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Senior Questionnaire- RHS Counseling | |
File Size: | 25 kb |
File Type: | doc |
Admissions Committee Comments | |
File Size: | 20 kb |
File Type: | docx |
College Essay Editing Checklist | |
File Size: | 31 kb |
File Type: | doc |
Monday, June 1st - Friday, June 5th- Last week before summer!
1. Attend your class Zoom meeting: We will discuss questions you have about the admissions process and celebrate our year/semester together.
1st Hour: 10 AM on Monday
2nd Hour: 1 PM on Monday
4th Hour: 1 PM on Wednesday
5th Hour: 10 AM on Friday
2. READ something this summer!
- Check out the 2020 Project Lit books! (Here is the YA-specific list: https://twitter.com/ProjectLITComm/status/1264563235006689280/photo/3)
- RCS Reading Suggestions (lists, book recommendations from teachers, etc.): https://sites.google.com/rcs-k12.us/reading/home?authuser=0
3. Final exit slip!: https://forms.gle/bBS4nAgnPwcFDTRx9
1st Hour: 10 AM on Monday
2nd Hour: 1 PM on Monday
4th Hour: 1 PM on Wednesday
5th Hour: 10 AM on Friday
2. READ something this summer!
- Check out the 2020 Project Lit books! (Here is the YA-specific list: https://twitter.com/ProjectLITComm/status/1264563235006689280/photo/3)
- RCS Reading Suggestions (lists, book recommendations from teachers, etc.): https://sites.google.com/rcs-k12.us/reading/home?authuser=0
3. Final exit slip!: https://forms.gle/bBS4nAgnPwcFDTRx9
Tuesday, May 26th - Friday, May 29th- College Application Process
1. Attend your class Zoom meeting: We will catch-up with each other and discuss the college application process.
1st Hour: 10 AM on TUESDAY
2nd Hour: 1 PM on TUESDAY
4th Hour: 1 PM on Wednesday
5th Hour: 10 AM on Friday
- RHS Counseling Tips for the College Admissions Process / Note: Counseling is holding Zoom meetings on May 26 and 28th
- FAFSA Deadline: How Procrastinators Leave Millions on the Table
2. College Admissions Assignment- Research the admissions process for the schools you are interested in attending
- Make a copy of this file and complete AT LEAST Step 1: https://docs.google.com/document/d/1yL_l48AJb_xeIdsb3wsH03k9wS999xQ3CVhjRi6g3Rk/edit?usp=sharing
3. A note on letters of recommendation:
I, personally, do NOT accept letter of recommendation requests in the fall due to the number of requests I receive, so you must be proactive. Other teachers may have their own preferences and procedures, so please reach out to those teachers individually.
* I will discuss tips for asking for letters of recommendations and what you might be required to submit in order to qualify in our Zoom meeting *
3. SUGGESTED: Create your resume and consider tackling your college essays sooner rather than later.
- Resume writing: https://www.smore.com/06pj4 (you might also include test scores, list of advanced coursework, etc.)
- 2020-21 Common App Essay Prompts
- Tips from University of Tampa admissions counselor (how to write-- and not write-- a college essay)
- Read "Essays that Worked" according to Johns Hopkins admissions department
- Teen Ink College Essays
- Revise/edit college essay
4. Exit slip: https://forms.gle/LkTYBFeZTVAeiDSw9
1st Hour: 10 AM on TUESDAY
2nd Hour: 1 PM on TUESDAY
4th Hour: 1 PM on Wednesday
5th Hour: 10 AM on Friday
- RHS Counseling Tips for the College Admissions Process / Note: Counseling is holding Zoom meetings on May 26 and 28th
- FAFSA Deadline: How Procrastinators Leave Millions on the Table
2. College Admissions Assignment- Research the admissions process for the schools you are interested in attending
- Make a copy of this file and complete AT LEAST Step 1: https://docs.google.com/document/d/1yL_l48AJb_xeIdsb3wsH03k9wS999xQ3CVhjRi6g3Rk/edit?usp=sharing
3. A note on letters of recommendation:
I, personally, do NOT accept letter of recommendation requests in the fall due to the number of requests I receive, so you must be proactive. Other teachers may have their own preferences and procedures, so please reach out to those teachers individually.
* I will discuss tips for asking for letters of recommendations and what you might be required to submit in order to qualify in our Zoom meeting *
3. SUGGESTED: Create your resume and consider tackling your college essays sooner rather than later.
- Resume writing: https://www.smore.com/06pj4 (you might also include test scores, list of advanced coursework, etc.)
- 2020-21 Common App Essay Prompts
- Tips from University of Tampa admissions counselor (how to write-- and not write-- a college essay)
- Read "Essays that Worked" according to Johns Hopkins admissions department
- Teen Ink College Essays
- Revise/edit college essay
4. Exit slip: https://forms.gle/LkTYBFeZTVAeiDSw9
Monday, May 25th- Memorial Day
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Before Wednesday's exam, review the testing guide, Exam demo, and test day checklist.
• Locate your e-ticket, which is emailed two days before each exam
• Use a recommended browser, update it to the latest version, and disable plugins
• Keep an eye on the time and begin your submission at the 5-minute mark
• Additional tips to help you succeed are available here
Monday, May 18th - Friday, May 22nd- AP Exam Week!
-1. Attend a Zoom meeting:
- Before the test: Monday at 10 AM / Monday at 1 PM / Tuesday by appointment beginning at 10 AM / Tuesday at 1 PM (4th/5th optional meeting)
- After the test: Thursday (office hours) and Friday at 10 AM
- Link to student Thatcher prompt student samples: https://secure-media.collegeboard.org/digitalServices/pdf/ap/apcentral/ap16_english_language_q2.pdf
- Link to 2020 rhetorical analysis rubric (p. 5-7): https://apcentral.collegeboard.org/pdf/ap-english-language-and-composition-frqs-1-2-3-scoring-rubrics.pdf
2. OPTIONAL rhetorical analysis prompts if you want more practice:
- 2019 Gandhi Prompt: https://apstudents.collegeboard.org/ap/pdf/ap19-frq-english-language.pdf
- 2019 Gandhi Student Samples: https://secure-media.collegeboard.org/ap/pdf/ap-english-language-and-composition-2019-frq2-samples-2020-rubrics.pdf
- 2019 Gandhi Scoring with 2020 Rubric: https://secure-media.collegeboard.org/ap/pdf/ap-english-language-and-composition-2019-frq2-scoring-commentaries-2020-rubrics.pdf
- 2008 Barry Prompt (Spanish Flu): https://secure-media.collegeboard.org/apc/ap08_eng_lang_frq.pdf
- 2008 Barry Student Samples: https://secure-media.collegeboard.org/apc/ap08_english_lang_q2.pdf
- 2014 Adams Prompt: https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap14_frq_english_language.pdf
- 2014 Adams Student Samples: https://secure-media.collegeboard.org/digitalServices/pdf/ap/apcentral/ap14_english_lang_q2.pdf
3. OPTIONAL video support:
- For those who are feeling OVERWHELMED/CONFUSED, watch this: https://www.youtube.com/watch?v=35NsF5YgZcg&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=11
- 7 tips for the RA Essay (Garden of English): https://www.youtube.com/watch?feature=youtu.be&v=31Uh6spBeJ8&d=n&app=desktop
4. Post-Test Celebratory Exit Slip: Click here for link!
- Before the test: Monday at 10 AM / Monday at 1 PM / Tuesday by appointment beginning at 10 AM / Tuesday at 1 PM (4th/5th optional meeting)
- After the test: Thursday (office hours) and Friday at 10 AM
- Link to student Thatcher prompt student samples: https://secure-media.collegeboard.org/digitalServices/pdf/ap/apcentral/ap16_english_language_q2.pdf
- Link to 2020 rhetorical analysis rubric (p. 5-7): https://apcentral.collegeboard.org/pdf/ap-english-language-and-composition-frqs-1-2-3-scoring-rubrics.pdf
2. OPTIONAL rhetorical analysis prompts if you want more practice:
- 2019 Gandhi Prompt: https://apstudents.collegeboard.org/ap/pdf/ap19-frq-english-language.pdf
- 2019 Gandhi Student Samples: https://secure-media.collegeboard.org/ap/pdf/ap-english-language-and-composition-2019-frq2-samples-2020-rubrics.pdf
- 2019 Gandhi Scoring with 2020 Rubric: https://secure-media.collegeboard.org/ap/pdf/ap-english-language-and-composition-2019-frq2-scoring-commentaries-2020-rubrics.pdf
- 2008 Barry Prompt (Spanish Flu): https://secure-media.collegeboard.org/apc/ap08_eng_lang_frq.pdf
- 2008 Barry Student Samples: https://secure-media.collegeboard.org/apc/ap08_english_lang_q2.pdf
- 2014 Adams Prompt: https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap14_frq_english_language.pdf
- 2014 Adams Student Samples: https://secure-media.collegeboard.org/digitalServices/pdf/ap/apcentral/ap14_english_lang_q2.pdf
3. OPTIONAL video support:
- For those who are feeling OVERWHELMED/CONFUSED, watch this: https://www.youtube.com/watch?v=35NsF5YgZcg&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=11
- 7 tips for the RA Essay (Garden of English): https://www.youtube.com/watch?feature=youtu.be&v=31Uh6spBeJ8&d=n&app=desktop
4. Post-Test Celebratory Exit Slip: Click here for link!
RA Quick Guide with Examples- Garden of English | |
File Size: | 206 kb |
File Type: |
Monday, May 11th - Friday, May 15th - Week 1 of AP Testing / Last Week for Seniors!
