed. New York: Beford/St.
Martin’s, 2008. 562-567.
Film
Name of film. Dir. Name. Perf. Or Narr. Distributor, year.
Food, Inc. Dir. Robert Kenner. Narr.
Michael Pollan and Eric Schlosser.
Magnolia, 2008.
Author of work. “Title of work.” Title of anthology. Ed. Name of editor(s). # ed. City of publication: Publisher, date of publication. Page #s.
Hayakawa, S.I.. “Bilingualism in America: English Should
Be the Official Language.” The Language of
Composition. Ed. Renee Shea, Lawrence Scanlon and
Robin Dissin Aufses 1st ed. New York: Beford/St.
Martin’s, 2008. 562-567.
Film
Name of film. Dir. Name. Perf. Or Narr. Distributor, year.
Food, Inc. Dir. Robert Kenner. Narr.
Michael Pollan and Eric Schlosser.
Magnolia, 2008.
Wednesday, April 6, 2011
4/7
Warm-up: Reflect on your prompt. Answer these questions honestly.
Does your introduction present the problem and mention the various views about the opinion? Identify these parts.
Does your prompt/assignment require you to take a clear stance on a debatable issue? What is this issue and what stance do you plan to take?
Classwork: get prompt approval; locate LOC source to include in essay; start drafting essay
Homework: Work on synthesis essay
Does your introduction present the problem and mention the various views about the opinion? Identify these parts.
Does your prompt/assignment require you to take a clear stance on a debatable issue? What is this issue and what stance do you plan to take?
Classwork: get prompt approval; locate LOC source to include in essay; start drafting essay
Homework: Work on synthesis essay
4/6 class discussion notes on synthesis prompts
Stereotypes
Introduction: In today’s society, gender stereotypes influence the roles that men and women play. Critics of gender stereotypes complain that they limit career choices, personality traits, and opportunities, but proponents say that they allow people to fit in and fulfill important duties.
Prompt: Carefully read the sources, and then in a well developed essay support, challenge or qualify the claim that gender stereotypes limit opportunities for women.
Race
Religion
Education
Discrimination
Family
Single parent homes
PTSD
Introduction
Frame the problem: what is wrong? How do people feel about it?
Assignment
Prompt: debatable issue – what you agree with, challenge, or qualify
Gender Stereotypes in the Media
In today’s society there are stereotypical views about the role men and women play. The media often presents images of men and women fulfilling these roles (and sometimes subverting them). Critics of the media say these depictions strengthen stereotypes and lead to conformity to typical roles. Proponents of media argue that it is only a reflection of society or that educating people about gender roles makes them more successful in fulfilling societal expectations.
Assignment
Read all sources. Develop an essay that supports, challenges, or qualifies the claim that media unfairly strengthens stereotypes.
Introduction:
What is the problem/issue? What are the opposing sides’ arguments? Is there any necessary background?
Assignment:
Debatable issue – require taking position
Support, challenge, qualify
Introduction: Historically women have been viewed as intellectually and physically inferior to men. In today’s society, perceptions are slowly changing, but people debate whether the gender divide can disappear. Some think that it is a biological certainty that men and women behave differently while others believe that without societal influence the gender differences between men and women would cease to exist.
Assignment: Read all sources carefully. Synthesize at least 3 and develop an argument that supports, challenges or qualifies the claim that gender is a social construct not rooted in biology.
Obesity
Health effects from processed food
Company influence on production techniques
Control over consumers
Diabetes/ health problems
Environmental
Animal cruelty
Food production/economy
Costs of good food
Government regulations/grading
Organic
Government corruption
Discrimination
Race
Identity
Education
Insecurity
Family
Single parent homes
Music videos – degradation of women
Censorship
Effects of music on community
Music creates controversy
Society disapproves of rebellious music
Crime fighting
Illuminati
Technology changing quality of music
Genre stereotypes
Promotes unrealistic dreams
Effects on children
Draft/acquire soldiers/recruitment
Effects on soldiers
Psychological effects
Physical effects
Warfare
Cruelty
War crimes
Civil/foreign wars
Invasion vs. invitation
Rehabilitation
Structural design
Government response/responsibility to citizens
Impact on victims
Public awareness
Grief
Effects of mourning
Grief – physical or psychological
Support systems
Regulation vs. deregulation
Growth of corporations
Revolving door
Bank bonuses
Introduction: In today’s society, gender stereotypes influence the roles that men and women play. Critics of gender stereotypes complain that they limit career choices, personality traits, and opportunities, but proponents say that they allow people to fit in and fulfill important duties.
Prompt: Carefully read the sources, and then in a well developed essay support, challenge or qualify the claim that gender stereotypes limit opportunities for women.
Race
Religion
Education
Discrimination
Family
Single parent homes
PTSD
Introduction
Frame the problem: what is wrong? How do people feel about it?
Assignment
Prompt: debatable issue – what you agree with, challenge, or qualify
Gender Stereotypes in the Media
In today’s society there are stereotypical views about the role men and women play. The media often presents images of men and women fulfilling these roles (and sometimes subverting them). Critics of the media say these depictions strengthen stereotypes and lead to conformity to typical roles. Proponents of media argue that it is only a reflection of society or that educating people about gender roles makes them more successful in fulfilling societal expectations.
