REGENTS PREP

This Saturday, 8-11. We will review the writing sections of the exam.
If you cannot make it, review this PowerPoint that addresses the directions and some strategies for writing.
REGENTS PREP PPT

Working Template - Project Due Friday end of Period 2

Please make a copy of this document and follow all directions in it. Share it with me today (final due end of class on Friday).
WORKING TEMPLATE

Plan for week of June 4

Monday: Working Profiles (laptops)
Tuesday: Global Regents - Good Luck
Wednesday: Working Profiles (laptops)
Thursday: You are off. Enjoy the day. Your teachers are not off :(
Friday: Working Profiles (laptops)

Saturday: English Regents Prep 8-11

Regents Prep

Sat. June 2 8-11. Come when you can for an overview of the exam. I have packets for Part 2 and 3 (argument essay and text analysis) that you can use at home to practice. I will also give you a sample Regents exam.

Working Profile Scoring Rubric

CLICK HERE FOR WORKING PROFILE SCORING RUBRIC

Agenda for this week:

Bring in transcript or recording of Working Profile. We will be working with the laptops everyday this week.

Click here for sample Working Profiles from past years. You must be logged in to WJPS email to view these documents. 
WORKING PROFILE SAMPLES

By Tuesday, latest Wednesday evening: Interview complete, transcript recorded and typed on Google Drive, shared with me.

By Wednesday: Read a choice profile from "The Commercial" - Write about it in the Working Profile document (Step 2 - Working Response)

By Thursday: Draft #1 - complete with all the components we listed in class.

By Friday: Read a choice profile from "Cleaning Up" - Write about it in the Working Profile document (Step 4 - Working Response)

HW Due Tues. 5/29

Contact "Working Profile" interviewee. Create at least 5 open-ended questions that may lead to the "hole in the donut". If you can, complete the interview and have the transcript on Google Drive by Tuesday. If not, interviews/transcripts must be completed by Wed. 5/30. We will be working on laptops in class all of next week.

HW Due Thurs. 5/24

Due tomorrow before class begins. No late work accepted for credit.
Read "Hooker" from Book 3 of Working.

• Tweet about the comparison/contrast of this oral history to the one you read in class today. 
• Use a GIF AND offer a brief comparison/contrast of themes in both “Hooker” and your assigned oral history. Indicate which profile you read in class, and which one you are comparing/contrasting it to (“Hooker”). Use text evidence and analysis in your response.
• DO NOT SUMMARIZE!

HW Due Wed. 5/23

Make a copy of this document and rename it according to directions. Then, share it with me.
Complete Step 1 by Wed. 5/23.
WORKING PROFILE

HW Due Tues. 5/22

Read the introduction to Working. Write 1 page in response journal.
Think of a working person whom you want to interview/profile.

Plan for Friday

Post-Exam Survey
You must be signed into WJPS email to complete the survey.
We will do this in class Friday and discuss the exam afterwards. See you then.

Book Due Alert!

Working by Studs Terkel due in class on Monday 5/21. Please do not leave your book at home, bring in a receipt from Amazon, etc. Have a physical copy of the book with you in class.

This week in AP Lang...IT'S SHOWTIME!!!

Plus....

Check out the amazing work we did on FLIPGRID

Check out this resource!

FLIPGRID TEST PREP RESOURCE
hot off the presses thanks to a fellow #aplangchat teacher!

TWITTER CHAT TONIGHT

8-9 PM Use #aplangchat hashtag to join the conversation w/AP Lang teachers and students nationwide.

Plan for Next 2 Weeks

Wed. May 9, 8-9 PM: Twitter chat with AP Language Teachers (the ones I chat with every week!)
Your questions and concerns will be answered and you can chat and share with other Lang students nationwide. I encourage all to virtually attend #aplangchat

NOTE: BY FRIDAY 5/19, please finish reading In Cold Blood and your assigned article (you will get article this week)

Week of 5/7

Monday: Bring blue or black pen and loose leaf paper (if you can donate a pack, that's great - we have run out of paper in the classroom!). You will complete a timed writing: choose to write a synthesis, a rhetorical analysis, or an argument.

