Final Vocab Test

How will the final be scored?

Scoring rubric for Speeches: http://www.rcampus.com/rubricshowc.cfm?code=VXW3W7B&sp=yes

Friday, May 30

Last day to meet before presenting!

Here is the link to sign up for your time slot: http://goo.gl/plDx3i

Be sure you have taken care of these considerations today:

• who will be in charge of what part of the presentation?
• have you timed it?  I will have to cut you off at 15 minutes!  
• consider your audience: Will they be informed?  Any missing pieces they need to know, if they haven't seen the film?  Will they be engaged? 
• the tech side:  don't surprise me with any programs my computer can't handle :)

in the end, KNOW YOUR PURPOSE:  Why am I asking you to present this documentary?

---to show me that you can analyze an argument (on film, this time) and discuss specific elements that contribute to the overall effectiveness of the work.  The film clips should work like quotations in an essay--your commentary about them will make all the difference!

Reminder: Vocabulary Final

Lessons 8-14 will be tested on the day of the final.  Here is a link to flashcards for lesson 14: http://goo.gl/YLEU3w...I am still looking for a full set of cards for 8-14.

Review roots and suffixes:  http://goo.gl/WWpZuY


more roots cards here:
http://goo.gl/dSwJAA

http://goo.gl/kwb5o1

Friday, May 23

Modeling the Presentation

After finishing The Queen of Versailles, I would like you and your group members analyze the following elements:

• Purpose, Audience, Thesis, and Mode
• Appeals to logos, ethos, and pathos
• Kairos—new term that means timeliness.  Kairos (KY-ross) is knowing the right time or the most opportune moment to make an argument or present aspects of an argument.
• Counterargument—this is a specific part of ethos I want you to analyze in your documentary.  Counterargument is how the argument acknowledges, works around, or attacks those who would argue the opposite.
• Types of Evidence—facts, statistics, personal experience, expert testimony, humor, etc.
• Visual Style/Tools.  Link to quizlet reference: Documentary film making vocabulary
• Strengths, Weaknesses, and Fallacies (there will be all three)

If this was your film to present, what three clips from the film would you choose to demonstrate any of the above elements?

We will play with the Google presentation tool to see if you can do a quick dummy of what your presentation will look like for the final.

DOC sign ups!

http://goo.gl/plDx3i

Documentary Film Assignment

Assignment is here: AP DOC PROJECT

Check out this list of documentary film vocabulary: http://goo.gl/DoOlUL

POV Documentary Viewing Guide: http://goo.gl/nyBr5N

Media Literacy Questions: http://goo.gl/ywky7U

Be ready to sign up for your documentary film on THURSDAY in class!  No repeats allowed.  Sorry.

Monday: Final Draft formatting for Research Paper

AP Final Draft format--

See page 86-90 in Bedford Reader for another MLA sample paper with Works Cited. 

• Your title should read "Mark, Joanie, Sam. FINAL DRAFT. Research Paper"
• Please number the pages in a header like this:  Last Name, Last Name, Last Name  #) Make sure you hit Insert and page numbers otherwise it will number every page 1)
• Heading goes under the header.  Each name gets its own line.  See MLA/Purdue Owl for rest.
• Change text color (no lime or yellow, please) to mark your writing, then make a comment at the end of the paragraph with your name in it.
• Leave text black(like for intro and conclusion) if it was a joint effort.
• At the end of the paper, insert page break and then copy final draft from google docs of your Works Cited page there. (be sure you have UNCHECKED in noodle tools any sources you do not end up citing and then make sure you have MERGED your accounts so all your sources are on ONE BIBLIOGRAPHIC page to export to google docs.)

Friday: Pulling it all together

Grading rubric is HERE.


1. Check collaborizeclassroom comments.

2. Work together to create effective transitions between your body paragraphs.  Eliminate repetition and create connections between the claims.

3. EDIT.  Check in text citations on noodle tools.  SEE PURDUE OWL too: http://goo.gl/BpznD
(This site is my best friend right now, and should be yours too.)