Assignment
Read all sources. Develop an essay that supports, challenges, or qualifies the claim that media unfairly strengthens stereotypes.
Introduction:
What is the problem/issue? What are the opposing sides’ arguments? Is there any necessary background?
Assignment:
Debatable issue – require taking position
Support, challenge, qualify
Introduction: Historically women have been viewed as intellectually and physically inferior to men. In today’s society, perceptions are slowly changing, but people debate whether the gender divide can disappear. Some think that it is a biological certainty that men and women behave differently while others believe that without societal influence the gender differences between men and women would cease to exist.
Assignment: Read all sources carefully. Synthesize at least 3 and develop an argument that supports, challenges or qualifies the claim that gender is a social construct not rooted in biology.
Obesity
Health effects from processed food
Company influence on production techniques
Control over consumers
Diabetes/ health problems
Environmental
Animal cruelty
Food production/economy
Costs of good food
Government regulations/grading
Organic
Government corruption
Discrimination
Race
Identity
Education
Insecurity
Family
Single parent homes
Music videos – degradation of women
Censorship
Effects of music on community
Music creates controversy
Society disapproves of rebellious music
Crime fighting
Illuminati
Technology changing quality of music
Genre stereotypes
Promotes unrealistic dreams
Effects on children
Draft/acquire soldiers/recruitment
Effects on soldiers
Psychological effects
Physical effects
Warfare
Cruelty
War crimes
Civil/foreign wars
Invasion vs. invitation
Rehabilitation
Structural design
Government response/responsibility to citizens
Impact on victims
Public awareness
Grief
Effects of mourning
Grief – physical or psychological
Support systems
Regulation vs. deregulation
Growth of corporations
Revolving door
Bank bonuses
Tuesday, April 5, 2011
4/6
Warm-up: Write a reflection on your independent reading source(s). What did you learn? What was most interesting about it? Do you think this book/doc is important and should be included in our curriculum? Why or why not? Do you know what topic within the source you want to research?
Classwork: Work on creating synthesis prompts for independent reading projects.
Homework: Finalize synthesis prompt to be approved on Thursday
Classwork: Work on creating synthesis prompts for independent reading projects.
Homework: Finalize synthesis prompt to be approved on Thursday
4/5
Warm-up: Choose the best word/s. Write the sent. & choices.
Because he was ------- in the face of danger, the explorer won the government’s highest award for conspicuous bravery.
A. virile B. heedless C. dauntless D. callow E. timorous
The success of the Norman Invasion depended on ------- logistical operation: in planning it, William the Conqueror wisely left no detail -------.
A. a puzzling . . untarnished
B. a realistic . . unsupervised
C. an intricate. . overlooked
D. an erroneous . . ignored
E. a flawed . . unattended
Classwork: Read "AIDS has a Woman's Face" and write 3 AP questions
Homework: Independent Reading/ SOAPSToneRs due tomorrow
Because he was ------- in the face of danger, the explorer won the government’s highest award for conspicuous bravery.
A. virile B. heedless C. dauntless D. callow E. timorous
The success of the Norman Invasion depended on ------- logistical operation: in planning it, William the Conqueror wisely left no detail -------.
A. a puzzling . . untarnished
B. a realistic . . unsupervised
C. an intricate. . overlooked
D. an erroneous . . ignored
E. a flawed . . unattended
Classwork: Read "AIDS has a Woman's Face" and write 3 AP questions
Homework: Independent Reading/ SOAPSToneRs due tomorrow
Monday, April 4, 2011
4/4
Warm-up: What does it mean to "be a man" in today's society?
Classwork: Read "Being a Man" on LOC pg 378 and answer 1-8, SOAPSToneR the essay
Homework: Finish Theroux and keep reading.
Classwork: Read "Being a Man" on LOC pg 378 and answer 1-8, SOAPSToneR the essay
Homework: Finish Theroux and keep reading.
Thursday, March 31, 2011
3/31
Warm-up: Was Cofer or Ehrlich more successful in dispelling gender stereotypes? Why?
Classwork: Discuss Ehrilich and Cofer, go over synthesis assignment
Homework: Independent reading for synthesis assignment; SOAPSToneRs due on Wed. April 6th.
Classwork: Discuss Ehrilich and Cofer, go over synthesis assignment
Homework: Independent reading for synthesis assignment; SOAPSToneRs due on Wed. April 6th.
Wednesday, March 30, 2011
3/30
Warm-up: What gender issues are still plaguing our society today? Why do you think this problem exists and is it fixable?