1. Attend your class Zoom meeting: If you have other AP tests this week, you can pick a different class meeting to attend or just let me know via email or Remind that you will miss this week's Zoom due to testing. Good luck if you are testing this week!
1st Hour: 10 AM on Monday
2nd Hour: 1 PM on Monday
4th Hour: 1 PM on Wednesday
5th Hour: 10 AM on Friday
- Link to student Thatcher prompt student samples: https://secure-media.collegeboard.org/digitalServices/pdf/ap/apcentral/ap16_english_language_q2.pdf
- Link to 2020 rhetorical analysis rubric (p. 5-7): https://apcentral.collegeboard.org/pdf/ap-english-language-and-composition-frqs-1-2-3-scoring-rubrics.pdf
2. OPTIONAL rhetorical analysis prompts if you want more practice:
- 2019 Gandhi Prompt: https://apstudents.collegeboard.org/ap/pdf/ap19-frq-english-language.pdf
- 2019 Gandhi Student Samples: https://secure-media.collegeboard.org/ap/pdf/ap-english-language-and-composition-2019-frq2-samples-2020-rubrics.pdf
- 2019 Gandhi Scoring with 2020 Rubric: https://secure-media.collegeboard.org/ap/pdf/ap-english-language-and-composition-2019-frq2-scoring-commentaries-2020-rubrics.pdf
- 2011 Florence Kelley Prompt: https://secure-media.collegeboard.org/apc/ap11_frq_english_language.pdf
- 2011 Florence Kelley Student Samples: https://secure-media.collegeboard.org/apc/ap11_english_language_q2.pdf
3. OPTIONAL video support:
- For those who are feeling OVERWHELMED/CONFUSED, watch this: https://www.youtube.com/watch?v=35NsF5YgZcg&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=11
- For those who want a CHALLENGE, try this prompt: https://www.youtube.com/watch?v=3GvYvkEIe7Y&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=31
and then watch this after: https://www.youtube.com/watch?v=mLppw0f4VcM&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=32
4. FINAL EXIT SLIP FOR SENIORS: https://forms.gle/sFUrDGWie4UtquFfA
(Juniors, you can check this out but don't submit anything this week. You can send me a message you want me to add for seniors though.)
1st Hour: 10 AM on Monday
2nd Hour: 1 PM on Monday
4th Hour: 1 PM on Wednesday
5th Hour: 10 AM on Friday
- Link to student Thatcher prompt student samples: https://secure-media.collegeboard.org/digitalServices/pdf/ap/apcentral/ap16_english_language_q2.pdf
- Link to 2020 rhetorical analysis rubric (p. 5-7): https://apcentral.collegeboard.org/pdf/ap-english-language-and-composition-frqs-1-2-3-scoring-rubrics.pdf
2. OPTIONAL rhetorical analysis prompts if you want more practice:
- 2019 Gandhi Prompt: https://apstudents.collegeboard.org/ap/pdf/ap19-frq-english-language.pdf
- 2019 Gandhi Student Samples: https://secure-media.collegeboard.org/ap/pdf/ap-english-language-and-composition-2019-frq2-samples-2020-rubrics.pdf
- 2019 Gandhi Scoring with 2020 Rubric: https://secure-media.collegeboard.org/ap/pdf/ap-english-language-and-composition-2019-frq2-scoring-commentaries-2020-rubrics.pdf
- 2011 Florence Kelley Prompt: https://secure-media.collegeboard.org/apc/ap11_frq_english_language.pdf
- 2011 Florence Kelley Student Samples: https://secure-media.collegeboard.org/apc/ap11_english_language_q2.pdf
3. OPTIONAL video support:
- For those who are feeling OVERWHELMED/CONFUSED, watch this: https://www.youtube.com/watch?v=35NsF5YgZcg&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=11
- For those who want a CHALLENGE, try this prompt: https://www.youtube.com/watch?v=3GvYvkEIe7Y&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=31
and then watch this after: https://www.youtube.com/watch?v=mLppw0f4VcM&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=32
4. FINAL EXIT SLIP FOR SENIORS: https://forms.gle/sFUrDGWie4UtquFfA
(Juniors, you can check this out but don't submit anything this week. You can send me a message you want me to add for seniors though.)
Monday, May 4th - Friday, May 8th - Mock AP Exam (45 min to write)
1. Attend your class Zoom meeting: We will catch-up with each other, review last week's body paragraphs, & explore tips for exam day.
1st Hour: 10 AM on Monday
2nd Hour: 1 PM on Monday
4th Hour: 1 PM on Wednesday
5th Hour: 10 AM on Friday
- Link to student JFK prompt student samples: https://secure-media.collegeboard.org/apc/ap12_english_language_q2.pdf
- Link to 2020 rhetorical analysis rubric (p. 5-7): https://apcentral.collegeboard.org/pdf/ap-english-language-and-composition-frqs-1-2-3-scoring-rubrics.pdf
2. Timed exam practice (45 minutes to read, plan, and write / 5 minutes to "submit")
*** Click here for link to the prompt- Thatcher's eulogy for Reagan, Question 2 on p.10-11 of the pdf ***
Here is the link to the exam day demo (practice submitting using the testing interface): https://ap2020examdemo.collegeboard.org/
3. OPTIONAL video support (I recommend reviewing after writing your response):
- Video 1: Crafting a thesis using the Thatcher and Albright prompts (difference between device-driven essay and idea-driven essay)
https://www.youtube.com/watch?v=vPJGDf0LmOA&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=14
- Video 2: Constructing sophisticated conclusions using the Thatcher prompt
- https://www.youtube.com/watch?v=CcOwl6rdZYY&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=16&t=0s
- Note: There will also be two live timed write practice sessions on YouTube this week followed the next day by a review of the previous day's prompt.
4. Exit slip/Assignment Submission: Click here for link to submit your Thatcher timed write- Due: Next Week
1st Hour: 10 AM on Monday
2nd Hour: 1 PM on Monday
4th Hour: 1 PM on Wednesday
5th Hour: 10 AM on Friday
- Link to student JFK prompt student samples: https://secure-media.collegeboard.org/apc/ap12_english_language_q2.pdf
- Link to 2020 rhetorical analysis rubric (p. 5-7): https://apcentral.collegeboard.org/pdf/ap-english-language-and-composition-frqs-1-2-3-scoring-rubrics.pdf
2. Timed exam practice (45 minutes to read, plan, and write / 5 minutes to "submit")
*** Click here for link to the prompt- Thatcher's eulogy for Reagan, Question 2 on p.10-11 of the pdf ***
Here is the link to the exam day demo (practice submitting using the testing interface): https://ap2020examdemo.collegeboard.org/
3. OPTIONAL video support (I recommend reviewing after writing your response):
- Video 1: Crafting a thesis using the Thatcher and Albright prompts (difference between device-driven essay and idea-driven essay)
https://www.youtube.com/watch?v=vPJGDf0LmOA&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=14
- Video 2: Constructing sophisticated conclusions using the Thatcher prompt
- https://www.youtube.com/watch?v=CcOwl6rdZYY&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=16&t=0s
- Note: There will also be two live timed write practice sessions on YouTube this week followed the next day by a review of the previous day's prompt.
4. Exit slip/Assignment Submission: Click here for link to submit your Thatcher timed write- Due: Next Week
Monday, April 27th - Friday, May 1st - JFK Evidence Integration & Reasoning (Body Paragraphs)
1. Attend your class Zoom meeting: We will catch-up with each other, review last week's JFK précis, & learn how to strengthen reasoning/commentary.
1st Hour: 10 AM on Monday
2nd Hour: 1 PM on Monday
4th Hour: 1 PM on Wednesday
5th Hour: 10 AM on Friday
2. Write two (or three) body paragraphs based on the evidence you outlined for the JFK prompt last week. Pay special attention to the development of your reasoning (commentary).