Wednesday: Writing a body paragraph

Review Chapter 3 in the Bedford Reader before you begin writing your body paragraph today.  I will be coming around to check in with you about your claims, to be sure they logically correspond to your thesis, etc.

When you are done, please post your paragraph into the appropriate spot in collaborizeclassroom.com.

Tuesday: Opening Paragraphs

1. page 479 in The Bedford Reader    "The New Witch Doctors: How Belief Can Kill"

TARGET:  ENGAGING OPENINGS

2. Go to cause and effect essay google doc and work together on an opening


3. Go to collaborizeclassroom.com  and post your opening there.

4. Give feedback on two others.

Monday: Getting back to Cause and Effect

Planning your research paper...

Today I am asking you to return to your notecards and your groups in order to touch base and plan your essay.

 Once again, here is the link to the thesis and outline doc for ONE of you to copy and then share with your team and with me.

http://goo.gl/Qy3DtH

review my tips here: http://goo.gl/eCbNk9

Here is the game plan for the week:

Monday: Write thesis/plan essay structure and responsibilities

Tuesday: Review one more sample, write intro paragraph together and share on collaborize classroom

Wednesday: Everyone works separately on their portion of the paper and posts on collaborize for feedback.

Thursday:  I model feedback, if necessary.  Everyone reviews and then revises.

Friday:  Write conclusion paragraph AND Editing workshop for correct citations and/or grammatical problems.  Try out a few different sentence lengths and structures if possible:  periodic, cumulative, balanced, inverted.

PAPERS ARE DUE by Tuesday of next week!

Thursday--day before the test!

Options for classtime today:

• Do the last section of multiple choice: http://goo.gl/2LYDx0  Answers are at the end--don't cheat!
• study past prompts--play the Toulmin game with the Argument question: http://goo.gl/4d66Vc
• study quizlet cards: http://goo.gl/8sgBvP  (There are more on the site--do a search)
• Study your personalized AP test notes.
• Work on your thesis and outline for your research paper--due Monday.

Argument: Review

Here is link to the sample papers for the Argument question for the practice test: http://goo.gl/kmH4fn

What qualities make the top paper effective?  TAKE NOTES on your AP personalized google doc.  Here is mine: http://goo.gl/rktUkU

My feedback:

• use CONCRETE evidence/examples to make your point evident
• use They Say I Say to show that you understand the counterarguments and can refute them
• Concede when you need to.
• do a brief outline of  your essay before you begin

Remember you have three options according to Gerald Graff,

1. Agree, but with a difference
2. Disagree with reasons
3. Agree and Disagree (this can look like a concession and rebuttal  or a qualified answer)

Also, rememeber the Toulmin frame for argument:

Because (evidence), therefore (your position) since (backing) unless (qualifiers).  

Because it is raining out, I should bring my umbrella since it wiill help keep me dry unless it has holes in it.

Let's try that with the 2012 argument!  see here: http://goo.gl/TYP7Xe

Tuesday's class: One more go at rhetorical analysis

Rhetorical Analysis: William Hazlitt "On the Want of Money" 

and Ellen Goodman "The Company Man"

Today we will attempt to carefully analyze two passages for rhetorical effectiveness.  Both are in your study packet.

Instructions:  Read/annotate the essay.  Then write your thesis and record your organizing strategy.

Here is a link to the shared document for Hazlitt:     2nd period  6th period           

 and Goodman: 2nd period   6th period

Here is a link to the Hazlitt 8/9 paper: http://goo.gl/yv4PGi

Monday's class: More multiple choice practice!

Students took 30 minutes to practice doing multiple choice questions from the packet I gave you weeks ago (with rhetorical prompts, too).  Passages are numbered, so you are doing passages #3 and #4 (questions 17-39).  If you improve your score, this grade will replace the one from two Friday's ago.

Also, if you were absent and are interested in being a judge for the Senior Boards, see me for a flier.

