Margaret Parrett

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<DIV>FRIDAY, MAY 25: OBJECTIVE: Students will develop college portfolios. TODAY IS THE LAST DAY FOR MAKEUP WORK! 1) Self-directed check of Vocabulary Unit 15, Choosing the Right Word.  Do Completing the Sentence and vocabulary review sheet. 2) Two College Essays That Worked 3) Small groups share college essay #1.  Peer edit.  Teacher checks for completion. 4) Work on AP Portfolios, if time permits. HW: Notify me in writing about any discrepancies in your grade by Tuesday. Work on your AP College Portfolio. Due on or before your class's final exam. College essay #2 is due on Tuesday. Word-process in MLA. Vocabulary Test 15 will be on Tuesday. THURSDAY, MAY 24: OBJECTIVE: Students will develop college portfolios. 1) Turn in your personal statement. I will return it tomorrow. 2) Vocabulary Unit 15 words; self-directed check of Synonyms and Antonyms and Choosing the Right Word. Hand out vocab. review sheet. 3) Two College Essays That Worked 4) Work on your AP College Portfolio; laptops HW: No makeup work after tomorrow. Notify me in writing about any discrepancies in your grade by Tuesday. Work on your AP College Portfolio. Due on or before your class's final exam. College essay #1 is due on Friday. Word-process in MLA. College essay #2 is due on Tuesday. Word-process in MLA. Vocabulary Test 15 will be on Tuesday. WEDNESDAY, MAY 23: OBJECTIVE: Students will develop college portfolios. 1) Turn in your two-sided VHS information sheet and resume. I will return it tomorrow. 2) Introduction of Vocabulary Unit 15 words. Do Synonyms and Antonyms and Choosing the Right Word. 3) Two College Essays That Worked 4) Work on your AP College Portfolio; laptops HW: Work on your AP College Portfolio. Due on or before your class's final exam. Your word-processed personal statement is due tomorrow. College essay #1 is due on Friday. Word-process in MLA. College essay #2 is due on Tuesday. Word-process in MLA. Vocabulary Test 15 will be on Tuesday. TUESDAY, MAY 22: OBJECTIVE: Students will develop college portfolios. 1) Vocab. Unit 14. Self-directed check of Completing the Sentence. Vocabulary Test 14 2) Two College Essays That Worked 3) Work on your AP College Portfolio HW: Work on your AP College Portfolio. Due on or before your class's final exam. VHS information sheet and resume are due tomorrow. College essay #1 is due on Friday. Word-process in MLA. College essay #2 is due on Tuesday. Word-process in MLA. MONDAY, MAY 21: OBJECTIVE: Students will develop college portfolios. 1) Vocab. Unit 14. Self-directed check of Synonyms and Antonyms, Choosing the Right Word, and Completing the Sentence. 2) Two College Essays That Worked 3) Work on your AP College Portfolio HW: Study for tomorrow's Vocabulary Unit 14 Test. Work on your AP College Portfolio. Due on or before your class's final exam. FRIDAY, MAY 18: OBJECTIVE: Students will develop college portfolios. 1) Introduction of Vocabulary Unit 14 words. Do Synonyms and Antonyms and Choosing the Right Word. 2) Work on your AP College Portfolio HW: Finish Vocabulary Unit 14, Completing the Sentence. Due Monday. Test Tuesday. Work on your AP College Portfolio. THURSDAY, MAY 17: OBJECTIVE: Students will celebrate their successes and plan for their futures. 1) AP College Portfolio explanation and rubric; College Essays that Worked and in-state essay topics. 2) Let's go bananas and celebrate! HW: Bring your vocabulary book tomorrow. Begin working on your AP College Portfolio. WEDNESDAY, MAY 16: OBJECTIVE: Students will demonstrate their skills in reading and writing on the AP Lang exam. GOOD LUCK, DEAR APES! I HAVE SUPREME CONFIDENCE IN YOU. RELAX, FOCUS, AND DO YOUR BEST! HW: None. UESDAY, MAY 15: </DIV>
OBJECTIVE: Students will identify goals and strategies for the AP Lang exam. 1) Goodie bags - good luck! 2) "Shout Out!" Quiz 3) Ten Commandments of AP Lang 4) Students review their portfolios and update their four-square exam review sheets. Small groups review four-square exam review sheets. HW: Bring two black/blue pens and two #2 lead (not mechanical pencils). Report to your testing room by 7:30 AM. Do not take cell phones to your testing room. Get plenty of rest and eat a good breakfast with protein and low-carb. Good luck, APES! You are ready to prove what you've learned! MONDAY, MAY 14: 
OBJECTIVE: Students will identify goals and strategies for the AP Lang exam.
 