*** Click here for link to the prompt- JFK Steel Speech, Question 2 on p.10-11 of the pdf ***
3. OPTIONAL video support:
- Video 1: Tips with examples from the 2019 Gandhi prompt
https://www.youtube.com/watch?v=MXZT1CwmDZk&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=20
- Video 2: Tips with 3 examples from an Abigail Adams prompt (13:27-33 min). You can skip through and just read the slides if you want.
https://www.youtube.com/watch?v=Nj8yEXpCKR8&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=3
4. Exit slip/Assignment Submission: Click here for link to submit your JFK BODY PARAGRAPHS- Due: Next Week
1st Hour: 10 AM on Monday
2nd Hour: 1 PM on Monday
4th Hour: 1 PM on Wednesday
5th Hour: 10 AM on Friday
2. Write two (or three) body paragraphs based on the evidence you outlined for the JFK prompt last week. Pay special attention to the development of your reasoning (commentary).
*** Click here for link to the prompt- JFK Steel Speech, Question 2 on p.10-11 of the pdf ***
3. OPTIONAL video support:
- Video 1: Tips with examples from the 2019 Gandhi prompt
https://www.youtube.com/watch?v=MXZT1CwmDZk&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=20
- Video 2: Tips with 3 examples from an Abigail Adams prompt (13:27-33 min). You can skip through and just read the slides if you want.
https://www.youtube.com/watch?v=Nj8yEXpCKR8&list=PLoGgviqq4845w6_VxQLtAmVypmSMtTd0r&index=3
4. Exit slip/Assignment Submission: Click here for link to submit your JFK BODY PARAGRAPHS- Due: Next Week
Rhetorical Precis | |
File Size: | 96 kb |
File Type: |
Monday, April 20th - Friday, April 24th- JFK Rhetorical Précis
1. Attend your class Zoom meeting: We will catch-up with each other, review last week's précis, & practice prediction as a strategy with the JFK prompt.
1st Hour: 10 AM on Monday
2nd Hour: 1 PM on Monday
4th Hour: 1 PM on Wednesday
5th Hour: 10 AM on Friday
2. Read this week's rhetorical analysis prompt (7 min)- Rather than printing and annotating the passage like we'd normally do in class, I recommend taking quick notes on a separate sheet of paper as you read on your screen in order to simulate our online AP test this year. If you want to print the passage, I would suggest timing how long that process takes to see if it is a viable option the day of the test.
*** Click here for link to the prompt- JFK Steel Speech, Question 2 on p.10-11 of the pdf ***
3. Write a rhetorical précis (3-4 strong sentences) based on the JFK prompt and provide a brief outline of what EVIDENCE you would use if you were to write a full essay (a few bullet points per paragraph). Don't worry about reasoning. We will discuss reasoning as our focus next week.
- Context & EXIGENCE: Who is writing? When? Why? What is the catalyst for writing?
- PURPOSE: What is the writer arguing (or other rhetorically accurate verb)? Describe the argument chronologically.
- HOW is the writer crafting the argument? Describe at least two rhetorical strategies and describe the intended purpose or effect of each.
Do NOT just identify random devices and list examples. Consider which strategies are most important to the argument and how the rhetorical choices build upon one another.
- Who is the AUDIENCE, and how does the writer tailor the argument to this specific audience? Feel free to move or incorporate this part wherever it makes sense. For example, you might explain how the rhetorical strategies were implemented with the audience in mind or how the speaker/audience relationship is particularly significant, etc.
4. Exit slip/Assignment Submission: Click here for link to submit your JFK rhetorical precis!
1st Hour: 10 AM on Monday
2nd Hour: 1 PM on Monday
4th Hour: 1 PM on Wednesday
5th Hour: 10 AM on Friday
2. Read this week's rhetorical analysis prompt (7 min)- Rather than printing and annotating the passage like we'd normally do in class, I recommend taking quick notes on a separate sheet of paper as you read on your screen in order to simulate our online AP test this year. If you want to print the passage, I would suggest timing how long that process takes to see if it is a viable option the day of the test.
*** Click here for link to the prompt- JFK Steel Speech, Question 2 on p.10-11 of the pdf ***
3. Write a rhetorical précis (3-4 strong sentences) based on the JFK prompt and provide a brief outline of what EVIDENCE you would use if you were to write a full essay (a few bullet points per paragraph). Don't worry about reasoning. We will discuss reasoning as our focus next week.
- Context & EXIGENCE: Who is writing? When? Why? What is the catalyst for writing?
- PURPOSE: What is the writer arguing (or other rhetorically accurate verb)? Describe the argument chronologically.
- HOW is the writer crafting the argument? Describe at least two rhetorical strategies and describe the intended purpose or effect of each.
Do NOT just identify random devices and list examples. Consider which strategies are most important to the argument and how the rhetorical choices build upon one another.
- Who is the AUDIENCE, and how does the writer tailor the argument to this specific audience? Feel free to move or incorporate this part wherever it makes sense. For example, you might explain how the rhetorical strategies were implemented with the audience in mind or how the speaker/audience relationship is particularly significant, etc.
4. Exit slip/Assignment Submission: Click here for link to submit your JFK rhetorical precis!
Typed Student Sample Essays (Scores and explanations at the bottom of the document) | |
File Size: | 16 kb |
File Type: | docx |
Monday, April 13th - Friday, April 17th- Satire Wrap-Up / Rhetorical Analysis Review
(Optional): If you need a rhetorical analysis refresher before embarking on this week's lesson, watch one or more of the new official AP videos first. This video might be a good starting place. A link to practice passages/handouts for all of these videos be found in the video description.
1. Read this week's rhetorical analysis prompt (7 min)- Rather than printing and annotating the passage like we'd normally do in class, I recommend taking quick notes on a separate sheet of paper as you read on your screen in order to simulate our online AP test this year.
*** Click here for link to the prompt- Wilson's Satirical Environmentalist Passage, Question 2 on p. 12 of the pdf ***
2. Write a rhetorical précis (3-4 strong sentences) based on the Wilson prompt- See directions below (& check files above for additional support)
Note: You may choose to write a complete timed essay (about 30 min) for practice, but for this prompt, I am only requiring a rhetorical précis.
- Context & EXIGENCE: Who is writing? When? Why? What is the catalyst for writing?
- PURPOSE: What is the writer arguing (or other rhetorically accurate verb)? Describe the argument chronologically.
- HOW is the writer crafting the argument? Describe at least two rhetorical strategies and describe the intended purpose or effect of each.
Do NOT just identify random devices and list examples. Consider which strategies are most important to the argument and how the rhetorical choices build upon one another.
- Who is the AUDIENCE, and how does the writer tailor the argument to this specific audience? Feel free to move or incorporate this part wherever it makes sense. For example, you might explain how the rhetorical strategies were implemented with the audience in mind or how the speaker/audience relationship is particularly significant, etc.
3. Attend your class Zoom meeting: We will catch-up with each other, discuss RCS and AP updates, and review RA tips from AP readers.
1st Hour: 10-11 AM on Monday
2nd Hour: 1-2 PM on Monday
4th Hour: 1-2 PM on Wednesday
5th Hour: 10-11 AM on Friday
4. Exit slip/Assignment Submission: Click here for link!
1. Read this week's rhetorical analysis prompt (7 min)- Rather than printing and annotating the passage like we'd normally do in class, I recommend taking quick notes on a separate sheet of paper as you read on your screen in order to simulate our online AP test this year.
*** Click here for link to the prompt- Wilson's Satirical Environmentalist Passage, Question 2 on p. 12 of the pdf ***
2. Write a rhetorical précis (3-4 strong sentences) based on the Wilson prompt- See directions below (& check files above for additional support)
Note: You may choose to write a complete timed essay (about 30 min) for practice, but for this prompt, I am only requiring a rhetorical précis.
- Context & EXIGENCE: Who is writing? When? Why? What is the catalyst for writing?
- PURPOSE: What is the writer arguing (or other rhetorically accurate verb)? Describe the argument chronologically.
- HOW is the writer crafting the argument? Describe at least two rhetorical strategies and describe the intended purpose or effect of each.
Do NOT just identify random devices and list examples. Consider which strategies are most important to the argument and how the rhetorical choices build upon one another.
- Who is the AUDIENCE, and how does the writer tailor the argument to this specific audience? Feel free to move or incorporate this part wherever it makes sense. For example, you might explain how the rhetorical strategies were implemented with the audience in mind or how the speaker/audience relationship is particularly significant, etc.
3. Attend your class Zoom meeting: We will catch-up with each other, discuss RCS and AP updates, and review RA tips from AP readers.