Tuesday: We will review protocols and practice a song lyric analysis activity. You will put yourself in teams that will carry over into Wednesday's activity.Please bring varied colored markers and a scissor, one per group. If you can also bring a stapler that would be terrific! We will need these items on Tuesday and Wednesday. I can store them for you in the classroom. Label your items in a plastic bag.

To get ready for the fun we'll have outdoors on Wednesday, please read these directions and download the FlipGrid app on your phones:

https://help.flipgrid.com/hc/en-us/articles/115003070573-Getting-Started-Students

Wednesday: Meet in classroom and proceed to small courtyard for song lyrics activity.  Bring your phones to class. Make sure you have downloaded the FlipGrid app.

Thursday: Timed MC or essay (your choice)
Extra credit: Bring in individually wrapped treats (ex: box of fruit treats, several bags of indiv. wrapped chips, box of granola bars)

Friday: Best of luck on the AP Comp Sci exam!!

SATURDAY: AP LANG EXAM PREP 8-11

Week of 5/14:

Monday: Kahoot! AP Lang Exam Prep - prizes for the top 3 winners!

Tuesday: Fun, Fun, Fun. Bring colored pencils or fine point markers.

WEDNESDAY: EXAM DAY! YOU WILL ROCK THE AP LANG EXAM!!

Thursday: Best of luck on the AP World exam. You got this!!

Friday: In Cold Blood Philosophical Chairs Activity

Due Tues. May 21: Working by Studs Terkel

HW

Bring a well-written thesis that addresses the prompt in Q3 (the one you got today in class).

Read In Cold Blood Part 3, "Answer" by Monday 5/7.

Buy a copy of Working - due May 17.

Extra Credit: Please bring in a bag or at least 10 individually wrapped snacks (fruit treats, chips, granola bars, etc.) by Thursday May 10.

Source Work

Insight from an AP Reader: Synthesis

Thank you for posting this!

Synthesis Essay Reflections from the 2017 AP Language Reading

By Roy F. Smith

The 2017 AP Language synthesis essay invites students to weigh in on the future viability of public libraries. The question asks students to consider the Internet’s impact on public libraries and their continuing relevance in the digital age.  The specific task reads as follows: “Then synthesize material from at least three of the sources and incorporate it into a coherent, well-written essay in which you develop a position on the role, if any, that public libraries should serve in the future.”  Six sources are provided for students to consider when developing their position. I read approximately 1200 essays over the course of the seven-day reading.  I am always amazed by the hard work and dedication AP students and their teachers commit to during their school-year preparation, and it is with their collective commitment to excellence that I offer my reflections from this year’s reading.

Celebrations

1. As a whole students wrote between 3-6 pages. A vast majority incorporated the required minimum of three sources. Structurally, most essays followed clear formats and were easy to read.
2. Successful students not only incorporated the required sources, but they used said sources to either support their position or challenge a source’s claims in relation to their position.
3. Many successful students incorporated personal anecdotes from their experiences with public libraries both as children and high school students. These personal experiences added voice and authenticity to their essays.

Reflections      

AP students are a hard-working bunch. They do the best they can on exam day to put into practice the skills and strategies their teachers have worked on throughout the year.  Our kids are active learners.  We have much to celebrate as we review and consider the path forward. We need to build on the strong foundations listed above.  I believe I have two distinct goals each year – my primary goal is to help each student achieve advanced placement at the college of his or her choice, and secondly, I want all students to grow as readers, writers, and critical thinkers. Some of my proudest moments are opening my students’ scores in July and seeing a hard-fought two.  Many students earning two’s are those who work diligently to improve throughout the year, and I respect and admire these students every bit as much as any other score point.