Classwork: Read Ehrlich's "About Men" and Cofer's "The Myth of the Latin Woman" Write 3 AP style multiple choice questions for each
Homework: Finish Ehrilich and Cofer questions; Work on Independent reading
Classwork: Read Ehrlich's "About Men" and Cofer's "The Myth of the Latin Woman" Write 3 AP style multiple choice questions for each
Homework: Finish Ehrilich and Cofer questions; Work on Independent reading
Tuesday, March 29, 2011
Caluculating your AP Test Score
For the 2007 test that we just took, this was the formula to get your AP score
Multiple Choice
[# correct – (1/4X number wrong)] X 1.2980 = weighted score for section 1 (do not round)
Essays
Essay 1 __(score out of 9)______ x 3.0556 = _____
Essay 2__(score out of 9)______ x 3.0556 = ______
Essay 3 __(score out of 9)______ x 3.0556 = _____
Sum of essay scores = weighted score for section 2 ( do not round)
Composite Score
Section 1 + Section 2 = Your composite score (round to the nearest whole #)
AP Scale=
5 = 110-150
4 = 94-109
3 = 74-93
2 = 48-73
1 = 0-47
Multiple Choice
[# correct – (1/4X number wrong)] X 1.2980 = weighted score for section 1 (do not round)
Essays
Essay 1 __(score out of 9)______ x 3.0556 = _____
Essay 2__(score out of 9)______ x 3.0556 = ______
Essay 3 __(score out of 9)______ x 3.0556 = _____
Sum of essay scores = weighted score for section 2 ( do not round)
Composite Score
Section 1 + Section 2 = Your composite score (round to the nearest whole #)
AP Scale=
5 = 110-150
4 = 94-109
3 = 74-93
2 = 48-73
1 = 0-47
3/29
Warm-up: What is your favorite quote from each of the letters? Why?
Classwork: Discuss Adams, Read Ehrlich, Write 3 AP questions for Ehrlich
Homework: Independent Reading
Classwork: Discuss Adams, Read Ehrlich, Write 3 AP questions for Ehrlich
Homework: Independent Reading
Monday, March 28, 2011
3/28
Warm-up: Turn one of the following Rhetoric and Style questions into an AP styled multiple choice question with at least 3 choices. Use number 4, 5, 8, 9, or 12.
Classwork: Woolf quiz, Discuss the Woolf questions, start reading the Adams letters
Homework: Read LOC pg 363-366 and answer questions 1-8 on 366-367
Keep working on independent reading - finish by 4/6
Classwork: Woolf quiz, Discuss the Woolf questions, start reading the Adams letters
Homework: Read LOC pg 363-366 and answer questions 1-8 on 366-367
Keep working on independent reading - finish by 4/6
Friday, March 25, 2011
3/25
Warm-up: Exchange AP questions with a partner. Write their best question in your notebook. Answer the others to the best of your ability.
Classwork: Examine practice AP style questions. Start reading "Professions for Women"
HW: complete discussion ?s 1-12 and rhet. and style ?s 1-12 on LOC pg 360-62
***Finish reading your independent reads by 4/6****
Classwork: Examine practice AP style questions. Start reading "Professions for Women"
HW: complete discussion ?s 1-12 and rhet. and style ?s 1-12 on LOC pg 360-62
***Finish reading your independent reads by 4/6****
Thursday, March 24, 2011
2/24
Warm-up: What is Gould's thesis? Which part of his essay is your favorite? Why?
Classwork: Answer rhetoric and style questions1-12 on pg 354-355
Homework: Compose 5 multiple choice AP style questions on "Women's Brains" you can use the rhetoric and style questions as a guide
Classwork: Answer rhetoric and style questions1-12 on pg 354-355
Homework: Compose 5 multiple choice AP style questions on "Women's Brains" you can use the rhetoric and style questions as a guide
Wednesday, March 23, 2011
3/23
Warm-up: Read LOC 347-348 and choose 2 questions posed in the passage to answer
Classwork: Discuss gender unit introduction; start reading "Women's Brains" by Gould
Homework: Finish "Women's Brains" and answer discussion questions 1-5 on LOC pg 354
Classwork: Discuss gender unit introduction; start reading "Women's Brains" by Gould
Homework: Finish "Women's Brains" and answer discussion questions 1-5 on LOC pg 354
Tuesday, March 22, 2011
Independent reading assignment and documentary viewings
Nonfiction/Documentary
Synthesis Essay/Speech
Objective: Students will critically read and analyze a nonfiction print text or film in order to write and present an original synthesis essay on a challenge/issue/question raised by the book or film.
FIRST STEP!
Please choose ONE of the following books or ONE pair of documentaries!!!!!!!!!!!
Book Choices:
The Color of Water—James McBride
The Year of Magical Thinking—Joan Didion
Into the Wild—Jon Krakauer
Three Cups of Tea—Greg Mortensen and David Oliver Relin
Narrative of the Life of Frederick Douglass (paired with some other articles on the anti-slavery movement we will provide you)
Being a Black Man—Washington Post editors
In Cold Blood—Truman Capote
The Solace of Open Spaces by Gretel Ehrlich AND Teaching a Stone to Talk by Annie Dillard (these are paired as they are SHORT and deal with similar topics)
OR, choose one of the following PAIRS of documentaries to “read:”
Film Options:
• Food Inc./Food Matters (food!!)
• Restrepo/ The Sorrow and the Pity/War Dance – CHOOSE TWO! (war and the human response)
• The Corporation/Inside Job (economic collapse, big business)
• Trouble the Water/When the Levees Broke (New Orleans/Katrina)
• It Might Get Loud/Tupac: Resurrection (music)
•
Due Dates:
March 25 – Start reading your book or documentaries
April 6 – Book/documentaries completely read!
April 13 – Synthesis essay/presentation due
You will receive the ACTUAL synthesis essay/speech assignment later this week. For now, consider, as you read, what issues are discussed or presented in the text. What questions are raised, what problems or challenges are presented, what different opinions are expressed? Ultimately, you will write and answer your own synthesis essay.