1st Hour: 10-11 AM on Monday
2nd Hour: 1-2 PM on Monday
4th Hour: 1-2 PM on Wednesday
5th Hour: 10-11 AM on Friday
4. Exit slip/Assignment Submission: Click here for link!
Spring Break: Friday, April 3rd to Friday, April 10th
Satirical Terms | |
File Size: | 125 kb |
File Type: |
Monday, March 30th - Thursday, April 2nd- The Serious (Juvenalian) Side of Satire
1. Monday/Tuesday check-in: Click here for link to form (log into district Google account first).
2. Watch my "Serious Side of Satire" video (7 min) AND the two clips below (3 min)- Check district email for link to my video.
Remember to watch my video before these two clips: Jon Stewart clip link / Conan clip link
3. Read "A Modest Proposal" by Jonathan Swift (file above) before our Zoom meeting.
You might also choose to read (or listen to) the Sedaris essay posted above because we would typically have read it along with last week's lighthearted satire if we were in the classroom.
4. Attend your class Zoom meeting: We will discuss "A Modest Proposal" (and perhaps the Sedaris essay too as a means to compare tone, purpose, etc.).
1st Hour: 10-11 AM on Monday
2nd Hour: 1-2 PM on Monday
4th Hour: 1-2 PM on Wednesday
5th Hour: 10-11 AM on THURSDAY (optional if you have other conflicts) since Friday is the start of break
5. Thursday/Friday exit slip: Click here for link!
2. Watch my "Serious Side of Satire" video (7 min) AND the two clips below (3 min)- Check district email for link to my video.
Remember to watch my video before these two clips: Jon Stewart clip link / Conan clip link
3. Read "A Modest Proposal" by Jonathan Swift (file above) before our Zoom meeting.
You might also choose to read (or listen to) the Sedaris essay posted above because we would typically have read it along with last week's lighthearted satire if we were in the classroom.
4. Attend your class Zoom meeting: We will discuss "A Modest Proposal" (and perhaps the Sedaris essay too as a means to compare tone, purpose, etc.).
1st Hour: 10-11 AM on Monday
2nd Hour: 1-2 PM on Monday
4th Hour: 1-2 PM on Wednesday
5th Hour: 10-11 AM on THURSDAY (optional if you have other conflicts) since Friday is the start of break
5. Thursday/Friday exit slip: Click here for link!
Highly Suggested for French Students: If you choose to read the Sedaris essay, click here for the author's own audio version- 3:08:47- 3:20:10 (12 min)
A Modest Proposal- Read by your 3/30- 4/3 Zoom meeting | |
File Size: | 4281 kb |
File Type: |
Optional (but encouraged!) reading: David Sedaris essay | |
File Size: | 183 kb |
File Type: |
Monday, March 23rd - Friday, March 27th- Intro to Satire (Horatian Satire)
1. Monday/Tuesday check-in: Click here for link to form (log into district Google account first). You won't want to miss this edition!
2. Watch my "Intro to Satire" video (11 min)- Check district email or Remind for link to video.
Find at least one article or video to discuss (links available below for your convenience). Identify elements of satire in whatever you choose using the "Satirical Terms & Definitions" document above for guidance.
Note: Here are three links to video clips that I would have shown in class because they take different satirical approaches: Video 1 / Video 2 / Video 3
If you have time (about 15 min), I encourage you to watch these before our Zoom meeting. We will discuss the topic, satirical techniques, and effectiveness of each. Questions to consider: What is the tone (lighthearted, critical, bitter, serious, etc.) of each? Which videos do you think are effective in achieving their purpose (if any), and which are just funny?
3. Attend your class Zoom meeting: We will discuss the AP test update as well as satire (which has shown up on AP Lang FRQs multiple times!).
1st Hour: 10-11 AM on Monday
2nd Hour: 1-2 PM on Monday
4th Hour: 1-2 PM on Wednesday
5th Hour: 10-11 AM on Friday
4. Thursday/Friday exit slip: Click here for link!
2. Watch my "Intro to Satire" video (11 min)- Check district email or Remind for link to video.
Find at least one article or video to discuss (links available below for your convenience). Identify elements of satire in whatever you choose using the "Satirical Terms & Definitions" document above for guidance.
Note: Here are three links to video clips that I would have shown in class because they take different satirical approaches: Video 1 / Video 2 / Video 3
If you have time (about 15 min), I encourage you to watch these before our Zoom meeting. We will discuss the topic, satirical techniques, and effectiveness of each. Questions to consider: What is the tone (lighthearted, critical, bitter, serious, etc.) of each? Which videos do you think are effective in achieving their purpose (if any), and which are just funny?
3. Attend your class Zoom meeting: We will discuss the AP test update as well as satire (which has shown up on AP Lang FRQs multiple times!).
1st Hour: 10-11 AM on Monday
2nd Hour: 1-2 PM on Monday
4th Hour: 1-2 PM on Wednesday
5th Hour: 10-11 AM on Friday
4. Thursday/Friday exit slip: Click here for link!
Here are some links to satirical sources that you might explore:
Articles
- The Onion
- The Beaverton (Canada)
- The Shovel (Australia)
- The Borowitz Report (a satirical humor section of The New Yorker)
- Clickhole
Videos
- Saturday Night Live (SNL)
- The Daily Show with Trevor Noah
- Last Week Tonight with John Oliver (Content advisory: Language)
- The Colbert Report (old)
- The Daily Show with Jon Stewart (old)
Note: Be sure to choose an article/video that is thematically school appropriate to share as we can avoid language choices during our discussion but not the main idea of the source. Please be advised that some sources like "Last Week Tonight with John Oliver" may have coarse language.
- The Onion
- The Beaverton (Canada)
- The Shovel (Australia)
- The Borowitz Report (a satirical humor section of The New Yorker)
- Clickhole
Videos
- Saturday Night Live (SNL)
- The Daily Show with Trevor Noah
- Last Week Tonight with John Oliver (Content advisory: Language)
- The Colbert Report (old)
- The Daily Show with Jon Stewart (old)
Note: Be sure to choose an article/video that is thematically school appropriate to share as we can avoid language choices during our discussion but not the main idea of the source. Please be advised that some sources like "Last Week Tonight with John Oliver" may have coarse language.
Wednesday, March 18th - Friday, March 20th
1. Check your email and watch video. Join Remind (code in email) if you want an easy way to communicate with me in addition to district email.
(I noticed a mistake in my video update: College Board has cancelled the May SAT and not the June one at this point per their website)
SAT: https://pages.collegeboard.org/natural-disasters / AP Testing: https://apcentral.collegeboard.org/about-ap/news-changes/coronavirus-update
2. Thursday: Test our digital meeting platform Zoom. Come and chat (similar to a group text) with me and your classmates as we keep our Lang community strong in a time of social distancing.
***All AP Lang Classes: This week, I will hold “office hours” for interested students on Thursday (because I miss you). Check your email on Thursday for the link to join. 1st and 2nd Hour students can join at any time from 12:00 PM-1:00 PM and 4th and 5th hour students can jump in between 1:00 PM and 2:00 PM (these are suggestions to avoid overcrowding issues, but if you miss your time slot, you can check in during another hour's time).
Friday (5th Hour and ANY student who missed today's check-in and wants to join): We will hold a 5th Hour Zoom meeting from 10-11 AM. FYI: I will ask for a few volunteers to test the video chat function, so if you're interested make sure you and your surroundings are camera-ready!
3. Click here to complete this week’s exit slip!
(I noticed a mistake in my video update: College Board has cancelled the May SAT and not the June one at this point per their website)
SAT: https://pages.collegeboard.org/natural-disasters / AP Testing: https://apcentral.collegeboard.org/about-ap/news-changes/coronavirus-update
2. Thursday: Test our digital meeting platform Zoom. Come and chat (similar to a group text) with me and your classmates as we keep our Lang community strong in a time of social distancing.
***All AP Lang Classes: This week, I will hold “office hours” for interested students on Thursday (because I miss you). Check your email on Thursday for the link to join. 1st and 2nd Hour students can join at any time from 12:00 PM-1:00 PM and 4th and 5th hour students can jump in between 1:00 PM and 2:00 PM (these are suggestions to avoid overcrowding issues, but if you miss your time slot, you can check in during another hour's time).
Friday (5th Hour and ANY student who missed today's check-in and wants to join): We will hold a 5th Hour Zoom meeting from 10-11 AM. FYI: I will ask for a few volunteers to test the video chat function, so if you're interested make sure you and your surroundings are camera-ready!
3. Click here to complete this week’s exit slip!
Monday, March 16th - Tuesday, March 17th
1. Over 80% of you have responded to the survey so far. Thank you!
If you have not yet taken the survey, please log into your district Google account and take this survey for our class when you get a chance:
1st Hour- Click here
2nd Hour- Click here
4th Hour- Click here
5th Hour- Click here
2. Please check your district email regularly for important updates. Full disclosure: After sending Monday's update, I spotted a "that that" typo in my email that is driving me crazy! :)
Stay tuned for updates from the district and me in the next few days! In the meantime, reading a book or writing in a journal are two content-specific activities that are meaningful, so take advantage now that you might have more time for them! Also, draw or paint, go for a walk/run/bike ride, and do the other things you don't typically have time to enjoy (while also following social distancing guidelines).