Friday: RA practice and Thesis work

Here is a link to another posting by the College Board about how to access your scores this summer: http://goo.gl/J6idQh

25 minute RA practice

2004 http://goo.gl/IeZ0A0
15 minutes to read, annotate and write a thesis and outline for this prompt. Write your thesis here: http://goo.gl/jhWz8y  6th period: http://goo.gl/Y7CLwe
10 minutes to share and dicuss
sample essays: http://goo.gl/pHTdMp

30 minutes to work with partners on Research Paper thesis and outline

See links from yesterday's post!

THURSDAY: Research deadlines have shifted

Research check points

5 complete notecards made by each one of you:  due Monday.

Your thesis and outline are due on a shared doc by next Thursday.

Tips for writing a strong thesis http://goo.gl/eCbNk9

Template for sharing your thesis/outline: http://goo.gl/Qy3DtH

Rhetorical Analysis Feedback goes here.

ANALYZE from beginning to end--your understanding of the effect of organization is fundamental and can be a really helpful way to organize your writing, and will ensure that you are thorough in your analysis. 

Remember beginnning with the THEY SAY I SAY is a very popular strategy in argument---don't confuse the two.

"He uses syntax and diction to achieve his purpose/message"--STATE IT EXPLICITLY/PRECISELY!!!!!!

2007 RA sample papers: http://goo.gl/T3TLsP

Tuesday: A Debrief

Class Agenda

1. Vocabulary Test on Lesson 13

2. What were the most difficult counterarguments you had to address yesterday?

                    Why the word matters: http://goo.gl/rCyQ0P

                        Franz Kafka has part of the rebuttal: http://goo.gl/x4L3yf

3. RESEARCH PAPER:  Checking in.  Are you ready to form a thesis?  What categories do you see emerging?  Where do you need to do more research?

Tomorrow, you should be ready to submit your first draft of your thesis, with a rough outline, highlighting the main sections of your paper and who will be responsible for what.

Monday: Socratic Seminar Groups on Huck Finn

Learning Target:  to use a civilized and academic discussion to gain insight on a text/controversial issue.

1. Submit this form in the first 5 minutes: http://goo.gl/v5tDB7

2. Get into groups based on your numbers.

3. You have 20 minutes to share your thoughts on this topic.  Please use your notes and the materials and the novel to present your point of view to your group members.  Give everyone equal time, but be sure to keep the conversation dynamic and focused.  (Once you start a lively discussion, you shouldn't need to worry about time, but try to bring any members into the discussion that don't seem to be talking.)

4. (10-15 minutes) Then, staying where you are, fill out this form individually: http://goo.gl/bJcuOv  Make sure you MAKE A COPY and PUT IT IN YOUR ENGLISH FOLDER--as long as the folder is shared with me!  (otherwise, you will need to share it with me directly.)

5. (last 10 minutes) Share strong persuasive arguments from today's class.

Thursday & Friday: Synthesis and Multiple Choice

Synthesis:  Advertising (15 min)

AP feedback on this question: http://apcentral.collegeboard.com/apc/public/repository/ap07_eng_lang_q_a.pdf

My feedback en masse:

• Qualify, don't equivocate!  Your point of view needs insight and most of all, conviction!  Be brave and take a stand.
• Don't take absolute positions--concede thoughtfully.
• Don't let the sources take over--use them and connect them to your prior knowledge so you are in a kind of conversation with them.  Be an "agent of your own mind and world views."
• Watch your use of transitions, so that you logically move from counterargument to rebuttal, concession to rebuttal, etc.
• Synthesize!  Pull the sources together that belong together--you don't have to isolate one source per paragraph.  Embed that information into your own argument/sentences.
• Don't be afraid to question a source for credibility and logic!

Here is the link to the sample set of papers: http://goo.gl/gVPcLs

Here is the link to the Odell chart I would like you to use for the Twain Socratic Seminar on Monday: http://goo.gl/QpUuFf  The top claim should be your POV with the most compelling evidence in support of it and the bottom is the opposition with the most compelling and also potentially flawed evidence.

After reviewing your synthesis essay and the samples, make a copy of this google doc and reflect: http://goo.gl/rktUkU 

We will use the remaining time to practice multiple choice. 