After school viewings of docs
It is my hope that you will watch some of these docs regardless of whether you are ultimately writing about them. To encourage your watching these films AND to assist you in the process of "reading" a documentary, I (Price) will show The Corporation after school Wednesday in my room, 250 (this film is one of your choices). Take a look at the trailer, below. I saw this movie at the Rehoboth Film Festival and was blown away --it is very clever and visually stunning.
http://www.thecorporation.com/index.cfm?page_id=46
On Thursday, Ms. Hendricks is showing Food, Inc. after school in her room, 215. This is also one of the films on our doc list. Watching this film turned two of my friends into vegans, so beware! :)
http://www.foodincmovie.com/about-the-film.php
THESE AFTER SCHOOL DOCUMENTARY screenings will be both enjoyable and educational. We will watch the doc, then discuss how to read it!!!
Ms. Fetterolf will try to show Restrepo after school on Wednesday 3/23, and will announce more dates of viewings for the following weeks.
Synthesis Essay/Speech
Objective: Students will critically read and analyze a nonfiction print text or film in order to write and present an original synthesis essay on a challenge/issue/question raised by the book or film.
FIRST STEP!
Please choose ONE of the following books or ONE pair of documentaries!!!!!!!!!!!
Book Choices:
The Color of Water—James McBride
The Year of Magical Thinking—Joan Didion
Into the Wild—Jon Krakauer
Three Cups of Tea—Greg Mortensen and David Oliver Relin
Narrative of the Life of Frederick Douglass (paired with some other articles on the anti-slavery movement we will provide you)
Being a Black Man—Washington Post editors
In Cold Blood—Truman Capote
The Solace of Open Spaces by Gretel Ehrlich AND Teaching a Stone to Talk by Annie Dillard (these are paired as they are SHORT and deal with similar topics)
OR, choose one of the following PAIRS of documentaries to “read:”
Film Options:
• Food Inc./Food Matters (food!!)
• Restrepo/ The Sorrow and the Pity/War Dance – CHOOSE TWO! (war and the human response)
• The Corporation/Inside Job (economic collapse, big business)
• Trouble the Water/When the Levees Broke (New Orleans/Katrina)
• It Might Get Loud/Tupac: Resurrection (music)
•
Due Dates:
March 25 – Start reading your book or documentaries
April 6 – Book/documentaries completely read!
April 13 – Synthesis essay/presentation due
You will receive the ACTUAL synthesis essay/speech assignment later this week. For now, consider, as you read, what issues are discussed or presented in the text. What questions are raised, what problems or challenges are presented, what different opinions are expressed? Ultimately, you will write and answer your own synthesis essay.
After school viewings of docs
It is my hope that you will watch some of these docs regardless of whether you are ultimately writing about them. To encourage your watching these films AND to assist you in the process of "reading" a documentary, I (Price) will show The Corporation after school Wednesday in my room, 250 (this film is one of your choices). Take a look at the trailer, below. I saw this movie at the Rehoboth Film Festival and was blown away --it is very clever and visually stunning.
http://www.thecorporation.com/index.cfm?page_id=46
On Thursday, Ms. Hendricks is showing Food, Inc. after school in her room, 215. This is also one of the films on our doc list. Watching this film turned two of my friends into vegans, so beware! :)
http://www.foodincmovie.com/about-the-film.php
THESE AFTER SCHOOL DOCUMENTARY screenings will be both enjoyable and educational. We will watch the doc, then discuss how to read it!!!
Ms. Fetterolf will try to show Restrepo after school on Wednesday 3/23, and will announce more dates of viewings for the following weeks.
3/22
Warm-up: Write a reaction to Promises, yesterday's documentary. What did you like or not like? Why?
Classwork: Finish documentary, finish going over AP practice test, go over independent assignment
Homework: SAT review, pick/start reading individual texts, register for SAT, bring LOC tomorrow
Classwork: Finish documentary, finish going over AP practice test, go over independent assignment
Homework: SAT review, pick/start reading individual texts, register for SAT, bring LOC tomorrow
3/21
Warm-up: N/A - teacher absent
Classwork: Watch Promises documentary and fill out worksheet
Homework: SAT review, get independent reading source, revise SL essays
Classwork: Watch Promises documentary and fill out worksheet
Homework: SAT review, get independent reading source, revise SL essays
Friday, March 18, 2011
3/18
Warm-up: SOAPSTone one of the passages from the AP test
Classwork: AP test bloodthirsty and going over the test
Homework: Scarlet Letter revisions, SAT registration and review
Classwork: AP test bloodthirsty and going over the test
Homework: Scarlet Letter revisions, SAT registration and review
Thursday, March 17, 2011
3/17
Warm-up: Review rhetorical terms in the glossary of 5 Steps. The test will start no later than 5 minutes after the bell.
Classwork: AP practice test
Homework: SAT review
Classwork: AP practice test
Homework: SAT review
Wednesday, March 16, 2011
3/16
Warmup: Read pg 189 of 5 Steps. Explain the recipe analogy. Does that help you think about synthesis? How?
Classwork: Write a synthesis essay on presidential elections
Homework: Work on SAT review to practice vocabulary and reading skills
Classwork: Write a synthesis essay on presidential elections
Homework: Work on SAT review to practice vocabulary and reading skills
Tuesday, March 15, 2011
3/15
Warm-up: Take an article from the Onion and explain what is satirical about it. What is the author really saying?