Optional (but it’s cute!): Click here to read this feel-good article that I planned to share last week if you need a pick-me-up: “My toy walrus waited 25 years in the Arctic”
If you have not yet taken the survey, please log into your district Google account and take this survey for our class when you get a chance:
1st Hour- Click here
2nd Hour- Click here
4th Hour- Click here
5th Hour- Click here
2. Please check your district email regularly for important updates. Full disclosure: After sending Monday's update, I spotted a "that that" typo in my email that is driving me crazy! :)
Stay tuned for updates from the district and me in the next few days! In the meantime, reading a book or writing in a journal are two content-specific activities that are meaningful, so take advantage now that you might have more time for them! Also, draw or paint, go for a walk/run/bike ride, and do the other things you don't typically have time to enjoy (while also following social distancing guidelines).
Optional (but it’s cute!): Click here to read this feel-good article that I planned to share last week if you need a pick-me-up: “My toy walrus waited 25 years in the Arctic”
Friday, March 13th- No School for Students
Congratulations on the completion of the research unit! Thank you for submitting your essays to turnitin.com and for all of your hard word to accomplish this. Please take a moment to reflect with pride on this accomplishment and celebrate since we didn't get the chance to do so as a class this week. You are awesome!
Thursday, March 12th- No School for Students
Tips to help with answering analogy questions- Click here
Analogy Practice Quizzes- Click Here
AP Vocab for Test 9 | |
File Size: | 42 kb |
File Type: | doc |
Wednesday, March 11th
Learning Target: Students will be able to reflect upon their understanding of this unit's vocabulary, rhetorical terms, and concepts.
- Test corrections
- Rubric and end-of-paper checklist
Homework: Finish your paper! SUBMIT TO TURNITIN.COM AND PRINT
Upcoming: Presentations will begin on 3/19?
Th- Collect papers and look at student sample presentations
F- Meet in the Media Center to work on presentations- Due: Next week
- Test corrections
- Rubric and end-of-paper checklist
Homework: Finish your paper! SUBMIT TO TURNITIN.COM AND PRINT
Upcoming: Presentations will begin on 3/19?
Th- Collect papers and look at student sample presentations
F- Meet in the Media Center to work on presentations- Due: Next week
Argumentative Research Paper Rubric | |
File Size: | 90 kb |
File Type: | doc |
End-of-Paper Checklist | |
File Size: | 14 kb |
File Type: | docx |
Tuesday, March 10th- No School (Primary Election Day)
Monday, March 9th- Meet in the Media Center
Learning Target: Students will be able to compose a final draft, synthesizing their sources and organizing their argument.
- Finish drafting argumentative research essay (6-7 written pages total not including title page or bibliography)
- Revise final draft using checklist from last week before submitting final copy on Thursday
Homework: Enjoy your day off tomorrow / Finish your paper by Thursday
Upcoming: No School on Tuesday, 3/10
Presentations will begin on 3/18?
- Finish drafting argumentative research essay (6-7 written pages total not including title page or bibliography)
- Revise final draft using checklist from last week before submitting final copy on Thursday
Homework: Enjoy your day off tomorrow / Finish your paper by Thursday
Upcoming: No School on Tuesday, 3/10
Presentations will begin on 3/18?
Wednesday, March 11th
Friday, March 6th- 1/2 Day
Learning Target: Students will be able to compose a rough draft, synthesizing their sources and organizing their argument.
- Assign vocab for Test 9
- Highlighting as part of revision process
Homework: None / Continue to work on your final paper next week
Upcoming: 1/2 Day (F), Lab Day (Monday, 3/9), No School on Tuesday, 3/10
Tentative Due Dates: Final paper will be due the following week- Thursday, 3/12 / Presentations will begin on 3/18?
- Assign vocab for Test 9
- Highlighting as part of revision process
Homework: None / Continue to work on your final paper next week
Upcoming: 1/2 Day (F), Lab Day (Monday, 3/9), No School on Tuesday, 3/10
Tentative Due Dates: Final paper will be due the following week- Thursday, 3/12 / Presentations will begin on 3/18?
Thursday, March 5th
Learning Target: Students will be able to gather relevant information from a variety of print and digital sources. They will then compose a rough draft, synthesizing their sources and organizing their argument.
- How to avoid unintentional plagiarism
- Using in-text citations in your sentences and varying syntax when using quotes
- Rough draft check-in and revision process: Highlighting as part of revision process
Homework: None / Continue to work on your final paper next week
Upcoming: 1/2 Day (F), Lab Day (Monday, 3/9), No School on Tuesday, 3/10
Tentative Due Dates: Final paper will be due the following week- 3/11? / Presentations will begin on 3/18?
- How to avoid unintentional plagiarism
- Using in-text citations in your sentences and varying syntax when using quotes
- Rough draft check-in and revision process: Highlighting as part of revision process
Homework: None / Continue to work on your final paper next week
Upcoming: 1/2 Day (F), Lab Day (Monday, 3/9), No School on Tuesday, 3/10
Tentative Due Dates: Final paper will be due the following week- 3/11? / Presentations will begin on 3/18?
Wednesday, March 4th
Learning Target: Students will be able to demonstrate their understanding of this unit's vocabulary, rhetorical terms, and concepts.
- Test #8
Homework: Rough draft (3 page minimum)- Due: TOMORROW! (due printed in class / no turnitin.com submission)
Upcoming: Revision Day (TH), 1/2 Day (F), Lab Day (Monday, 3/9), No School on Tuesday, 3/10
Tentative Due Dates: Final paper will be due the following week- 3/11? / Presentations will begin on 3/18?
- Test #8
Homework: Rough draft (3 page minimum)- Due: TOMORROW! (due printed in class / no turnitin.com submission)
Upcoming: Revision Day (TH), 1/2 Day (F), Lab Day (Monday, 3/9), No School on Tuesday, 3/10
Tentative Due Dates: Final paper will be due the following week- 3/11? / Presentations will begin on 3/18?
APA In-Text Citations- OWL Purdue | |
File Size: | 13 kb |
File Type: | docx |
Tuesday, March 3rd- Meet in the Media Center!
Learning Target: Students will be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Continue writing rough draft
- APA Format for Rough Draft (link to template)
- OWL Purdue's sample APA paper (link)
Homework: Test 8 tomorrow! / Rough draft (3 page minimum)- Due: Thursday (due printed in class / no turnitin.com submission)
Upcoming: Test 8 (W), Revision Day (TH), 1/2 Day (F), Lab Day (Monday, 3/9), No School on Tuesday, 3/10
Tentative Due Dates: Final paper will be due the following week- 3/11? / Presentations will begin on 3/18?
- Continue writing rough draft
- APA Format for Rough Draft (link to template)
- OWL Purdue's sample APA paper (link)
Homework: Test 8 tomorrow! / Rough draft (3 page minimum)- Due: Thursday (due printed in class / no turnitin.com submission)
Upcoming: Test 8 (W), Revision Day (TH), 1/2 Day (F), Lab Day (Monday, 3/9), No School on Tuesday, 3/10
Tentative Due Dates: Final paper will be due the following week- 3/11? / Presentations will begin on 3/18?
Monday, March 2nd
Learning Target: Students will be able to write arguments to support claims, using valid reasoning and relevant and sufficient evidence.
- In-Class Synthesis Write: Libraries
- Discuss flipping Wed & Thurs schedule due to blood drive on Thurs (Wed: Test 8 / Thurs: Draft Due)- What do you think?
Homework: Continue working on rough draft (3 page minimum)- Due: Wednesday (PRINTED BY START OF CLASS!)
NEW SCHEDULE: Lab day (T), Test 8 (W), Revision Day (TH), 1/2 Day (F), Lab Day (Monday, 3/9), No School on Tuesday, 3/10
Tentative Due Dates: Final paper will be due the following week- 3/11? / Presentations will begin on 3/18?
- In-Class Synthesis Write: Libraries
- Discuss flipping Wed & Thurs schedule due to blood drive on Thurs (Wed: Test 8 / Thurs: Draft Due)- What do you think?
Homework: Continue working on rough draft (3 page minimum)- Due: Wednesday (PRINTED BY START OF CLASS!)
NEW SCHEDULE: Lab day (T), Test 8 (W), Revision Day (TH), 1/2 Day (F), Lab Day (Monday, 3/9), No School on Tuesday, 3/10
Tentative Due Dates: Final paper will be due the following week- 3/11? / Presentations will begin on 3/18?