1) Vocabulary Test 13
 
2) When you are finished, read the two CB model papers and compare to your own. Write 150-200 analysis of the specific similarities and differences in your essays. Turn in.
 
3) "Shout Out!" Quiz
 
HW: Review the terms, frames, and power verbs in your APE packet.
 
 
FRIDAY, MAY 11:
OBJECTIVE: Students will identify goals and strategies for the AP Lang exam.
1) AP Language review / self, partners, whole-group
2) AP Lang exam review
3) "Shout Out!" Quiz
HW: Study for Monday's Vocabulary Unit 13 Test. Review the terms, frames, and power verbs in your APE packet. 
 
THURSDAY, MAY 10:
OBJECTIVE: Students will analyze a passage for its rhetorical strategies.
1) In Cold Blood on your desk for teacher check-in
2) Rhetorical analysis timed writing: Write in black or blue ink on one side of your paper. Use frame in your introduction. You must connect to author's tones and purpose in your introduction. (40 minutes). When time is called, staple your essay to the top of your annotated passage. Turn in.
HW: Finish Vocabulary Unit 13 work for tomorrow. Test on Monday. Review terms in your APE packet.
 
 
 
WEDNESDAY, MAY 9: ESSENTIAL QUESTION: 1) Introduction of Vocabulary Unit 13; do Synonyms and Antonyms and Choosing the Right Word 2) Coca-Cola letters; read CB models and compare to your own intro and first body paragraph; small groups discuss 3) "Shout Out!" Quiz HW: Finish Vocabulary Unit 13 Completing the Sentence. TUESDAY, MAY 8: ESSENTIAL QUESTION: What is the relationship of the individual to the community? 1) Turn in Mt. Holyoke intro. and first body paragraph at the beginning of class. 2) Satire powerpoint 3) Rhetorical devices for satire handout 4) Read and annotate the two Coca-Cola letters. Identify tones and LIDDS strategies. Complete both sides of the graphic organizer. 5) "Shout Out!" Quiz HW: Using the two annotated Coca-Cola letters, write your introduction and first body paragraph. Write in black or blue ink. Bring to class tomorrow. MONDAY, MAY 7: ESSENTIAL QUESTION: What is the relationship of the individual to the community?
1) In Cold Blood Socratic discussion (30 minutes). Please adhere to all Socratic participation rules.
 
2) "Shout Out!" Quiz presentation
 
HW: Read "Commencement Speech at Mount Holyoke College" (including the introductory information), LOC pp. 296-299. Write an introduction and first body paragraph in response to the following prompt: In her "Commencement Speech at Mount Holyoke College", Anna Quindlen considers the impact of making individual decisions that do not conform to prevailing community values. Analyze the rhetorical strategies she uses to achieve her purpose. 
 
FRIDAY, MAY 4: ESSENTIAL QUESTION: What is the relationship of the individual to the community? 1) Vocabulary Test 1-12. Number your paper 1-30 (left), 31-54 (middle), and 55-75 (right). 2) SSR of ICB when you are finished 3) Small groups meet to summarize MC passages and identify correct answers. Whole group follows. 4) "Shout Out!" quiz group presents, if time permits. HW: Read ICB, pp. 302-342 for Monday. Prepare for Socratic discussion. THURSDAY, MAY 3: ESSENTIAL QUESTION: What is the relationship of the individual to the community? 1) MC Practice (39 minutes). Read and annotate the passages. Use POE strategies to eliminate answers. Record your answers only at the end of each page. Turn in your notebook paper. 2) Small groups meet to analyze each passage an identify the correct answers for each question. HW: Finish reading In Cold Blood, pp. 302-342 for Monday, May 7. Complete the assigned vocabulary review work. Study for tomorrow's Vocab. 1-12 Test (double-weighted). WEDNESDAY, MAY 2: ESSENTIAL QUESTION: What is the relationship of the individual to the community? 1) ICB, Quiz Part VI; remember to answer in complete sentences. 2) Vocabulary Review 1-12 work when you are finished with the quiz. 3) One group presents their powerpoint while the class "shouts out!". HW: Finish reading ICB, Part VII, pp. 302-343 by Mon., May 7. Do Vocabulary review work by Thursday. Vocabulary 1-12 Test will be on Friday, May 4 (double-weighted). ESSENTIAL QUESTION: What is the relationship of the individual to the community? 1) Groups save their "Shout Out!" quiz powerpoints to the teacher's desktop. One group presents their powerpoint while the class "shouts out!". 2) Small groups discuss and analyze how Swift makes his argument in "A Modest Proposal", LOC, pp. 914-920. Groups will answer Questions for Rhetoric and Style 1-12, pp. 920-921. Take turns recording the answers. Turn in. HW: Read ICB, Part VI, pp. 251-302 by Wed., May 2. Do Vocabulary review work by Thursday. Vocabulary 1-12 Test will be on Friday, May 4 (double-weighted). 
 