Classwork: Discuss Modest Proposal and satire
Homework: Prepare for synthesis essay tomorrow - This article might help http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/51307.html
Classwork: Discuss Modest Proposal and satire
Homework: Prepare for synthesis essay tomorrow - This article might help http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/51307.html
Monday, March 14, 2011
3/14
Warm-up: Write a one page letter to Swift in which you agree with or challenge his proposal. Your letter can be satirical or serious.
Classwork: Discuss Modest Proposal
Homework: SOAPSTone "A Modest Proposal"
Classwork: Discuss Modest Proposal
Homework: SOAPSTone "A Modest Proposal"
Friday, March 11, 2011
3/11
Warm-up: List the 3 most positive and the 3 most negative effects of advertising.
Classwork: Debate about the effects of advertising
Homework: Due Monday: Read "A Modest Proposal" LoC pg 914-920 and answer questions 1-8 and 1-12 on pgs 920-921 (Discussion and rhetoric and style)
Classwork: Debate about the effects of advertising
Homework: Due Monday: Read "A Modest Proposal" LoC pg 914-920 and answer questions 1-8 and 1-12 on pgs 920-921 (Discussion and rhetoric and style)
Thursday, March 10, 2011
3/10
Warm-up: Pd 2&3 - Which advertisement/ad campaign has had the most memorable influence on you? Explain
Classwork: Pd 2&3 - Discuss advertising - prepare for debates, create ad campaigns - Pd 4 - Write synthesis essay
Homework: Due Monday: Read "A Modest Proposal" LoC pg 914-920 and answer questions 1-8 and 1-12 on pgs 920-921 (Discussion and rhetoric and style)
Classwork: Pd 2&3 - Discuss advertising - prepare for debates, create ad campaigns - Pd 4 - Write synthesis essay
Homework: Due Monday: Read "A Modest Proposal" LoC pg 914-920 and answer questions 1-8 and 1-12 on pgs 920-921 (Discussion and rhetoric and style)
Wednesday, March 9, 2011
3/9
Warm-up: Explain why the advertisement you were given had a positive or negative effect on society.
Classwork: write synthesis essay on advertising
Homework: Due Monday: Read "A Modest Proposal" LoC pg 914-920 and answer questions 1-8 and 1-12 on pgs 920-921 (Discussion and rhetoric and style)
Classwork: write synthesis essay on advertising
Homework: Due Monday: Read "A Modest Proposal" LoC pg 914-920 and answer questions 1-8 and 1-12 on pgs 920-921 (Discussion and rhetoric and style)
Tuesday, March 8, 2011
3/8
Warm-up: Pd 2&3 - Take a space prompt and finish outlining your essay; Pd 4 take a space prompt and begin outlining your response
Classwork: Discuss space outlines and score sample essays
Homework: Review LOC chapter 3 to prepare for tomorrow's synthesis essay
Classwork: Discuss space outlines and score sample essays
Homework: Review LOC chapter 3 to prepare for tomorrow's synthesis essay
Monday, March 7, 2011
3/7
Warm-up: Complete Exercise 5 on pg 345
Classwork: Discuss homework, outline space synthesis essay
Homework: Review Chapter 3 to prepare for first 100 point synthesis essay
Classwork: Discuss homework, outline space synthesis essay
Homework: Review Chapter 3 to prepare for first 100 point synthesis essay
Thursday, March 3, 2011
3/3
Warm-up: Write a reflection about drafting your first synthesis essay.
How good are the body paragraphs that you have so far?
What do you still need to do to make it better?
Classwork: Peer review and finish drafting synthesis essays
Homework: Read LOC pg 335-343; answer 1-4 on pg 336-7, answer 1-6 on pg 338-9, and complete Exercises 1 & 2 on pg 343
How good are the body paragraphs that you have so far?
What do you still need to do to make it better?
Classwork: Peer review and finish drafting synthesis essays
Homework: Read LOC pg 335-343; answer 1-4 on pg 336-7, answer 1-6 on pg 338-9, and complete Exercises 1 & 2 on pg 343
Wednesday, March 2, 2011
Discussion Notes from 3/2
PD 2
Singer says, “The formula is simple: Whatever money you’re spending on luxuries, not necessities, should be given away.” Do you agree or disagree that people should donate excess funds to the needy? Explain why or why not.
Agree:
• yes I think we should donate funds, but not $70,000
why: funds can be used to create technology that can be used to help needy nations.
For self betterment
Disagree:
• you should give all your money, give what you feel is needed
• help ourselves first
• you need to have an emergency funds
• if you give all your money you’ll end up in need
PD 3
Singer says, “The formula is simple: Whatever money you’re spending on luxuries, not necessities, should be given away.” Do you agree or disagree that people should donate excess funds to the needy? Explain why or why not.
Agree:
Disagree: Not everyone’s necessities are the same. People have a right to spend their money the way they want. Not all excess funds should be given. Sometimes volunteering is more effective than purely donating money.
Qualify: Money would be given only if the funds would be going to advice, technology, and agriculture.
Thesis: Although monetary charity helps it does not cure the root causes of poverty. Therefore it’s not necessary for people to give up all of their funds because we could also help through volunteering, donating supplies physical items, and encouraging personal development.