Friday, February 28th- Meet in the Media Center!
Learning Target: Students will be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Individual conferencing on research outlines
- Begin writing rough draft
- APA Format for Rough Draft (link to template)
- OWL Purdue's sample APA paper (link)
Homework: Continue working on rough draft (3 page minimum)- Due: Next Wednesday (due printed in class / no turnitin.com submission)
Upcoming: Synthesis write (Monday, 3/2), lab day (T), Revision Day (W), Test 8 (TH), 1/2 Day (F), Lab Day (Monday, 3/9)
Tentative Due Dates: Final paper will be due the following week- 3/11? / Presentations will begin on 3/18?
- Individual conferencing on research outlines
- Begin writing rough draft
- APA Format for Rough Draft (link to template)
- OWL Purdue's sample APA paper (link)
Homework: Continue working on rough draft (3 page minimum)- Due: Next Wednesday (due printed in class / no turnitin.com submission)
Upcoming: Synthesis write (Monday, 3/2), lab day (T), Revision Day (W), Test 8 (TH), 1/2 Day (F), Lab Day (Monday, 3/9)
Tentative Due Dates: Final paper will be due the following week- 3/11? / Presentations will begin on 3/18?
Thursday, February 27th- Snow Day
Wednesday, February 26th- Snow Day
Tuesday, February 25th
Learning Target: Students will be able to compose a rough draft, synthesizing their sources and organizing their argument.
- Examine student samples from yesterday's prompt
- Discuss misconceptions about the "writing process" / Why are these steps important?
- See resources page above for They Say, I Say packet of sentence stems (integrating quotes)
- Prepare for Thursday's synthesis prompt (brainstorm and read sources)
Homework: Finish research outline- Due: Wednesday by 7:30 AM to turnitin.com
Upcoming:
W- Outline Due / Work on rough draft (3 page minimum) and conference on outlines (Media Center)
TH- Synthesis write
F- Work on rough draft and conference on outlines (Media Center)- Tentative Due Date: Wednesday, 3/4 (3 page minimum)
Tentative Due Dates: Final paper will be due the following week- 3/11? / Presentations will begin on 3/18?
- Examine student samples from yesterday's prompt
- Discuss misconceptions about the "writing process" / Why are these steps important?
- See resources page above for They Say, I Say packet of sentence stems (integrating quotes)
- Prepare for Thursday's synthesis prompt (brainstorm and read sources)
Homework: Finish research outline- Due: Wednesday by 7:30 AM to turnitin.com
Upcoming:
W- Outline Due / Work on rough draft (3 page minimum) and conference on outlines (Media Center)
TH- Synthesis write
F- Work on rough draft and conference on outlines (Media Center)- Tentative Due Date: Wednesday, 3/4 (3 page minimum)
Tentative Due Dates: Final paper will be due the following week- 3/11? / Presentations will begin on 3/18?
Monday, February 24th
Learning Target: Students will be able to evaluate an argument's ability to support claims with valid reasoning and relevant and sufficient evidence.
- Deductive v. Inductive quick review
- Explore "lines of reasoning" (connect topics to conclusions) / Argument Brainstorm- Ownership and the Self (2013 prompt)
- Any questions on research outline? (Don't forget to use OWL Purdue to answer in-text citation questions)
Homework: Work on research outline- Due: Wednesday by 7:30 AM to turnitin.com
Upcoming:
T- Writing/revising tips, integrating quotes, progress check follow-up, any last minute questions about outlines?
W- Outline Due / Work on rough draft (3 page minimum) and conference on outlines (Media Center)
TH- Synthesis write
F- Work on rough draft and conference on outlines (Media Center)- Tentative Due Date: Wednesday, 3/4 (3 page minimum)
Tentative Due Dates: Final paper will be due the following week- 3/11? / Presentations will begin on 3/18?
- Deductive v. Inductive quick review
- Explore "lines of reasoning" (connect topics to conclusions) / Argument Brainstorm- Ownership and the Self (2013 prompt)
- Any questions on research outline? (Don't forget to use OWL Purdue to answer in-text citation questions)
Homework: Work on research outline- Due: Wednesday by 7:30 AM to turnitin.com
Upcoming:
T- Writing/revising tips, integrating quotes, progress check follow-up, any last minute questions about outlines?
W- Outline Due / Work on rough draft (3 page minimum) and conference on outlines (Media Center)
TH- Synthesis write
F- Work on rough draft and conference on outlines (Media Center)- Tentative Due Date: Wednesday, 3/4 (3 page minimum)
Tentative Due Dates: Final paper will be due the following week- 3/11? / Presentations will begin on 3/18?
Friday, February 21st
Learning Target: Students will be able to gather relevant information from a variety of print and digital sources. They will then assess the credibility and relevance of each source with respect to their research project and provide proper citations.
- Work on research outline- See bottom of this page for research outline template and rubric
- Link to basic info for APA in-text citations (OWL Purdue)
- Link to citing multiple authors for APA in-text citations (OWL Purdue)
Homework: Work on research outline- Due date has been moved to next Wednesday by 7:30 AM
Upcoming: Explore "lines of reasoning" and argument brainstorm (M), writing/revising tips and deductive v. inductive (T), in-class write (TH), rough draft lab days (W & F)
- Work on research outline- See bottom of this page for research outline template and rubric
- Link to basic info for APA in-text citations (OWL Purdue)
- Link to citing multiple authors for APA in-text citations (OWL Purdue)
Homework: Work on research outline- Due date has been moved to next Wednesday by 7:30 AM
Upcoming: Explore "lines of reasoning" and argument brainstorm (M), writing/revising tips and deductive v. inductive (T), in-class write (TH), rough draft lab days (W & F)
Thursday, February 20th- Meet in the Media Center
Learning Target: Students will be able to gather relevant information from a variety of print and digital sources. They will then assess the credibility and relevance of each source with respect to their research project and provide proper citations.
- Progress Check #6
- Work on research outline during second half of class- See bottom of this page for research outline template and rubric
Homework: Work on research outline- Due date has been moved to next week
Upcoming: Outline/Rough Draft Lab Day- Media Center / Outlines Due: Next week (changed from this Friday)
Next Week: Explore "lines of reasoning," writing/revising tips, argument write, rough draft lab days (2)
- Progress Check #6
- Work on research outline during second half of class- See bottom of this page for research outline template and rubric
Homework: Work on research outline- Due date has been moved to next week
Upcoming: Outline/Rough Draft Lab Day- Media Center / Outlines Due: Next week (changed from this Friday)
Next Week: Explore "lines of reasoning," writing/revising tips, argument write, rough draft lab days (2)
Wednesday, February 19th
Learning Target: Students will be able to construct arguments to support claims, using valid reasoning and relevant and sufficient evidence.
- Test 7 Analysis
- How to create an outline
- Argument: Thesis statements and using evidence to support claims (create a quick outline in response to last week's adversity prompt)
Homework: Work on research outline- Due date has been moved to next week / Progress Check #5 for homework (FRQ optional/ MC Mandatory)
Upcoming:
TH- Outline/Progress Check #6 Lab Day- Media Center
F- Outline/Rough Draft Lab Day- Media Center / Outlines Due: Next week (changed from this Friday)
- Test 7 Analysis
- How to create an outline
- Argument: Thesis statements and using evidence to support claims (create a quick outline in response to last week's adversity prompt)
Homework: Work on research outline- Due date has been moved to next week / Progress Check #5 for homework (FRQ optional/ MC Mandatory)
Upcoming:
TH- Outline/Progress Check #6 Lab Day- Media Center
F- Outline/Rough Draft Lab Day- Media Center / Outlines Due: Next week (changed from this Friday)
Tuesday, February 18th- No School (Icy Roads)
Monday, February 17th- No School
Friday, February 14th
Learning Target: Students will be able to reflect upon their understanding of this unit's vocabulary, rhetorical terms, and concepts.
- Assign Test 8 vocab and terms- Is Buckley's argument deductive or inductive?
- View and discuss sample outline
- Exit slip
Homework: Enjoy your long weekend!
Upcoming:
M- No School
T- Argument Exercise
W- Process: Writing and Revising / Progress Check #6 (classroom)
TH- Outline/Rough Draft Lab Day- Media Center
F- Outline/Rough Draft Lab Day- Media Center / Outlines Due by End of the Hour on Friday
- Assign Test 8 vocab and terms- Is Buckley's argument deductive or inductive?
- View and discuss sample outline
- Exit slip
Homework: Enjoy your long weekend!
Upcoming:
M- No School
T- Argument Exercise
W- Process: Writing and Revising / Progress Check #6 (classroom)
TH- Outline/Rough Draft Lab Day- Media Center
F- Outline/Rough Draft Lab Day- Media Center / Outlines Due by End of the Hour on Friday
Thursday, February 13th
Learning Target: Students will be able to demonstrate their understanding of this unit's vocabulary, rhetorical terms, and concepts.