Areas for improvement

1. Many students didn’t directly answer the big question the prompt is asking: “. . . you develop a position on the role, if any, that public libraries should serve in the future.” They wrote about the virtues of libraries. They wrote about the virtues of the Internet. They wrote about the sources. They wrote about doing research on the Internet. They wrote about the antiquated nature of “paperback” books as opposed to e-books. What many students didn’t write about was “the role, if any, that public libraries should serve in the future.” I am sure there are many reason students didn’t directly develop a clear position that answered the prompt, but the lack of a clear thesis driven essay hurt students.
2. Students who lacked a clear position had trouble using sources effectively. Their source usage tended to shine a light on the source’s position as opposed to supporting or challenging the writer’s position. Some student’s used long sections from a source without linking it to their position. In other words, sources dominated many lower half essays.
3. Gross generalizations dominated many lower scoring essays:
4. “Lower income people will not be able to learn about political issues if public libraries close.”
5. “The Internet and e-books have made it so that nobody will use public libraries again.”
6. “Nobody reads real books anymore because they are too heavy.”

Students who qualified their claims, or who avoided the extremes fared better.

4. The upper half essays I encountered had authentic student voices and they used diction that was consistent and appropriate to their overall work. Many used personal anecdotes in their openings to establish personal connections (positive or negative) with public libraries.  These essays combined a passionate voice with a mature writing style to argue for a clear position. Lower scoring essays forced elevated language into otherwise pedestrian essays.  The result is often a tortured essay lacking an authentic student voice.  Students who trusted their voices and stayed consistent were more successful. Using “plethora” in an essay didn’t have the intended result students hoped for!

Reflections

As an AP reader, I want students to answer the task of the prompt with a clear and specific position. I don’t care what their position is, or if I agree with it, but I do want to engage with a student’s position.  I don’t need a summary of each source. I have read and internalized each source.  I want students to use the sources to support their position, and I want them to challenge positions presented in the sources. As the prompt says “Your argument should be the focus of your essay.”  I want students to use language they are comfortable with.  I want to “hear” each student’s unique voice.  As an AP teacher I want my students to consider the prompt before them and to argue for their positions.  I want them to think before they write.  I want them to use evidence from a source, the passage, the poem, or the prose piece to support their considered position.  I want them to write with their authentic voices.  It’s far more important for an AP reader to see the student behind each essay than to only see the teacher.

HW Due Fri. 4/27

Journals will be collected tomorrow AT THE START OF PERIOD 2. Please make sure you have at least 2 full pages for each book, 1 and 2 (min. 4 pages total).
Your journal should demonstrate:
1. That you have read and understood the first two books of ICB.
2. That you identified and analyzed Capote's mix of nonfiction and fiction elements to craft a nonfiction novel.
3. Insight that goes way beyond summary and basic stuff.
4. Original thought.

Beat Report #4 due Monday. No late papers accepted. If you scored below a 6 last time, you must turn this in. If you scored above a 6, it's not necessarily to complete this assignment.

Saturday, 8-11: AP Exam Prep.
1st Hour: Synthesis Essay
2nd & 3rd Hour: Exam Review (readings/prompts, then MC)

HW Due Thurs.

Evaluate a peer's Synth Q1 essay using the AP Synthesis Scoring Rubric.
make comments ON THEIR PAPERS with a colored pen other than the one they used. Write the score at the top of the paper. Make sure the score matches the criteria on the rubric.
Bring their essay back to class tomorrow.

In Cold Blood reading due Fri. 4/27: to p. 155.

Beat Report #4 due Mon. 4/30 (only have to do it if you got below a 6 on the last one).

AP Practice/Review Session SATURDAY 8-11. We are writing the Synthesis Essay first. We are starting immediately at 8. Please be on time and ready to write!

HW/Reminder

TO CLEAR UP THE MASSIVE CONFUSION I CAUSED WITH THE MYRIAD DUE DATES I POSTED AND ANNOUNCED> (Sorry, old people sometimes get confused)...
We are sticking with the date I originally put on the blog: 

DUE FRIDAY 4/27 (wrote wrong date on HW board - sorry):
Read In Cold Blood to page 155. Write 1-2 pages in response journal (any response you'd like, literary and rhetorical mix, emerging themes, etc.).