MONDAY, APRIL 30: ESSENTIAL QUESTION: What is the relationship of the individual to the community? 1) Vocabulary Review 1-12 work 2) Read "A Modest Proposal", LOC, pp. 914-920. Do Questions for Discussion 1, 2, 3, 4, and 6. Bring tomorrow. HW: Group "Shout Out" Quizzes are due tomorrow! Follow all directions. Read ICB, Part VI, pp. 251-302 by Wed., May 2. Vocabulary 1-12 Test will be on Friday, May 4 (double-weighted). FRIDAY, APRIL 27: ESSENTIAL QUESTION: What is the relationship of the individual to the community? 1) MC deconstruction, analysis, and self-scoring 2) SSR ICB, Part V, pp. 203-248. Take quiz. HW: Groups meet to plan Shout Out Quiz. Due Tues., May 1. Follow all directions. Read ICB, Part VI, pp. 251-302 by Wed., May 2. THURSDAY, APRIL 26: ESSENTIAL QUESTION: What is the relationship of the individual to the community? 
1) MC Practice (31 minutes). Number 1-25 left-hand column. Annotate. Use POE strategies. Transfer your answers to your notebook paper only after you have finished the bottom each page. 2) Small groups compare their answers. Justify their logic. Score your answers. HW: Groups meet to plan Shout Out Quiz. Due Tues., May 1. Follow all directions. Read ICB, Part V, pp. 203-248 for Friday. 
WEDNESDAY, APRIL 25: ESSENTIAL QUESTION: What is the relationsip of the individual to the community? 1) Small group discussion of locavore CB model; whole-class discussion follows. Return of locavore synthesis essay. File in portfolios. 2) Shout Out! groups meet to begin their planning HW: Groups meet to plan Shout Out Quiz. Due Tues., May 1. Follow all directions. Read ICB, Part V, pp. 203-248 for Friday. TUESDAY, APRIL 24: 1) Self-directed check of Vocab. Unit 12, Completing the Sentence 2) Vocabulary Test 12; number 1-25 left-hand column 3) ICB Quiz, pp, 159-203; SSR of pp. 203-248 when you are done. 4) "Shout Out!" Quiz / powerpoint / Activboard HW: Groups meet to plan Shout Out Quiz. Due Tues., May 1. Follow all directions. Read ICB, Part V, pp. 203-248 for Friday. MONDAY, APRIL 23: ESSENTIAL QUESTION: What is the relationsip of the individual to the community? 1) Pre-administration packet for AP exams 2) Those who have already completed the packet should read ICB or work on Vocab. Unit 12 Choosing the Right Word and Completing the Sentence. 3) "Shout Out!" groups form and select a prompt 4) Self-directed check of CTRW and CTS when all students have finished their AP packets HW: Finish your syntax-analysis chart and 200-word analysis of your Banneker TW. Follow all directions. Turn in by Tuesday, April 24. For Tuesday, read ICB, Part 4, pp. 159-203. Vocabulary Test 12 will be on Tuesday. 
 