Making Notecards for your Cause and Effect essay

Tuesday and Wednesday will be devoted to your research project.  When you log on at the start of class, you should have three tabs open on your computer:

1. The http://www.vhslibrary.com/ site----go to the Napa County Library site and click on databases. (Infotrac Newstand and Opposing Viewpoints)

2. Noodletools.com---log on  (have you entered your Research question yet on your dashboard?)

3. Your email so you can access the sources you send to yourself.


KEEP IN MIND, you cannot conduct a search on these databases the way you search on google!  Remember to use AND/OR/NOT like the librarian showed us and then narrow your search, using the column on the left hand side.

WHEN YOU HAVE FOUND A SOURCE:

1. email it to yourself and your partners
2. make a CITATION (that's the bibliography button on noodle tools)
3. make a NOTECARD (or two or three, depending on your source) linked to that citation
4. HIT "SAVE" when you have finished the notecard!

By Monday, I would like to see that each of you ( INDIVIDUALLY at this point) have collected at least 5 notecards in your noodle tools account.  Don't worry too much yet about a specific category of research, just find out as much as you can about your topic---next week you can meet and discuss what you have learned with your group and then splinter off more specifically.

Synthesis prompt for Huck Finn: PREP FOR NEXT MONDAY the 28th!!!

Here is the prompt for the Socratic Seminar a week from today on Huckleberry Finn: http://goo.gl/WA46zq

This week:  after you have finished reading the novel, read the prompt and the attached articles carefully (you might want to print it out for easy annotation--let me know if you will need a copy).

On Monday, we will expect you to come to class with

a. a position on the topic, written out ahead of time
b. arguments/evidence from the strongest sources, clearly cited so you can reference them easily in discussion
c. arguments from sources that you plan to QUESTION or REFUTE during the discussion

We will talk more about this on Thursday or Friday, depending on the test schedule day I see you.

Monday's class: a brief return to Rhetorical Analysis

Rhetorical Analysis

Today I will pass back your Great Gatsby essays and you will have time to review my feedback and ask me questions about it.

Next, we will practice reading a RA prompt from 1996, Lady Montagu's letter to her daughter, a notoriously difficult prompt.

The main point here is that "the magic" needs to happen early on in that 40 minutes that you have to write this essay.  You need to be able to use your critical reading skills to clearly understand the writer's position and purpose and 2-3 devices used most effectively to accomplish that purpose.  If you misread or miss something vital at this point, it will be very difficult to do well on this task.

ANNOTATIONS are ESSENTIAL.  Read with your pen/pencil in hand and mark critically!

TODAY you have ten minutes to:

Read the introduction to the letter.  What information does it give us about the speaker and occasion/exigence that might be important?

In one sentence, try to rewrite the writer's position in your own words at the bottom of the page and make a list of 3 devices you marked in the piece that you might use to talk about this passage.

Thursday: Quick Vocabulary and Topic Selection

Lesson 13 word quizlet cards are listed below in yesterday's blog.

Topic Selection
 

Today I would like you to browse through the following publications to look for interesting stories that might help you think about a cause/effect relationship:

nytimes.com

theweek.com

Wall Street Journal

washingtonpost.com

sfgate.com

San Jose Mercury

Please sign up in the link posted below as well by the end of the day today.

Thursday: Using Infotrac and Noodle tools

Research Project:  Day Two with the Librarian

Today students browsed through Infotrac Newsstand, another database like Opposing Viewpoints in the Napa County Library database site.  Remember you will need to use or create an ecard on that site in order to access these ESSENTIAL databases!  

Important tip:  When you search a database, you must use AND  /OR/ NOT (unlike in google) to help narrow your search.  Also, use the column on the left in Infotrac to help narrow your search down to a manageable number.  

Students emailed an article from Infotrac to themselves and then used that to create a notecard on noodletools.  They began by first creating a citation on the BIBLIOGRAPHY page.  THEN they created a notecard LINKED to that citation.  

I also activated the sign up sheet below at the end of each period, so students could sign up for a topic and present a draft of their focusing question.  

NEXT DEADLINE:  Monday April 28th, I must see evidence of notecards on noodletools.  I'd say a good number would be at least 5-10 a person! 