Beat Report #4 DUE 4/30 (optional for those who scored a 6 or higher on Beat #3).

Reminder: SAT DAY April 24 - Tuesday.
Sat. 4/28 AP Lang Test Prep #2:
Hour #1: Write Q1 Synthesis Essay
Hours #2 & #3: Review Multiple Choice, Q2 RA Essay Prompt and text, Q3 Argument Prompt.

Even if you did not attend the first session, you will benefit from this one.

Due Thursday

Read In Cold Blood until the end of page 74 ("The Last To See Them Alive"). Write minimum of 2 pages in your journal: Comment, in a chart, on the use of fiction (literary) and nonfiction (rhetorical) strategies in Capote's writing. Make sure you use explicit evidence with page # and don't summarize, but analyze the effect the technique has on the reader.

Reminder: Edna Tweets due tomorrow. You can leave your project on my desk.

Trip to BAM tomorrow. Stay in the auditorium after the assembly and wait with our group for the bus. Bring a snack and/or lunch.

UPDATE!

Edna Tweets now due Wed. 4/18.
(you can thank Andrew for asking me)

Wed. 4/18 is also the BAM Spoken Word Poetry trip. For all of those who paid, please make sure you have also turned in a permission slip. If you aren't sure, see me.

SATURDAY 8-11 AP LANG SIMULATED TEST
Please be on time. We are starting at 8 AM sharp. Bring a highlighter and a pen. You must stay with me the entire 3-hour prep period so as not to disrupt students who will be taking the timed test.

NOTE: If you are not able to come to this practice test, I will give you a copy of the test and you can time yourself at home. Then you can come to the review session on Sat. 4/28 - 8:00-11:00.

HW Due Wed. 3/11

Review your timed rhetorical analysis with teacher commentary.
Use the AP Rubric to score yourself. 
Explain your score with logical reasoning and include evidence from your own work.
1. PRAISE: What you did well.
2. RAISE: What you need to improve/add/expand upon next time.

Be prepared to turn in your essay, your self-assessment/reflection on Wednesday. You will be able to compare it to the "AP Reader" (aka Mrs. Marks) score.

NOTE:
For those of you who did not take the second timed writing, you must make it up during period 5 with a pass from your teacher or during period 6 lunch tomorrow in room 355. If you cannot make it, I need to grade the celery piece. I can't give back the rest of the class' essays until you write yours. 

***Edna Tweets Project will be reviewed in class. Project due: Monday April 16. Late projects (after period 2 Monday April 16) will lose one AP grade level).

Collaborative Twitter Chat w/Steven Decatur High School/Maryland TONIGHT 8-10:30

NOTE: You will earn extra credit for this chat. It will go in as a discussion assignment, and if you complete the following requirements, you will get 100 points for this assignment. 
Please read the criteria below carefully.
Collaborative Twitter Chat Directions:
1. Log onto Twitter some time between 8:00-10:30 PM tonight, Wed. 3/28.
2. Search for the hashtag #kchopinchat. You can also search for @ocbeachteach or @MizMarks.
3. Depending on when you begin chatting, previous the previous tweets to see what others have contributed. 
4. Respond to the WU Question (Warm-Up Question) to introduce yourself. Use only your first name! 
5. Then respond to at least 5 of the posted questions. Questions are indicated as Q1, Q2, Q3, etc.
6. Answer using A1, A2, A3 etc. at the start of your tweet to answer questions, post new questions, offer insight. Use the text as the basis for your answers. Show that you read the entire text! You can also reference our class discussions, related texts, lyrics, art, etc. that have been discussed in class, or bring in outside references. 
7. At the end of each of your tweets, use the hashtag #kchopin chat (or else your tweet won't show in the thread)
Example tweet: A1 Edna was a cool lady - so ahead of her time. I am sure many strong women today admire her courage but also empathize with her broken spirit. #kchopinchat
8. Respond to at least 10 other comments in the chat. Be sure that at least 7 of your responses to others' comments are from students at Decatur. 
HAVE FUN!

*You will be allowed to use some of these Tweets from this chat as part of your Edna Tweets Project, which will be due shortly after the break* Details to follow...