FRIDAY, APRIL 20 Speed-dating activity: "dates" sit across from each other, explain their prompts, and share their top five news stories HW: HW: :Finish your syntax-analysis chart and 200-word analysis of your Banneker TW. Follow all directions. Turn in by Tuesday, April 24. For Tuesday, read ICB, Part 3, pp. 100-155. Vocabulary Test 12 will be on Tuesday. THURSDAY, APRIL 19: 1) Question 1 Synthesis TW (40 minutes); write in black or blue ink. Box off your sources (Source A or the name only). Staple your essay on top of the synthesis prompt and sources. HW) Research the top five news stories from the past year. List and explain the details of the story on the left-hand side and explain the debatable issue on the right-hand side. Word-process your document. Due Friday, April 20.Part 4 (pp. 159-203) due Monday, April 23. Be knowlegable about your issues; come prepared to share information with your peers. WEDNESDAY, APRIL 18: ESSENTIAL QUESTION: What is the relationsip of the individual to the community? 3) Mini-Socratic on ICB, Part 3 (pp. 100-155): Nature or Nurture? 1) Question 1 Synthesis TW; reading time (15 min.) 2) Finish your syntax-analysis chart and 200-word analysis of your Banneker TW. Turn in to the basket. HW: Research the top five news stories from the past year. List and explain the details of the story on the left-hand side and explain the debatable issue on the right-hand side. Word-process your document. Due Friday, April 20. Be knowlegable about your issues; come prepared to share information with your Part 4 (pp. 159-203) due Monday, April 23.peers. In Cold Blood, TUESDAY, APRIL 17: ESSENTIAL QUESTION: What is the relationship of the individual to the community? 1) TURN IN YOUR IMPROVED SYNTHESIS ESSAY. It was due yesterday. 2) Vocabulary Unit 12; self-directed check of Synonyms and Antonyms 3) Deconstruction of Banneker rhetorical analysis essay; CB sample paper and syntax-analysis. Follow all directions. HW: Vocabulary Unit 12; Choosing the Right Word. Read ICB, Part 3, pp. 100-155 for Wed. Research the top five news stories from the past year. List and explain the details of the story on the left-hand side and explain the debatable issue on the right-hand side. Word-process your document. Due Friday, April 20. Be knowledgable about your issues; come prepared to share information with your peers. MONDAY, APRIL 16: ESSENTIAL QUESTION: What is the relationship of the individual to the community? TURN IN YOUR IMPROVED SYNTHESIS ESSAY. 1) Introduction of Vocabulary Unit 12 words 2) ICB Quiz 2; SSR of ICB, Part 3, pp. 100-155 when you are finished HW: Vocabulary Unit 12 Synonyms and Antonyms. Read ICB, Part 3, pp. 100-155 for Wed. Research the top five news stories from the past year. List and explain the details of the story on the left-hand side and explain the debatable issue on the right-hand side. Word-process your document. Due Friday, April 20. Be knowledgable about your issues; come prepared to share information with your peers. FRIDAY, APRIL 13: ESSENTIAL QUESTION: What is the relationship of the individual to the community? 1) Self-directed check of Vocab. Unit 11, Completing the Sentence. 2) Vocabulary Test 11 3) SSR of ICB, Part II, pp. 53-100 4) Partners share/compare the persuasive diction choices and strategies they used to improve their museum synthesis essays. Rewrite introduction and conclusion on your own paper. Staple to improved draft. Turn in. HW: Read ICB, Part II, pp. 53-100 for Monday. Research the top five news stories from the past year. List and explain the details of the story on the left-hand side and explain the debatable issue on the right-hand side. Word-process your document. Due Friday, April 20. Be knowledgable about your issue; come prepared to share inforamtion with your peers. THURSDAY, APRIL 12: ESSENTIAL QUESTION: What is the relationship of the individual to the community? 1) ICB Quiz, Part I. Use text-based details to support. 2) When you finish the quiz, do Vocabulary Unit 1, Completing the Sentence. Highlight the context clues. 3) Whole-class discussion of ICB, Part I. HW: Study for tomorrow's Vocab. Unit 11 Test. Add in persuasive diction choices and strategies to your word-processed museum synthesis essay. Read ICB, Part II, pp. 53-100 for Monday. WEDNESDAY, APRIL 11:2) Teacher checks for word-processing of museum synthesis essay 3) Deconstruction of museum synthesis model essays. Students "add in" persuasive language and techniques. See Activboard and handout. HW: Finish reading ICB, Part I, pp. 3-52 for tomorrow. Vocab. Do Completing the Sentence for Friday. Vocab. Test 11 Friday. ESSENTIAL QUESTION: What is the relationship of the individual to the community? 