- Test #7
Homework: None!
Upcoming: Scheduling with counselors today during 6th Hour (Juniors)
F- Test 8 vocab and terms (Is Buckley's argument deductive or inductive?) / View and discuss sample outline
- Test #7
Homework: None!
Upcoming: Scheduling with counselors today during 6th Hour (Juniors)
F- Test 8 vocab and terms (Is Buckley's argument deductive or inductive?) / View and discuss sample outline
Wednesday, February 12th
Learning Target: Students will be able to determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
- AP "Quiz" on "Why Don't We Complain?" by William F. Buckley Jr.
- Discuss text and MC questions
- Review vocab and logical fallacies for tomorrow's test
Homework: Study vocab and terms for tomorrow's test!
Upcoming: Test 7 is scheduled for Thursday, 2/13
Juniors- Scheduling with counselors tomorrow during 6th Hour
F- Test 8 vocab and terms (Is Buckley's argument deductive or inductive?) / View and discuss sample outline
- AP "Quiz" on "Why Don't We Complain?" by William F. Buckley Jr.
- Discuss text and MC questions
- Review vocab and logical fallacies for tomorrow's test
Homework: Study vocab and terms for tomorrow's test!
Upcoming: Test 7 is scheduled for Thursday, 2/13
Juniors- Scheduling with counselors tomorrow during 6th Hour
F- Test 8 vocab and terms (Is Buckley's argument deductive or inductive?) / View and discuss sample outline
Annotated Bibliography (see rubric and sample annotated bib below)- Due: Wednesday, 2/11
Requirements: Full APA citation, summary paragraph, and evaluation paragraph for each of your SIX sources
Remember to use APA format for your citations instead of MLA for your research assignments. Each of your SIX sources you should have a summary paragraph (remember to use present tense) and an evaluation paragraph (Is source biased in any way? What makes it credible? How do you plan to use the source?). If you are using more than six sources for your paper, choose any six for the annotated bibliography (you only need APA citations not paragraph entries for any sources beyond the six of your choice).
Annotated Bibliography Rubric | |
File Size: | 25 kb |
File Type: | docx |
Tuesday, February 11th- Meet in the Media Center
Learning Target: Students will be able to gather relevant information from a variety of print and digital sources. They will then assess the credibility and relevance of each source with respect to their research project and provide proper citations.
- Finish annotated bibliography- Due by 7:30 AM tomorrow to turnitin.com (and bring a printed copy to class)
- See directions and rubric for annotated bibliography above (or at the bottom of this page with additional resources for citing in APA)
Homework: Finish annotated bibliography- Due: TOMORROW (submit online by 7:30 AM and bring printed copy to class)
Upcoming: Test 7 is scheduled for Thursday, 2/13
Juniors- Scheduling with counselors tomorrow during 6th Hour
W- Collect annotated bibs / "Why Don't We Complain?" Practice MC
TH- Test 7
F- Test 8 vocab and terms (Is Buckley's argument deductive or inductive?) / View and discuss sample outline
- Finish annotated bibliography- Due by 7:30 AM tomorrow to turnitin.com (and bring a printed copy to class)
- See directions and rubric for annotated bibliography above (or at the bottom of this page with additional resources for citing in APA)
Homework: Finish annotated bibliography- Due: TOMORROW (submit online by 7:30 AM and bring printed copy to class)
Upcoming: Test 7 is scheduled for Thursday, 2/13
Juniors- Scheduling with counselors tomorrow during 6th Hour
W- Collect annotated bibs / "Why Don't We Complain?" Practice MC
TH- Test 7
F- Test 8 vocab and terms (Is Buckley's argument deductive or inductive?) / View and discuss sample outline
Monday, February 10th
Learning Target: Students will be able to evaluate an argument's ability to support claims with valid reasoning and relevant and sufficient evidence.
- Argument: Persuasion, justification, explanation (Duke University)
- Argument models (4) and tips for writing arguments / Planning an argument and writing a thesis
- Review annotated bibliography exemplars
Homework: Continue working on annotated bibliography- Due: Wednesday (submit online by 7:30 AM and bring printed copy to class)
Upcoming: Test 7 is scheduled for Thursday, 2/13
Juniors- Scheduling with counselors on February 12th during 6th Hour
T- Lab Day (Drill during 5th Hour)
W- Collect annotated bibs / "Why Don't We Complain?" Practice MC
TH- Test 7
F- Test 8 vocab and terms (Is Buckley's argument deductive or inductive?) / View and discuss sample outline
Note: The creators of the AP Lang exam have decided to move away from the "defend, challenge, qualify" language in argument prompts to this more open-ended question stem (develop a position...).They also still use the "examine the extent to which..." question stem for argument prompts.
- Argument: Persuasion, justification, explanation (Duke University)
- Argument models (4) and tips for writing arguments / Planning an argument and writing a thesis
- Review annotated bibliography exemplars
Homework: Continue working on annotated bibliography- Due: Wednesday (submit online by 7:30 AM and bring printed copy to class)
Upcoming: Test 7 is scheduled for Thursday, 2/13
Juniors- Scheduling with counselors on February 12th during 6th Hour
T- Lab Day (Drill during 5th Hour)
W- Collect annotated bibs / "Why Don't We Complain?" Practice MC
TH- Test 7
F- Test 8 vocab and terms (Is Buckley's argument deductive or inductive?) / View and discuss sample outline
Note: The creators of the AP Lang exam have decided to move away from the "defend, challenge, qualify" language in argument prompts to this more open-ended question stem (develop a position...).They also still use the "examine the extent to which..." question stem for argument prompts.
Friday, February 7th
Learning Target: Students will be able to gather relevant information from a variety of print and digital sources. They will then assess the credibility and relevance of each source with respect to their research project and provide proper citations.
- Debrief yesterday's rhetorical analysis essay (student samples & scoring)
- Work on annotated bibliography and/or research notes
Homework: Continue working on annotated bibliography- Due: Wednesday (submit online by 7:30 AM and bring printed copy to class)
Upcoming: Test 7 is scheduled for Thursday, 2/13
Juniors- Scheduling with counselors on February 12th during 6th Hour
M- Argument / Logical Fallacies
T- Lab Day (Drill during 5th Hour)
W- Collect annotated bibs / "Why Don't We Complain?" Practice MC
TH- Test 7
F- Test 8 vocab and terms / View and discuss sample outline
- Debrief yesterday's rhetorical analysis essay (student samples & scoring)
- Work on annotated bibliography and/or research notes
Homework: Continue working on annotated bibliography- Due: Wednesday (submit online by 7:30 AM and bring printed copy to class)
Upcoming: Test 7 is scheduled for Thursday, 2/13
Juniors- Scheduling with counselors on February 12th during 6th Hour
M- Argument / Logical Fallacies
T- Lab Day (Drill during 5th Hour)
W- Collect annotated bibs / "Why Don't We Complain?" Practice MC
TH- Test 7
F- Test 8 vocab and terms / View and discuss sample outline
Thursday, February 6th
Learning Target: Students will be able to determine and write an argument analyzing an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
- In-Class Write: Rhetorical Analysis (Albright)
- Tips and guided practice (7 min to read and plan / 30 min to write)
Homework: Continue working on annotated bibliography- Due: Wednesday
Upcoming: Test 7 is scheduled for Thursday, 2/13
Juniors- Scheduling with counselors on February 12th during 6th Hour
F- Debrief RA and work on Annotated Bib
- In-Class Write: Rhetorical Analysis (Albright)
- Tips and guided practice (7 min to read and plan / 30 min to write)
Homework: Continue working on annotated bibliography- Due: Wednesday
Upcoming: Test 7 is scheduled for Thursday, 2/13
Juniors- Scheduling with counselors on February 12th during 6th Hour
F- Debrief RA and work on Annotated Bib
Wednesday, February 5th- Meet in the Classroom
Learning Target: Students will be able to gather relevant information from a variety of print and digital sources. They will then assess the credibility and relevance of each source with respect to their research project and provide proper citations.
- See directions and rubric for annotated bibliography at the bottom of this page
- Work on annotated bibliography (read sources, take notes, write source summaries)
- OWL Purdue- How to cite electronic sources
Homework: Continue working on annotated bibliography and research notes
Upcoming: Test 7 is scheduled for Thursday, 2/13
Juniors- Scheduling with counselors on February 12th during 6th Hour
TH- In-Class Write (RA) / F- Debrief RA and work on Annotated Bib
- See directions and rubric for annotated bibliography at the bottom of this page
- Work on annotated bibliography (read sources, take notes, write source summaries)
- OWL Purdue- How to cite electronic sources
Homework: Continue working on annotated bibliography and research notes
Upcoming: Test 7 is scheduled for Thursday, 2/13
Juniors- Scheduling with counselors on February 12th during 6th Hour
TH- In-Class Write (RA) / F- Debrief RA and work on Annotated Bib
Tuesday, February 4th- Meet in the Media Center
Learning Target: Students will be able to gather relevant information from a variety of print and digital sources. They will then assess the credibility and relevance of each source with respect to their research project and provide proper citations.