QUESTIONS FOR CHAT:

• WU: Introduce yourself, first name, and which character you identify with in The Awakening, who would it be and why?
• If you could ask Kate Chopin one question, what would it be and why?
• What is the most important theme in The Awakening? Is it still relevant today? Explain. 
• Why does Edna never feel fulfilled with her life?◦How would the various characters in The Awakening react to Edna's death? (ex: Leonce, Robert, Madame R, Mademoiselle R., Arobin)
• Why are men turned away from independent women?
• Why did Chopin choose the ocean for Edna's final resting place?
• On several occasions, Edna refers to running through a field as a child. In what ways does this foreshadow the end of the book?
• Which character(s) had the greatest impact on Edna?
• How does Edna's story relate to stereotypes about women?

Socratic Seminar - Wed. March 27

Please review the previous post for guidance on how the Socratic Seminar will be run. Our first one is tomorrow, when the bell rings, we begin! Bring your copy of The Awakening and any related texts, plus a pen.
Inner Circle discusses. Outer Circle observes. Teams are as follows...

This is the lineup:
Inner Circle Player: Angelo Outer Circle Coaches: Gabby, Nicholas, Sofia
Inner Circle Player: Lauren Outer Circle Coaches: Leah To., Katelyn, Judah
Inner Circle Player: Isabella  Outer Circle Coaches: Jamila, Ariana, Vasili
Inner Circle Player: Gabi  Outer Circle Coaches: Serena, Michael, Leah Ts.
Inner Circle Player: Andrew Outer Circle Coaches: Julia, Carrie, Sabrina P.
Inner Circle Player: Paul  Outer Circle Coaches: Abigail, Sophia, Faith
Inner Circle Player: Alexsis Outer Circle Coaches: Eleni, Jhony, Harrison
Inner Circle Player: Ethan Outer Circle Coaches: Kyle, Sabrina E., Deborah


Questions (everyone, please review this tonight).

1. Why does Edna never feel fulfilled with her life?
2. How would the various characters in The Awakening react to Edna's death? (ex: Leonce, Robert, Madame R, Mademoiselle R., Arobin)
3. Why are men turned away from independent women?
4. Why did Chopin choose the ocean for Edna's final resting place?
5. On several occasions, Edna refers to running through a field as a child. In what ways does this foreshadow the end of the book?
6. Which character(s) had the greatest impact on Edna?
7. How does Edna's story relate to stereotypes about women?

Socratic Seminar

For those of you who are on the college trip, please review this Socratic Seminar PowerPoint
to know about the Seminar rules of engagement, roles, and expectations.
Please bring to class: your copy of The Awakening on Wednesday.
SOCRATIC SEMINAR BASICS

Please check back here before Wednesday to know your role assignments.

Agenda for Week of 3/26

While many of you will be on the College Trip on Monday-Tuesday, we will practice Multiple Choice and Liu Method outlining on Monday and Tuesday. For the notes and what you missed, come see me when you return.

Monday: Socratic Seminar = The Awakening/Related Texts Question Formulation - all students present will use a protocol for creating questions for the Socratic Seminar. Everyone, please see blog for questions on Monday afternoon! You will be assigned a role of inner or outer circle (I will post assignments and overview of roles on blog on Monday afternoon).
Tuesday: Please bring your new op-ed/editorial (printed version). We will review Liu Method and you can read/annotate your new piece in class. I will be available to help you.
Wednesday: Socratic Seminar = The Awakening. All students will participate either in inner circle or outer circle.
Thursday: Timed Writing Rhetorical Analysis #2. If you are not in school on Thursday and do not write #2 on Thursday, Rhetorical Analysis #1 gets graded (AA Milne). If you are in school and write #2 you have a choice of which one you would like me to grade.

Vocab.com will be suspended this week! (You're welcome).

BOOK DUE ALERT: In Cold Blood by Truman Capote DUE MONDAY APRIL 9. 