1) SSR of ICB, Part I (15 minutes); sticky note as you read. What argument/s does Capote make? TUESDAY, APRIL 10: ESSENTIAL QUESTION: What is the relationship of the individual to the community? 1) Vocab. Unit 11, self-directed check of Synonyms and Antonyms and Choosing the Right WordIn Cold Blood, Part I, pp. 3-52. Sticky note as you read. Due Wed. Thursday, April 5: 1) Vocabulary Unit 11: Check Synonyms and Antonyms 2) MLK "Letter from Birmingham Jail" group quiz. Follow all directions on both sides. Homework: None WEDNESDAY, APRIL 4: 1) Introduction of Vocabulary Unit 12 words 2) Read and annotate MLK's "Letter from Birmingham Jail". Look for LIDDS strategies and the three appeals (ethos, logos, pathos). Partners assign evens/odds for Questions on Rhetoric and Style 1-12, pp. 274-275. Due tomorrow. Quiz tomorrow. HW: Finish "Letter from Birmingham Jail" and your assigned questions. TUESDAY, APRIL 3: 2) SSR of In Cold Blood, I Part I, pp. 3-52. Sticky note as you read. 3) Synthesis museum model essays HW: Finish reading ICB, Part I. pp. 3-53. Due Thurs. Word-process your museum synthesis TW in MLA format. Print and bring to class on Wed. MONDAY, APRIL 9: ESSENTIAL QUESTION: What is the relationship of the individual to the community?2) Return and discussion of the mock exam; identify problem areas HW: Vocab. Unit 11, Choosing the Right Word. Highlight context clues. Read 1) Introduction to In Cold Blood; SSR of Part I AP Mock Exam is today from 3:00-6:30. Per. 4 tests in 31-006; Per. 5 tests in 31-006 and 31-004. Report to your testing room at 2:45, please. Bring two #2 pencils and two black or blue pens. New seats today! New shoulder partners and small groups. 1) Mock exam expectations and procedures 2) Writing the APE Introduction: tips on handout 3) Portfolio review; divide your timed writings into three stacks, synthesis, rhetorical analysis, open-ended. Review your essays and record your scores for each. List your strengths, weaknesses, and strategies for the mock exam.HW: Read MLK's "Letter from Birmingham Jail", LOC pp. 260-274. Do Questions for Discussion 1 and 3 (all ) and Questions on Rhetoric and Style, evens or odds. Due Thurs. MONDAY, APRIL 2: ESSENTIAL QUESTION: What is the relationship of the individual to the community? 1) FFN Test. College-rule paper only. Number 1-25 (left-hand column) and 26-40 (middle). Turn in your book before the test begins. Remove all sticky notes before turning it in. 2) Finish the assignment on active / passive voice: Read pp. 111-120 in The Lively Art of Writing. Answer questions 1-9 and do Assignment (parts 1 and 2), p. 121. HW: Read MLK's "Letter from Birmingham Jail", LOC pp. 260-274. Do Questions for Discussion 1 and 3 (all ) and Questions on Rhetoric and Style, evens or odds. Due Wed. THURSDAY, MARCH 29: AP Mock Exam is Tues., April 3 from 3:00-6:30 in Building 31. Please turn in your Socratic self-assessment. 1) Active / Passive Voice: Read pp. 111-120 in The Lively Art of Writing. Answer questions 1-9 and do Assignment (parts 1 and 2), p. 121. Handout. 
<DIV> 2) Multiple choice deconstruction; small groups discuss passages and decide on answers; whole group discussion follows.</DIV>
<DIV>HW: Finish reading Fast Food Nation for Monday. Study for Monday's FFN test. No school tomorrow for the Professional Day.</DIV>
<DIV> WEDNESDAY, MARCH 28: 1) Turn in your Socratic rubric to the basket before class begins. 2) MC practice (two passages). Remember to use your POE strategies. Read and annotate. Mark the answers in your booklets. THEN transfer them to your notebook paper (34 minutes. 3) Small groups meet to compare their answers. HW: Finish FFN by Monday, April 2. Test that day. TUESDAY, MARCH 27: OBJECTIVE: Students will participate in Socratic discussioin to identify key elements of an argument. 1) Turn in your 200-250 word analysis of your penny synthesis essay. Word count must be circled about any discrepancies by Thurs., March 29. You are responsible to check your third quarter grades in this class. Notify me in writing. Staple your ana HW: Complete the Socratic rubric. Due tomorrow. Finish FFN according to schedule. Test Mon., April 3.lysis on top of essay and CB model papers. 2) Socratic discussion of FFN Chapters 8 and 9. Follow all Socratic rules; participate 2-3 times. Give page #. 