Should the United States intervene in another country’s crisis? Provide specific reasons and evidence.
U.S. should intervene: Should only help countries that cannot help themselves or allies. Aid should be given to causes that interfere with human rights, the global economy, ecology, security, prosperity and when countries ask for aid.
U.S. should not intervene: Shouldn’t interfere with countries’ personal political situations. We also should not interfere with countries’ problems when it could affect our own economy.
PD 4
Singer says, “The formula is simple: Whatever money you’re spending on luxuries, not necessities, should be given away.” Do you agree or disagree that people should donate excess funds to the needy? Explain why or why not.
Agree: Little amounts of money can go a long way for the less fortunate.
Disagree: People work hard for their earnings and should be able to spend excess money on themselves. Charity is donating based on the amount you want to give. You should save money for emergencies. Giving money is important, but the government may not use the money for the right reasons. Giving money doesn’t fix the problems. If you give all of your excess money, you are indirectly suffering for if you have an unexpected emergency.
Possible thesis: I do not agree with Singer when he says that you should give all of your excess money to charity because people work hard for the money they earn and they have the right to determine how their money is spent.
Should the United States intervene in another country’s crisis? Provide specific reasons and evidence.
U.S. should intervene: The USA is considered the “big brother” of the world and if we don’t help and lead by example, other countries will do the same. As a world power, it is our duty to help other countries. It is morally right and you are helping those in need. If a lot of human lives are at risk, we should help.
U.S. should not intervene: It allows other countries to become dependent on the USA. We need to take care of the USA before we start taking care of other countries. Sometimes the USA adds to the issues instead of helping with a solution. If we are not economically stable, we should not help another country. The people of the USA may pay (taxes) for something they don’t necessarily believe in.
Possible thesis: The USA, being the head power of the world, should step into another countries crisis to uphold our reputation and because of the resources we have available to help. In the process of helping another country, it may lead to creating more enemies. I disagree that the USA should intervene with other countries issues due to possible dependency.
Should individual citizens of affluent countries contribute a portion of their income to fight AIDS in Africa? Why or why not?
Agree: Helping somebody should be more important than money.
Disagree: Not even in the USA is wealthy and stable to donate excess money. Due to being economically unstable, excess money should be used to address the issue.
Possible thesis:
Singer says, “The formula is simple: Whatever money you’re spending on luxuries, not necessities, should be given away.” Do you agree or disagree that people should donate excess funds to the needy? Explain why or why not.
Agree:
• yes I think we should donate funds, but not $70,000
why: funds can be used to create technology that can be used to help needy nations.
For self betterment
Disagree:
• you should give all your money, give what you feel is needed
• help ourselves first
• you need to have an emergency funds
• if you give all your money you’ll end up in need
PD 3
Singer says, “The formula is simple: Whatever money you’re spending on luxuries, not necessities, should be given away.” Do you agree or disagree that people should donate excess funds to the needy? Explain why or why not.
Agree:
Disagree: Not everyone’s necessities are the same. People have a right to spend their money the way they want. Not all excess funds should be given. Sometimes volunteering is more effective than purely donating money.
Qualify: Money would be given only if the funds would be going to advice, technology, and agriculture.
Thesis: Although monetary charity helps it does not cure the root causes of poverty. Therefore it’s not necessary for people to give up all of their funds because we could also help through volunteering, donating supplies physical items, and encouraging personal development.
Should the United States intervene in another country’s crisis? Provide specific reasons and evidence.
U.S. should intervene: Should only help countries that cannot help themselves or allies. Aid should be given to causes that interfere with human rights, the global economy, ecology, security, prosperity and when countries ask for aid.
U.S. should not intervene: Shouldn’t interfere with countries’ personal political situations. We also should not interfere with countries’ problems when it could affect our own economy.
PD 4
Singer says, “The formula is simple: Whatever money you’re spending on luxuries, not necessities, should be given away.” Do you agree or disagree that people should donate excess funds to the needy? Explain why or why not.
Agree: Little amounts of money can go a long way for the less fortunate.
Disagree: People work hard for their earnings and should be able to spend excess money on themselves. Charity is donating based on the amount you want to give. You should save money for emergencies. Giving money is important, but the government may not use the money for the right reasons. Giving money doesn’t fix the problems. If you give all of your excess money, you are indirectly suffering for if you have an unexpected emergency.
Possible thesis: I do not agree with Singer when he says that you should give all of your excess money to charity because people work hard for the money they earn and they have the right to determine how their money is spent.
Should the United States intervene in another country’s crisis? Provide specific reasons and evidence.
U.S. should intervene: The USA is considered the “big brother” of the world and if we don’t help and lead by example, other countries will do the same. As a world power, it is our duty to help other countries. It is morally right and you are helping those in need. If a lot of human lives are at risk, we should help.
U.S. should not intervene: It allows other countries to become dependent on the USA. We need to take care of the USA before we start taking care of other countries. Sometimes the USA adds to the issues instead of helping with a solution. If we are not economically stable, we should not help another country. The people of the USA may pay (taxes) for something they don’t necessarily believe in.
Possible thesis: The USA, being the head power of the world, should step into another countries crisis to uphold our reputation and because of the resources we have available to help. In the process of helping another country, it may lead to creating more enemies. I disagree that the USA should intervene with other countries issues due to possible dependency.