HW Due Tues. 3/13

Due Tuesday 3/13: Read Sandra Cisneros' "Barbie Q" and tweet from Edna to Sandra. Use evidence from your reading (most recent reading in The Awakening and evidence from the short piece by Cisneros) in your tweet. Pay attention to your diction, syntax and...spelling!

Due Wed. 3/14: Vocab.com due at 8:30 AM.

Due Fri. 3/16: Email me a link to your latest Beat (#4) op-ed or editorial. Make sure it is in fact an opinionated piece from a reputable source. Please include the beat category this piece falls under (do not duplicate beats you have previously chosen, please).

HW Due Mon. 3/12

Due Monday:
Read The Awakening through the end of chapter 27 (XXVII) - page 128 in the Enriched Classics Edition).
Study the photo and quote below and tweet about it. What would Edna say to Norman Rockwell? What would she say to Deborah Tannen?
Use evidence from your reading (Chapters 19-27 of the Awakening) and evidence from the photo in your tweet. Do not refer to what we have already discussed (earlier chapters). Show a keen understanding of what you read, how Edna is changing, and your understanding of the art.

Vocab.com due Wed; HW Due Thurs. 3/8

• Read The Awakening through the end of chapter 18.
• Tweet from Edna to Joyce Carol Oates (poet who we read in class) Use evidence from poem in your response "Women Whose Lives are Food, Men Whose Lives are Money" 
• Vocabulary.com due Wed. 8:30 AM

HW Due Monday

Beat Report #3. Follow directions from previous post.

The Awakening Reading - will wait until later this week. We are shifting our focus Monday and Tuesday away from the book and on to another activity that was planned for later in the unit.

Timed Writing: Friday; HW due Monday

Re-read your annotated copy of "Remember the Ladies" and review your Rhetorical Analysis Organizer (circles with arrows). Bring those both to class tomorrow.
You will be writing a Rhetorical Analysis. Writing begins when the bell rings and ends when the bell rings.
Come in quickly and quietly and begin working.

Due Monday March 5: Read and annotate The Awakening to the end of chapter XVIII (28).

Beat Report #2 due March 5. Please refer to the Liu Method PPT for guidance.

HW Due Wed. 2/28

Tweet from Edna to Abigail Adams.
Vocab. due at 8:30 AM
Beat Report due March 5.

HW Due Tues. 2/27

Read and annotate "Guys vs. Men" by Dave Barry
Tweet as Edna to Dave Barry (you can reference Leonce as a guy or a man as defined by Barry). Do not merely summarize the text. Diction and syntax count.

Beat Report #3 due March 5. Please use the Liu Method. If you have questions, ask them prior to the due date. You will assessed on the Beat Report Rubric and your use of the Liu method.

Vocab.com due Wed. - new time due: 8:30 AM.
Vocabulary: The Awakening - chapters 16-20

HW Due Wed. 2/14

Vocab.com due at 8 AM.
Read/annotated "Married Life" by Timothy Aubry
*sorry, no digital copy of this one*
Entrance ticket tomorrow.

HW Due Tues. 2/12

Read and annotate the lyrics, "Machine" by MisterWives.
See the video HERE
Read the lyrics HERE
Tweet #3: What would Edna say to MisterWives?
Use evidence from the song and insight in your tweet. Do not summarize or state the obvious.

. (image: Paste Magazine)

If you kept your "Women's Brains" timed writing (paragraph), please submit that by start of class tomorrow.
Prompt:

Use AP verbs and accurate diction in your response. You are encouraged to change the wording of the template below.

At what conclusion does Gould arrive on the subject? Write a well-developed paragraph that shows insight and uses evidence and analysis.

Stephen Jay Gould, author of the essay, “Women’s Brains”, __________________________________________

(strong AP verb to show his support or refutation or qualification)

the 1800s presumption that ________________________

(object of verb – what he was supporting, refuting or qualifying). 

He does so by _________________(strong AP verb PLUS structural elements/rhetorical strategy/element of argument he uses and its/their effect[s]). (Transition to prove thesis),__________________(direct text evidence PLUS context/explanation - not summary). Consequently (or other transition to prove), Gould______(strong AP verb PLUS analysis of that evidence to show insight and answer prompt).