3) Socratic rubric handout Monday, March 26: Monday, March 26: 1) Students read CB model papers silently. Identify structure (assertion and claims in blue; source information, including lead-ins in yellow; anything "pretty" in pink. 2) Small groups discuss their findings. 3) Return and self-evaluation of your own essay. Follow the same procedure. Write a 200-250 word analysis of how your essay compare/contrasts with the CB models. Be specific with your use of examples and details. Do not write about what I commented on. Circle your word count at the bottom, please. HW: Read FFN Chapters 9 and 10. Socratic discussion on Tuesday. Sticky note the specific pages/quotes you wish to discuss. FRIDAY, MARCH 23: OBJECTIVE: Students will develop an argument supported by documented sources. 1) Penny synthesis essay timed writing: Reread the prompt / instructions. Use your planning, annotated source information, and graphic organizer.highlight your assertion and claims in blue, anything "pretty" in pink, and box off your sources (either lead-ins or MLA parenthetical documentation). Circle all transitions. 4) Staple your essay on top of the prompt/sources and graphic organizer. Turn in. HW: Read FFN according to the bookmark schedule. Quiz on Chapters 8 and 9 will be on Tues., March 27. OBJECTIVE: Students will analyze sources to identify the author's claims and evidence. Mark your calendars for the Tues., April 3 mock exam, 3:00-6:30. 1) Prep work for tomorrow's synthesis essay: read prompt and all source information. 2) Complete the graphic organizer for all of the sources for tomorrow's synthesis. Paperclip the graphic organizer to your synthesis packet and turn in. You will write this essay tomorrow. HW: Read FFN according to the bookmark schedule. Quiz on Chapters 8 and 9 Tuesday, March 27. WEDNESDAY, MARCH 21: OBJECTIVE: Students will identify their their MC strategies. Mark your calendars for the Tues., April 3 mock exam, 3:00-6:30. 1) FFN, Chapter 8 2) Partners discuss their findings about the technology synthesis essay: yours vs. the CB's. 3) Small groups discuss their MC / POE strategies. Identify key words and stems to know. HW: Read FFN according to the bookmark schedule. Next quiz will be Tues., March 27. TUESDAY, MARCH 20: OBJECTIVE: Students will demonstrate their ability to use POE strategies to answer multiple choice questions. Mark your calendars for the Tues., April 3 mock exam, 3:00-6:30. 1) MC practice - passage 1 (repeated passage) Do questions 1-17 (22 minutes) * Number college-rule paper 1-17 * Read and annotate in the packet * Use POE (process of elimination) stategies to determine the correct answer * Mark all answers in your booklet; then transfer them to your paper at the end of each page. This process saves valuable time. * Don't leave any answers blank. There are no deductions for wrong guesses. Write "guess". * Watch your time! You are responsible to have all answers recorded on your paper when time is called. HW: Read FFN according to schedule. Compare your technology synthesis essay to the CB sample papers. Write a 200-250 word analysis of your findings. Due Wed., March 21. Makeup Socratic discussion for FFN will be held only after school Tues., March 20. Makeup Vocab. 10 Test will be given after school only on Fri., March 23 (alternate assessment). MONDAY, MARCH 19: OBJECTIVE: Students will use models to evaluate the successes and needs improvement areas in essay writing. Mark your calendars for the Tues., April 3 mock exam, 3:00-6:30. 1) Read CB sample papers for the technology synthesis essay. Highlight assertion and claims in blue and source information, including lead-ins in yellow. 2) Return and discussion of technology synthesis essays. Discuss class's strengths and needs improvement areas. 3) FFN Chapters 6 and 7 group quiz. Group members take turns recording the answers (initial, please). Write in complete sentences; use specific, text-based details to support your answers. All group members will receive the same grade. No books or notes! HW: Read FFN according to bookmark schedule. Compare your technology synthesis essay to the CB sample papers. Write a 200-250 word analysis of your findings. Due Wed., March 21. Makeup Socratic discussion for FFN will be held only after school Tues., March 20. Makeup Vocabulary 10 Test will be given after school only on Fri., March 23 (alternate assessment). FRIDAY, MARCH 9: Mock Exam, April 3 from 3:00-6:30. 