Huck Finn update

Also, Monday, April 28th we will be having our Socratic "Synthesis" discussion on Huck Finn.  I will give you the synthesis prompt on Wednesday of next week so you can prepare adequately, as well as finish the book!  

Vocabulary check-in

Vocabulary test on Lesson 13 will be Thurs and Fri of next week, depending on testing schedule and where your period lands.  Here is a link to the flashcards WITH SYNONYMS AND ANTONYMS AND GREEK ROOTS: http://goo.gl/kWsNff

Examining a sample Cause and Effect Research Paper

So cool!  Thank you, AP Test Calculator:  http://appass.com/calculators/englishlanguage/

Today we will read the essay "Urban Neanderthals" from The Compact Reader in order to understand what an academic research paper looks like in MLA format.  A secondary goal is for you to read closely in order to analyze the argument in the essay and how its structure achieves its purpose.

Please look for and annotate the following items in the essay:

1. Highlight the thesis.  Where does it occur in the opening paragraph?  What is the writer doing leading up to this thesis?  Can you tell where the emphasis will be in this paper--on causes or effects?
2. Underline the sources and citations mentioned in the body of the paper.  Look for each one in the Works Cited page to see how they correspond.
3. Outline the essay here.  I just wrote the format in for the first few paragraphs....continue the format as you go.

Monday: A Visit from the Librarian!

Here is a link to some online Research Tips.

Here is a link to databases--USE THESE!

Today you will be creating a noodle tools account at noodletools.com.  The school username and password are on the assignment sheet.  The first time you create an account you will need to use the link on the librarian's page.

HEADS UP:  Your topic and focusing question is due on Thursday. I will open up this sign up for the first 5 minutes of class every day, so those of you who already know your topics can claim them.

2nd period:  TOPIC/QUESTION SIGN UP

6th period: TOPIC/QUESTION SIGN UP

Bedford Reader online!?

Here is a link I found to the entire Bedford Reader!   http://goo.gl/n2tLZU

If you were absent today, try hitting control F to find the essay "Plato o Plomo" and follow the instructions from today's agenda.  The questions are at the end of the essay.

Cause and Effect Research essay prompt

Here is the prompt with all the deadlines posted: http://goo.gl/t1zSJY

Cause and Effect sample essay #2

Learning Target:  to share your analysis with your fellow classmates and deepen your understanding of the rhetorical mode of cause and effect

(15 minutes) Get into your writing group of 3:  open your google doc about "Let Free and Starve" and share your answer to the question you chose yesterday that you have written in your google doc.

Groups members: Listen carefully to your fellow group members.  Record their answers in your chart, based on your discussion.  Your answer may deepen what they said by revising or adding on more commentary.

(15 minutes) Read "Plato o Plomo: Silver or Lead" on page 472.

Fill out another template.  This time chose another category of question to answer. 

(10 minutes) Repeat the above discussion and note-taking strategy.

(15 minutes) Choose the most effective essay and outline it in the second page of the template. 

Debriefing cause and effect

Wednesday's Agenda

(10-15 minutes): Review answers to multiple choice from Monday.

(10 minutes): Post a "nugget" from your reading yesterday.  What should writers in the class keep in mind when they go to write their cause and effect research paper?

2nd period:  http://padlet.com/wall/3ro5ny1zzo
6th period: http://padlet.com/wall/nq6ed1hnoz

(15 minutes): Read "Live Free and Starve" on page 466 of The Bedford Reader or here online copy of essay

(15 minutes): Make a copy of this form and share it with me.

Here is my photo of the questions: Picture of Bedford questions

Then, in groups of three, choose one question from each of the first three categories:  MEANING, WRITING STRATEGY, and LANGUAGE.  Discuss the answers together and then assign each one of you one answer to put in writing. Then record your answers in the google document you have already set up.  Make sure it is shared with me at my gmail account.

Tuesday: Vocabulary and Intro to Cause and Effect writing

Part One:  Take notes on Lesson 12--test is THIS Friday!