Vocab.com due Wed

HW Due Thurs. 2/8

For Thursday: 
Tweet #2: What would Edna say to Gould or the researchers, such as Broca, regarding their claims?
Remember to follow other Edna Ps and like/comment on other posts.

For Friday:
Bring in annotated op-ed/editorial for Beat Report #3 - we will work on outlining the Beat Report in class.

Edna Tweets: Project

EDNA TWEETS Edna Pontellier uses social media to respond to fellow artists and express her views on gender roles.

Due Wed. Feb. 7

Step 1: Establish a Twitter Account where you post as “EdnaP_your name”. Create a fitting and symbolic screen name. Examples are “AwakeInNO” or “EdnAwake”. Populate your profile with key info gleaned from reading the first few chapters of the novel. For example, include birthplace, hometown, marital status, children’s names, attitude towards life, husband, etc. Add a personal quote. Examples are “Eagerly waiting to find myself” or “Life isn’t what is given to you; Life is what you make of it.”

Step 2: Tweet from Edna’s POV: Follow at least 5 other “Ednas”; respond to a minimum of 2 "Ednas" per assigned tweet. (reply or retweet with commentary). Follow teacher account: @MizMarks. You will be assigned a tweet to compose daily (in class or for homework). 

Tweet #1: Respond to events in Chapters 1-4 of The Awakening.

Due Wed. 8 AM: Vocab.com. 

HW Due 2/2

Due Tomorrow (Fri. 2/2)
Read/annotate "How a Job Acquires a Gender".
Write min. 2 pages in your journal: React to the article - do not summarize.
Be prepared to speak about/share what you read and wrote (bring in journals).

If you have not sent me a link to a new op-ed or editorial, do so by tomorrow. Make sure it has been published within the last two weeks, is in fact an opinion piece, and was published by a reputable source.

Due 2/9 (next Friday)
Printed/annotated article. We will review Liu Method again in class. You will then make a Liu Method outline.

HW due Wed. 1/31, Thurs. 2/1

Due TOMORROW: Choose a new beat. Send me a link to an op-ed/editorial) must be an opinion piece, not a news story, that fits your beat and has been published within the last 2 weeks. Reputable sources only. See Beat Report document for list of reputable sources. Links will not be accepted past 8 AM Wednesday for credit.

Due Thursday: Read and annotate sample argument. Use the rubric to score it. Write comments on the rubrics to justify your score. These will be collected.

Break Work - Due Jan. 30

Due 1/30:Read and annotate - 
1. Pages VII-XX of "The Awakening" The Enriched Classics Edition 
2. Chopin's biography from KateChopin.org: CHOPIN BIOGRAPHY

Write minimum 2 pages each in response journal:

#1: How do genders define us?

#2: How did Kate Chopin's life affect her work?

Please bring annotated texts and journals to class with you on Jan. 30. 

Beat Report #2 due tomorrow!

Use the Liu Method for annotation and structure your argument using his strategy:

• Foundation
• Architecture
• Music

The beat report should be approx. 4-5 paragraphs, including a short intro that contains source info (title and author) and publication date and publication name. Please adhere to MLA format. You can see the sample MLA paper at the Purdue OWL website. Your papers must be in Times New Roman 12, double-spaces, with a properly formatted heading and page headers.

You must turn in:

• A printed beat report (due tomorrow, at start of class, will be accepted after tomorrow as long as you share ON TIME - before start of class tomorrow)
• An annotated op-ed (due tomorrow, at start of class, will not be accepted late)
• SOAPSTONE+R is optional and will not be graded, but it is always recommended to do this after you read to determine key points you will address in the analysis report.

Timed Writing Tomorrow: "The Meanings of a Word"

Timed Writing tomorrow: Please bring your annotated text, "The Meanings of a Word" and loose leaf paper. Write only in blue or black pen. Timed writing begins when bell rings and ends when bell rings.