1) Vocabulary Unit 10 Completing the Sentence; self-directed check 2) Vocabulary Test 10 3) Mini-Socratic of FFN Chapter 5 - use handout HW: Read FFN according to bookmark schedule. Have a wonderful spring break! Remember to wear your seatbelt and sunscreen! Make-up Vocabulary Test 10 will be only on Friday, March 23. (alternate testing method). Thursday, March 8: 1) Vocabulary Unit 10 Completing the Sentence; self- 1) Technology synthesis timed writing (45 minutes); write in black or blue ink on ONE side of your paper. Remember: your argument is central; the source information supports your argument.FFN Chapter 5 by tomorrow. 2) Highlight your assertion and claims in blue and your source information (including lead-ins and MLA documentation) in yellow. Staple your essay on top of the synthesis packet. Turn in. HW: Vocab. Unit 10 - do Completing the Sentence . Test tomorrow. Finish reading WEDNESDAY, MARCH 7: OBJECTIVE: Students will identify author's claims, evidence, and tones. 1) Vocab. Unit 10; self-directed check of Syn and Ant and CTRW 2) Read your word-processed space synthesis essay; with a black or blue pen, add in more commentary to make it fuller and clearer. Shoulder partners share their improved arguments. Staple on top of your original essay and prompt. Turn in. 3) Technology synthesis essay reading time (20 min.) I will collect and save it for tomorrow's TW. HW: Read FFN according to the bookmark schedule. Do Vocabulary Unit 10 Completing the Sentence for Friday. Test that day. TUESDAY, MARCH 6: OBJECTIVE: Students will identify author's claims, evidence, and tones. 1) Counselors are here to schedule your senior classes! 2) Do Vocabulary Unit 10 Synonyms and Antonyms and Choosing the Right Word. 3) Read Fast Food Nation Chapter 5. Take brief notes. HW: Word-process your returned space synthesis essay (MLA format). Do not include what you highlighted in yellow. Include only your argument. Bring to class tomorrow. Vocab. Test 10 will be on Fri. MONDAY, MARCH 5: OBJECTIVE: Students will identify the structure of an argumentative essay. AP Mock Exam, April 3 from 3:00-6:30. 1) Introduction of Vocabulary Unit 10 words 2) Fast Food Nation, Chapter 4 quiz; add on to your first quiz. 4) Return of scored space synthesis timed writings. Read CB model space essay; 3) Brief discussion of the author's main claims in Chapter 3 of FFN. highlight assertion and claims in blue and source information, including lead-ins and documentation in yellow. Give authors' tones. For Wednesday, word-process your space synthesis (MLA format). Do not add anything to the essay. Do not include a HW: Follow FFN reading schedule. Bring your completed schedule and signed AP/DE parent permission form tomorrow. Counselors will be here. Also bring your vocab. book and FFN. Bring to class on Wednesday. Circle the number of words.</DIV>
FRIDAY, MARCH 2: OBJECTIVE: Students will develop their positions and use sources to support their arguments. 1) Synthesis timed writing (45 minutes) Remember: Your argument is central. The sources should support your argument. 2) Highlight your assertion and claims in blue. Highlight all source information, including lead-ins and source information in yellow. Circle your word count at the bottom. Staple your essay on top of the prompt. HW: Read Fast Food Nation Chapter 4 for Monday. Bring your registration form and signed AP/DE permission form on Tuesday. THURSDAY, MARCH 1: OBJECTIVE: Students will develop arguments to respond to a prompt. 2) CB synthesis essay handout; read and add to your APE packet OBJECTIVE: Students will identify main ideas and supporting details. HW: Read Fast Food Nation according to the book mark schedule. 1) AP/DE option and comparison; registration for rising seniors is on Tuesday, March 6. Fill out the form and have your parents sign it! 2) Fast Food Nation Quiz on Chapters 1, 2, 3; use specific, text-based details to support. 
 TUESDAY, FEBRUARY 28 OBJECTIVE: Students will learn the organizational pattern for an argument. 1) 5 Steps to a 5; the synthesis essay; read pp. 123-133; take brief notes 2) Shoulder partners meet to discuss the credibility and usefulness of the space sources to support their assertion. HW: Read Fast Food Nation according to the bookmark schedule. Take brief notes as you read. MONDAY, FEBRUARY 27 OBJECTIVE: Students will learn the organizational pattern for an argument. 1) Barry Estabrook's Tomatoland presentation opportunity/passes for Period 3 2) Fast Food Nation, Chapters 1 and 2 mini-Socratic 3) Small groups meet to discuss the validity and usefulness of each space synthesis source HW: Get pass signed by your period 3 teacher. Return to me ASAP, please. Read Fast Food Nation according to the reading schedule.
 