- Begin preliminary research and find at least SIX credible, diverse sources
- Take notes on your sources using research notes template at the bottom of the page (or your own method)
- See directions and rubric for annotated bibliography at the bottom of this page as well if you want to begin writing summaries for SIX of your sources
Homework: Continue working on annotated bibliography and research notes / Meet in the classroom tomorrow
Upcoming: Test 7 will be in roughly two weeks (exact date TBD- not 2/11)
Juniors- Scheduling with counselors on February 12th during 6th Hour
W- Annotated Bib Work Day and RA set-up / TH- In-Class Write (RA) / F- Debrief RA and work on Annotated Bib
- Begin preliminary research and find at least SIX credible, diverse sources
- Take notes on your sources using research notes template at the bottom of the page (or your own method)
- See directions and rubric for annotated bibliography at the bottom of this page as well if you want to begin writing summaries for SIX of your sources
Homework: Continue working on annotated bibliography and research notes / Meet in the classroom tomorrow
Upcoming: Test 7 will be in roughly two weeks (exact date TBD- not 2/11)
Juniors- Scheduling with counselors on February 12th during 6th Hour
W- Annotated Bib Work Day and RA set-up / TH- In-Class Write (RA) / F- Debrief RA and work on Annotated Bib
Monday, February 3rd- Meet in the Media Center
Learning Target: Students will be able to gather relevant information from a variety of print and digital sources. They will then assess the credibility and relevance of each source with respect to their research project and provide proper citations.
- Begin preliminary research and find at least SIX credible, diverse sources
- Take notes on your sources using research notes template at the bottom of the page (or your own method)
- See directions and rubric for annotated bibliography at the bottom of this page as well if you want to begin writing summaries for SIX of your sources
Homework: Continue working on annotated bibliography and research notes / Meet in the Media Center tomorrow
Upcoming: Test 7 will be in roughly two weeks (exact date TBD- not 2/11)
Juniors- Scheduling with counselors on February 12th during 6th Hour
T- Research / W- Annotated Bib Work Day and RA set-up / TH- In-Class Write (RA) / F- Debrief RA and work on Annotated Bib
- Begin preliminary research and find at least SIX credible, diverse sources
- Take notes on your sources using research notes template at the bottom of the page (or your own method)
- See directions and rubric for annotated bibliography at the bottom of this page as well if you want to begin writing summaries for SIX of your sources
Homework: Continue working on annotated bibliography and research notes / Meet in the Media Center tomorrow
Upcoming: Test 7 will be in roughly two weeks (exact date TBD- not 2/11)
Juniors- Scheduling with counselors on February 12th during 6th Hour
T- Research / W- Annotated Bib Work Day and RA set-up / TH- In-Class Write (RA) / F- Debrief RA and work on Annotated Bib
Friday, January 31st
Learning Target: Students will be able to determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
- Read “Do What You Love” by Miya Tokumitsu and take practice MC Quiz
- Class discussion- Develop a position on this statement: "Do what you love. Love what you do."
Homework: Brainstorm a topic and generate a preliminary research question
Upcoming: Test 7 will be in roughly two weeks (exact date TBD- not 2/11)
Juniors- Scheduling with counselors on February 12th during 6th Hour
- Read “Do What You Love” by Miya Tokumitsu and take practice MC Quiz
- Class discussion- Develop a position on this statement: "Do what you love. Love what you do."
Homework: Brainstorm a topic and generate a preliminary research question
Upcoming: Test 7 will be in roughly two weeks (exact date TBD- not 2/11)
Juniors- Scheduling with counselors on February 12th during 6th Hour
Thursday, January 30th
Learning Target: Students will be able to determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
- Debrief and critique group RA
- Develop a research question (UM Generator) / (SUNY exercises)
1. Open-Ended? 2. Researchable? 3. Focused (not too broad or too narrow)? 4. Argumentative?
- Tips and tools: Databases, Google Scholar, Google Books, OWL Purdue, template for research notes, etc.
- Gallery Walk: Logical Fallacies
Homework: Brainstorm a topic and generate a preliminary research question
Upcoming: Test 7 will be in roughly two weeks (exact date TBD- not 2/11)
Juniors- Scheduling with counselors on February 12th during 6th Hour
F- "Do What You Love" - Miya Tokumitsu (Practice MC) / Research Question Development
M and T- Lab Day (Research- 6 source minimum)
- Debrief and critique group RA
- Develop a research question (UM Generator) / (SUNY exercises)
1. Open-Ended? 2. Researchable? 3. Focused (not too broad or too narrow)? 4. Argumentative?
- Tips and tools: Databases, Google Scholar, Google Books, OWL Purdue, template for research notes, etc.
- Gallery Walk: Logical Fallacies
Homework: Brainstorm a topic and generate a preliminary research question
Upcoming: Test 7 will be in roughly two weeks (exact date TBD- not 2/11)
Juniors- Scheduling with counselors on February 12th during 6th Hour
F- "Do What You Love" - Miya Tokumitsu (Practice MC) / Research Question Development
M and T- Lab Day (Research- 6 source minimum)
Wednesday, January 29th
Learning Target: Students will be able to determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
- Assign vocab for Test 7
- Write a rhetorical précis for Banneker prompt
- You will have 10 min to plan individually before writing a carefully constructed response as a table group
Homework: Complete Progress Check #5 (returning students) / Get syllabus signed (new students)
Upcoming: Brainstorm a topic (or a few options) of interest and generate a preliminary research question
Test 7 will be in roughly two weeks (exact date TBD- not 2/11)
Juniors- Scheduling with counselors on February 12th during 6th Hour
F- "Do What You Love" - Miya Tokumitsu (Practice MC) / Research Question Development
M and T- Lab Day (Research- 6 source minimum)
- Assign vocab for Test 7
- Write a rhetorical précis for Banneker prompt
- You will have 10 min to plan individually before writing a carefully constructed response as a table group
Homework: Complete Progress Check #5 (returning students) / Get syllabus signed (new students)
Upcoming: Brainstorm a topic (or a few options) of interest and generate a preliminary research question
Test 7 will be in roughly two weeks (exact date TBD- not 2/11)
Juniors- Scheduling with counselors on February 12th during 6th Hour
F- "Do What You Love" - Miya Tokumitsu (Practice MC) / Research Question Development
M and T- Lab Day (Research- 6 source minimum)
Tuesday, January 28th
Learning Target: Students will be able to identify and describe logical fallacies.
- Introduce logical fallacies: "Love is a Fallacy" and "The Fine Art of Baloney Detection"- Carl Sagan
- Create a visual representation of a logical fallacy of your choice (Book of Bad Arguments)
Homework: Finish visual representation of logical fallacy / Get syllabus signed or Take Progress Check #5
Upcoming: Brainstorm a topic (or a few options) of interest and generate a preliminary research question
Test 7 will be in roughly two weeks (exact date TBD- not 2/11)
Juniors- Scheduling with counselors on February 13th during 6th Hour
- Introduce logical fallacies: "Love is a Fallacy" and "The Fine Art of Baloney Detection"- Carl Sagan
- Create a visual representation of a logical fallacy of your choice (Book of Bad Arguments)
Homework: Finish visual representation of logical fallacy / Get syllabus signed or Take Progress Check #5
Upcoming: Brainstorm a topic (or a few options) of interest and generate a preliminary research question
Test 7 will be in roughly two weeks (exact date TBD- not 2/11)
Juniors- Scheduling with counselors on February 13th during 6th Hour
Click for Link to APA Format for Rough Draft
Click for Link to Research Outline Template (rubric and student sample included too)
Annotated Bibliography (see rubric and sample annotated bib below)
Requirements: Full APA citation, summary paragraph, and evaluation paragraph for each of your SIX sources
Remember to use APA format for your citations instead of MLA for your research assignments. Also, you may combine the evaluation and reflection paragraphs into one, so for each of your SIX sources you should have a summary paragraph and an evaluation paragraph (Is source biased in any way? What makes it credible? How do you plan to use the source?). If you are using more than six sources for your paper, choose any six for the annotated bibliography (you only need APA citations not paragraph entries for any sources beyond the six of your choice).
Annotated Bibliography Rubric | |
File Size: | 25 kb |
File Type: | docx |