Should individual citizens of affluent countries contribute a portion of their income to fight AIDS in Africa? Why or why not?
Agree: Helping somebody should be more important than money.
Disagree: Not even in the USA is wealthy and stable to donate excess money. Due to being economically unstable, excess money should be used to address the issue.
Possible thesis:
3/2
Warm-up: Read pg 123-130 of 5 steps. List 3 pieces of important advice for writing synthesis essays.
Classwork: Discuss LOC 317-334; start drafting synthesis essays
Homework: choose one prompt and write the thesis and 2 body paragraphs
Classwork: Discuss LOC 317-334; start drafting synthesis essays
Homework: choose one prompt and write the thesis and 2 body paragraphs
Tuesday, March 1, 2011
3/1
Warm-up: Which of the community sources (pg 317-334) did you like best? Why?
Classwork: Evaluated sample synthesis essays on community service; took quiz on community sources
Homework: Review LOC pg 317-334
Classwork: Evaluated sample synthesis essays on community service; took quiz on community sources
Homework: Review LOC pg 317-334
Friday, February 25, 2011
2/28
Warm-up: N/A
Classwork: Read LOC pg 324-334 and answer questions 1-6 on pg 333 and 1-3 on pg 334
Homework: Complete any classwork that you didn't finish. On Tuesday I will collect the questions on pages 317-334 and revisions.
Classwork: Read LOC pg 324-334 and answer questions 1-6 on pg 333 and 1-3 on pg 334
Homework: Complete any classwork that you didn't finish. On Tuesday I will collect the questions on pages 317-334 and revisions.
2/25
Warm-up: Learning Strategy Survey
Classwork: Write a sample sythesis essay on the prompt: Should high schools make community service mandatory. Use at least 3 sources to support your opinion.
Homework: Read LOC pg 317-324; answer 1-6 on pg 318, answer 1-5 on 323-324
Classwork: Write a sample sythesis essay on the prompt: Should high schools make community service mandatory. Use at least 3 sources to support your opinion.
Homework: Read LOC pg 317-324; answer 1-6 on pg 318, answer 1-5 on 323-324
Thursday, February 24, 2011
2/24
Warm-up: After reading the first half of Chapter 3, what is the most important thing that you have learned about writing synthesis essays.
Classwork: Discuss Chapter 3 of LOC; score sample essays and get back argumentative essays
Homework: Revisions due 2/28; For tomorrow - read LOC75-81 and write the stance or thesis of each of the 7 sources
Classwork: Discuss Chapter 3 of LOC; score sample essays and get back argumentative essays
Homework: Revisions due 2/28; For tomorrow - read LOC75-81 and write the stance or thesis of each of the 7 sources
Wednesday, February 23, 2011
2/23
Warm-up: Write the question and choices. Choose the word or words that best fits the meaning of the sentence as a whole.
Certain book reviewers have become increasingly reverential toward the very idea of writing, as if the mere writing of a book ------- a ------- act or a selfless public service.
A. involved . . blasphemous B. repudiated . . gallant
C. constituted . . virtuous D. trivialized .ceremonious
E. embodied . . perverse
The research is so ------- that it leaves no part of the issue unexamined.
A. comprehensive B. rewarding C. sporadic
D. economical E. problematical
Classwork: Discuss the critical essays on Scarlet Letter
Homework: Read pg 61-68 in LOC, answer 1-7 on pg 68
Certain book reviewers have become increasingly reverential toward the very idea of writing, as if the mere writing of a book ------- a ------- act or a selfless public service.
A. involved . . blasphemous B. repudiated . . gallant
C. constituted . . virtuous D. trivialized .ceremonious
E. embodied . . perverse
The research is so ------- that it leaves no part of the issue unexamined.
A. comprehensive B. rewarding C. sporadic
D. economical E. problematical
Classwork: Discuss the critical essays on Scarlet Letter
Homework: Read pg 61-68 in LOC, answer 1-7 on pg 68
Friday, February 18, 2011
2/18
No 2nd or 4th period due to half day schedule
Warm-up: N/A
Classwork: Finish Debate
Homework: read and anotate the 2 critical essays
Warm-up: N/A
Classwork: Finish Debate
Homework: read and anotate the 2 critical essays
Thursday, February 17, 2011
2/17
Warm-up: Rank each of the 4 main characters in order from who suffers most to least. Then provide the criteria that you used to determine that (ex: physical suffering)
Classwork: Debate on who suffers the most
Homework: Due Tuesday: read and annotate the 2 critical essays (The Role of Pearl and The Meaning of the Scarlet A)
Classwork: Debate on who suffers the most
Homework: Due Tuesday: read and annotate the 2 critical essays (The Role of Pearl and The Meaning of the Scarlet A)
Wednesday, February 16, 2011
2/16
Warm-up: Which food is the best ice cream, soup, apples, or chocolate? Explain why it is better than the others.
Classwork: Write about Scarlet Letter
Homework: By Friday, read and annotate the two critical essays
Classwork: Write about Scarlet Letter
Homework: By Friday, read and annotate the two critical essays
2/15
Warm-up: Does the ending match what you know about each character? Explain.
Classwork: Quiz on 16-24
Homework: Review SL for essay tomorrow on effects of sin
Classwork: Quiz on 16-24
Homework: Review SL for essay tomorrow on effects of sin
Monday, February 14, 2011
2/14
Warm-up: Complete the survey thoroughly.