Part Two:  Read and take notes on pages 455-463 in The Bedford Reader.  

Test-prep Monday

First:  an important message from the college board about your scores: AP scores

MULTIPLE CHOICE PRACTICE-30 minutes/2 passages

Today I would like you to try to use the following strategies (if you haven't tried them already):

Try this: Read the questions first and put brackets and numbers around the text corresponding to each question. 

1. Annotate the passage by underlining strong opinions and circling/labeling key words and rhetorical strategies that stand out.

2. When you read the questions, cover the answers and read only the question stems.  Can you anticipate what the right answer should be?  

3. Read the answers and judge each one as a true/false statement.

4. Answer the "easy" ones first and then go back to the harder ones in the set.
5. For the tough ones:

• Go back and reread the focused part of the text and eliminate the obviously wrong answers. 
•  Do any of the other questions in the set give you clues to the right answer?  Use them. 
•  Watch out for distractors that are only PARTIALLY correct.  
• Then, consider carefully the phrasing of the answer. Look carefully for qualifying or clarifying terms; those are clues that this is probably the right answer (if you have to make an educated guess). 
• Look for two statements that balance (or contrast) each other.  One of them is probably the right answer.

Here is a document I found helpful in preparing this list for you: http://goo.gl/L2cAXv Thank you Mr. Gunnar!

Friday: "We had the sky up there"

Today we will be discussing chapters 12-22 of The Adventures of Huckleberry Finn.

Here is the link to the handout for today if you are absent.

Agenda
1. quiz: plot points (10 minutes)
2. handout: practice close reading and thematic application (10-15 minutes)
3. Socratic Discussion on theme (3o minutes)

Finish the book for class on Friday, April 25th

Here is a link to an excellent documentary on the Huck Finn controversy in recent history: https://www.youtube.com/watch?v=ySw-lVKgHQw  There are six parts.  I am not sure if there will be time to view this in class, but I would like you to try to watch as much of it as you can before the 25th.  I think you will find it compelling.

Lesson 12 vocabulary cards for test next Friday

Here is the link for the Lesson 12 vocabulary flashcards.  Start studying them now.  I am trying to figure out when to give you time to look at the book in class.  Right now I am booked through Monday--ugh.  It seems you can do these on your own though. :)

Thursday: Paragraph practice!

Jessamyn West High School Writing Contest

Participants may enter one story, five poems, and one essay. All entries must be in MLA format.  No name on the manuscript itself.  

Applications are due April 14 to me!  

You will win free entry to all public events, including craft lectures and readings, at the 2014 Napa Valley Writers' Conference (July 27-August 1).

Writing today....

Start with a well-articulated thesis that expresses your point of view on the locovore subject.

Then, choose one issue and develop your support for that thesis using direct quotations and paraphrases from the sources in the synthesis packet.  For this practice, you do not need to cram 3 sources in your paragraph, just show me how you would incorporate at least one source.  Keep in mind that some sources do "talk" to each other and it might serve your purpose well to "synthesize" and pull them together in the conversation.

Please share your google doc with me if you choose to use a computer today: jenlamonte@gmail.com.

Here is a link to the student sample essays from 2011.

Wednesday: Getting ready to write

Synthesis #2: Today's topic for the synthesis assignment is LOCOVORISM

OUR TARGET: The skill I want us to hit hard this time is USING pieces of text from the synthesis assignment within your argument to further your point of view. Check out this link: http://www.massasoit.mass.edu/academic_resource_center/wwlcenter/pdf/IntegratingQuotes.pdf

Round one: As you read, remember to annotate, highlighting compelling evidence that you might utilize tomorrow in your argument. Today we will build a chart that arranges the sources on the "pro" or "con" side of the argument.  Which ones align?  Which ones contradict?  Where do you see the most compelling evidence/arguments?  What are the issues that each source addresses?

Round two:  Now you need to spend 5 minutes making a rough 3 point outline of your argument.  What is your point of view on the issue of locovorism?  What issues should be considered most important, and which ones are less vital... even deserving of dismissal?  In what paragraphs will you mention your sources to support your point of view?  You will want to stay grounded in the sources provided, but any prior knowledge will certainly help you frame those facts and flesh out their meaning.