FRIDAY, FEBRUARY 24: OBJECTIVE: Students will learn the organizational pattern in an argument. 1) Drum roll, please . . . introducing Question 1, the synthesis essay 2) 5 Steps to a 5, pp. 123-133. Read and take brief notes! 3) Hands-on practice with the synthesis essay HW: Read Fast Food Nation as per the reading schedule bookmark. THURSDAY, FEBRUARY 23: OBJECTIVE: Students will use context clues, parts of speech, and prefixes/roots/suffixes to identify the meanings of words. 1) Turn in your vocabulary connotation chart/review sheet before the test begins. Due to the need for increased security, you must leave your backpack/purse, and all other belongings on the counter or at the back of the room. You may have one sheet of paper, the test, and a pencil or pen at your desk. 2) Vocabulary 1-9 Test; use proper heading. Number 1-25 down the left-hand margin, and 26-50 down the middle of your paper. You must use college-rule paper and follow all directions to avoid loss of points. 3) After you finish the test and have turned it in, you may re-collect your belongings and silently read Fast Food Nation wherever you left off. 4) Discussion of Fast Food Nation Introduction and Chapter 1, if time permits. HW: Read Fast Food Nation according to the due dates on your bookmark. WEDNESDAY, FEBRUARY 22: OBJECTIVE: Students will identify the author's purpose, claims, evidence, and tones. 1) If you have not already done so, turn in your humorist TW analysis stapled on top of your essay. 2) Handout Fast Food Nation study guide and reading schedule book mark. 3) CECE four-year plans in computer lab Building 32 HW: Study for tomorrow's Vocabulary 1-9 Test. You will turn in your three-column connotation chart/study guide before the test. <A href="http://quizlet.com/9883341/sadlier-oxford-level-g-units-1-9-flash-cards/">Click here</A> for Quizlet review. Read Fast Food Nation according to the schedule on your bookmark. FRIDAY, FEBRUARY 17: OBJECTIVE: Students will use CB models to evaluate their own success in writing an open-ended response. 1) Facebook MoVo 2) Fast Food Nation book distribution and Introduction assignment, pp. 2-10. 3) Vocabulary review 7-9 continues 4) Using the CB model papers, evaluate and analyze your own success on your Alain de Botton open-ended essay. Write a specific 200-250 analysis of your strengths and weakness. Count the number of words in your essay. Circle the number on the bottom of your analysis. Staple on top of your essay and turn in. HW: Study for next Thursday's double-weighted Vocabulary 1-9 test. Read introduction to Fast Food Nation, pp. 2-10 for Tuesday. Thursday, February 16: OBJECTIVE: Students will identify author's purpose, tone/s, and rhetorical strategies. 1) Vocabulary 7-9 review; self-directed check 2) Students silently read CB model paper for the Alain de Botton open-ended TW. Highlight assertion and claim in blue, evidence in yellow, and anything "pretty" in pink. Whole class discussion follows. 3) Return of de Botton TW. Partners read each other's TWs and evaluate their successes and "needs improvement" areas. Write a 200-250 word paragraph to sum up your findings. HW: Begin your study for next Wednesday's double-weighted Vocabulary 1-9 Test (note change in date). Wednesday, February 15: OBJECTIVE: Students will identify author's purpose, tone/s, and rhetorical strategies. 1) Two Marriage Proposals: Students will use their graphic organizers and annotated passages to complete a mini-write (20 minutes) 2) Silently students read CB model papers. Small groups score them, and justify the scores. HW: Begin your study for next Wednesday's double-weighted Vocabulary 1-9 Test.

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Margaret Parrett

AP Language and Composition