Due 1/19: Beat Report #2. No late papers accepted. Term is ending soon. Grades are due soon.

Due 1/30:Read and annotate - 
1. Pages VII-XX of "The Awakening" The Enriched Classics Edition 
2. Chopin's biography from KateChopin.org: CHOPIN BIOGRAPHY
Be prepared to write about/discuss what you read. 

HW, plan for next week

Due 1/30: Read pages VII-XX of "The Awakening" The Enriched Classics Edition (background info before we read the book). Be prepared to write about it/discuss it.

Due 1/19: Beat Report #2 - use Liu Method for organization/analysis.

PLAN FOR NEXT WEEK: (updated!)
Tuesday: Review Rights of Man essay (peer feedback, teacher feedback/conferencing, rubric review)
Wednesday: Timed Writing: "The Meanings of a Word" Argument
Thursday/Friday: Performance Series Reading 

HW: Timed Writing Tomorrow

Timed Writing Tomorrow: The Rights of Man.
You may only bring your outline and annotated text/prompt.
You must write in pen (blue or black).
Take the time tonight to make sure your outline follows the format and fulfills the requirements of the Argument Essay we reviewed in class.

Friday: We will score one another's argument essay vs. the AP rubric. You will leave feedback for your partner, read their feedback and make an action plan to correct errors/fix fallacies/improve overall quality of your work.

Tuesday: Timed Writing: "The Meanings of a Word".
You will not see the prompt until you get to class on Tuesday. Please prepare for this essay by making careful annotations on the text. You may only bring the text with you to class. You may take notes on the text in terms of Steps 1-6 of Argument writing guide.
Extra time: If extra time is afforded to you, you must complete the writing Period 5 with a pass from your teacher, or period 8 with a pass from your teacher on Tuesday only.

Ongoing: Review the Liu Method PPT. It is how you will write your second beat report. No late reports accepted. It is due 8 AM on 1/19.

HW Due Wed. 1/10

Updated: Timed Writing Thursday (Rights of Man) We will continue to prepare to write the argument essay in class. Continue to work on your outline. Annotate the prompt you were given in class today. You may not bring a draft with you to class or use your notebooks when you write on Thursday. Follow the guidelines for "how to write an argument essay" and create an outline that includes all of the elements necessary. Insert apt transitions where necessary.

Opinionated Beat Report #2 due 1/19. Review Liu Method PPT (see post from yesterday). This is the format you will use for this report.

Vocab.com due tomorrow. If not completed to 100% by 8AM on due date, no credit!

The Awakening due 1/10 (tomorrow). You must bring your own copy to class so you can get credit. There will be reading to do for homework.

HW Due Tues. 1/9

Due Tuesday - Create Argument Outline for excerpt "The Rights of Man". Use what you know about argument writing (notes) and the prompt assigned (see below). We will be writing a sample argument essay tomorrow.

Directions: The following passage is from Rights of Man, a book written by the pamphleteer Thomas Paine in 1791. Born in England, Paine was an intellectual, a revolutionary, and a supporter of American independence from England. Read the passage carefully. Then write an essay that examines the extent to which Paine’s characterization of America holds true today. Use appropriate evidence to support your argument.

If there is a country in the world, where concord, according to common calculation, would be least expected, it is America. Made up, as it is, of people from different nations, accustomed to different forms and habits of government, speaking different languages, and more different in their modes of worship, it would appear that the union of such a people was impracticable; but by the simple operation of constructing government on the principles of society and the rights of man, every difficulty retires, and all the parts are brought into cordial unison. There, the poor are not oppressed, the rich are not privileged. . . Their taxes are few, because their government is just; and as there is nothing to render them wretched, there is nothing to engender riots and tumults.

Re-read "The Meanings of a Word" - bring to class with you each day.
Timed Writing Friday.

Review The Liu Method PowerPoint (see Opinionated post to the left, and Opinionated Page at top nav bar). This is the method you will use to deconstruct the latest op-ed/editorial. NOW DUE JAN. 19. Late papers (after start of class Friday Jan. 19 lose one AP scoring point.)