Classwork: Discuss the end of the book.
Homework: Review Scarlet Letter for final quiz tomorrow.
Classwork: Discuss the end of the book.
Homework: Review Scarlet Letter for final quiz tomorrow.
Friday, February 11, 2011
2/11
Warm-up: Was Dimmesdale and Hester's reunion what you expected? Why or why not?
Classwork: Discuss Chapters 13-19
Homework: Read Chapters 20-24 and complete the study guide questions
Classwork: Discuss Chapters 13-19
Homework: Read Chapters 20-24 and complete the study guide questions
Thursday, February 10, 2011
2/10
Warm-up: Reread the section in Chapter 13 that begins with "The effect of the symbol..." (paragraph 6) to (paragraph 10) "The scarlet letter had not done its office." Then answer whether you think that the letter accomplished the purpose that the magistrates intended.
Classwork: Discuss Chapters 13-19
Homework: Read Chapters 16-19 and complete study guide questions for chapters 13-19
Classwork: Discuss Chapters 13-19
Homework: Read Chapters 16-19 and complete study guide questions for chapters 13-19
Wednesday, February 9, 2011
2/9
Warm-up: Which character do you like the best so far? Why? Do you think that Hawthorne manipulates the text to make this character likable or unlikeable? If he does show bias, how? If he is unbiased, find an example of neutral language used to describe the character.
Classwork: Quiz on Chapter 13-15; Discuss Chapter 13-15
Homework: Read Chapters 16-19 by Friday
Classwork: Quiz on Chapter 13-15; Discuss Chapter 13-15
Homework: Read Chapters 16-19 by Friday
Tuesday, February 8, 2011
Scarlet Letter Questions
I posted the Scarlet Letter questions in the classroom documents tab to the right.
2/8
Warm-up: What scene in Chapters 7-12 is most important? Why?
Classwork: Discuss Chapters 7-12
Homework: Read Chapters 13-15, answer select study guide questions (see numbers on yesterday's post)
Classwork: Discuss Chapters 7-12
Homework: Read Chapters 13-15, answer select study guide questions (see numbers on yesterday's post)
Monday, February 7, 2011
2/7
Warm-up: Identify 2 quotes that you think play a major role in characterizing the change in either Dimmesdale or Chillingworth. Explain.
Classwork: Discuss Chapters 7-12; Take a quiz on 7-12
Homework: Read Chapters 13-15 by Wednesday; Study guide questions for Chapters 7-12 due on Wednesday (select #s Chapter 7 #3, Chapter 8 # 1,3,4,5,7,8,9, Chapter 9 #3,5,6,7, Chapter 10 #2,3,5, Chapter 11 #2,3,4,6, Chapter 12 # 2,4,6,8)
Classwork: Discuss Chapters 7-12; Take a quiz on 7-12
Homework: Read Chapters 13-15 by Wednesday; Study guide questions for Chapters 7-12 due on Wednesday (select #s Chapter 7 #3, Chapter 8 # 1,3,4,5,7,8,9, Chapter 9 #3,5,6,7, Chapter 10 #2,3,5, Chapter 11 #2,3,4,6, Chapter 12 # 2,4,6,8)
Friday, February 4, 2011
2/4
Warm-up: Reread the 2nd and 3rd paragraphs of Chapter 5. Then answer these questions 1. Why does Hester stay? 2. What strategies does Hawthorne use to reveal her reasons?
Classwork: Discuss Scarlet Letter; complete AP style multiple choice questions on Chapter 7
Homework: Read Chapters 1-12, answer study guide questions for Chapters 1-6
Classwork: Discuss Scarlet Letter; complete AP style multiple choice questions on Chapter 7
Homework: Read Chapters 1-12, answer study guide questions for Chapters 1-6
Thursday, February 3, 2011
2/3
Warm-up: Write a brief summary of the main idea or plot event of each of the first 6 chapters of Scarlet Letter.
Classwork: Take quiz on Chapters 1-6 of SL; discuss SL
Homework: Final draft of essay; read chapter 7
Classwork: Take quiz on Chapters 1-6 of SL; discuss SL
Homework: Final draft of essay; read chapter 7
Wednesday, February 2, 2011
2/2
Warm-up: Which essay did you choose to revise? What are your two main reasons (not examples)for taking the stance that you did?
Classwork: Revision/peer workshop on argumentative essay; Discuss first 4 chapters of Scarlet Letter
Homework: Read first 6 chapters of Scarlet Letter, work on essay
Classwork: Revision/peer workshop on argumentative essay; Discuss first 4 chapters of Scarlet Letter
Homework: Read first 6 chapters of Scarlet Letter, work on essay
Tuesday, February 1, 2011
2/1
Warm-up: Based on the research you did, would you want to live in the Massachusetts Bay Colony. Why or why not? What struggles with conformity or individuality might you have?
Classwork: Read and discuss the first couple chapters of Scarlet Letter
Homework: Finish first 4 chapters of Scarlet Letter and work on 2nd draft of argumentative essay
Classwork: Read and discuss the first couple chapters of Scarlet Letter
Homework: Finish first 4 chapters of Scarlet Letter and work on 2nd draft of argumentative essay
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