Tuesday and Synthesis #2: Embedding quotations in your own argument

REMINDER:  SIGN UP for one of the practice AP tests on

SATURDAY, April 5th from 8:00-12:00 (most likely in the Vintage Library)

or

TUESDAY, April 8th from 3:15-6:30(in E-1)

Tuesday's TARGET: The skill I want us to hit hard this time is USING pieces of text from the synthesis assignment within your argument to further your point of view. Check out this link: http://www.massasoit.mass.edu/academic_resource_center/wwlcenter/pdf/IntegratingQuotes.pdf

Today we will start with a 15 minute multiple choice practice, using the Frederick Douglas piece from the packet.

Then, after a 10 minutes review of those answers, you will have 15 minutes to review and annotate the Synthesis packet on Locovorism. (from 2011 test)

Remember to annotate, highlighting compelling evidence that you might utilize tomorrow in your argument. Today try to building a chart that arranges the sources on the "pro" or "con" side of the argument.  Which ones align?  Which ones contradict?  Where do you see the most compelling evidence/arguments?

Argument Practice

Being a Man

Today we are reading an essay from 1985 by Paul Theroux titled "Being a Man." 

We will discuss specific lines that stand out to you in order to analyze closely how they "work" in the essay to further his main argument.  Then you will fill out the Graff template in order to set up his argument and your response to it. 

After watching the clip above, do you think Paul Theroux's ideas are aligned to the filmakers, based on what you have seen so far?

FRIDAY: Synthesis/Huck Finn chapters 1-11

Friday's Agenda

1. Vocab Test: Lesson 11  (10 minutes)

2. Debrief: Sample Papers and thesis statements from yesterday (10 minutes)

2nd period: http://goo.gl/SCYThM  Results: http://goo.gl/ePpNn2

6th period: http://goo.gl/x3FI5W     Results: http://goo.gl/jrsMHE

3. Huck Finn, notes on the controversy:  http://goo.gl/jrktzn

4. Quiz on chapters 1-11 (10 min)

4. Pass out study questions and assign themes for next chunk of reading:  April 4 Chapters 12-22 (5 minutes)

5. Back to the beginning: Watch Study Sync video/discuss both prompts:  http://goo.gl/a5RNZy  (15 minutes)

Thursday: Synthesis Practice

Writing the Synthesis Essay on Space Exploration

Today we practiced making a chart that aligns the sources into groups that correspond or are in opposition to each other.  What sources "talk" to each other?  Which ones support or refute?

Then we looked at the considerations together and prioritized them by number.  (creating a rough outline)

Then we looked over the attribution sheet posted yesterday and practiced writing a thesis and a beginning that uses the "They Say I Say" model.  We ran out of time to practice embedding quotations so we will do this when we return next week.  

Tonight read through the sample set for this prompt:  Space Exploration: student samples high medium low

Bring your Huck Finn books tomorrow.  We will look at chapters 1-11. 

WEDNESDAY Synthesis Essay: The Last Frontier

Synthesis: Using multiple texts to make an argument

Here is a link to an excellent source on the synthesis essay. 

On Wednesday we will read through a sample synthesis question.  As you read, follow the directives from the site above and take notes and compose a chart to organize your sources.  Be sure to examine each text carefully, checking for credibility and looking for flaws in the arguments they present.

Writing the Synthesis Essay

Here is a link on attribution.    We will practice embedding quotations tomorrow.

Tuesday: Multiple Choice practice--Yippee!

The AP exam

Today we begin in earnest our preparations for the AP exam on May 9.

Here is an excellent overview that you might want to review regularly: http://prezi.com/vho2d45tg4s8/ap-english-language-and-composition-review/

Today we will read two dated passages (they are the hardest kind--here's one) and complete their multiple choice questions.  Keep in mind that you should read it once for the gist and then carefully reread, marking the test.  You will need to this quickly, however.  With practice, your accuracy should improve.

This is a good time to start studying your rhetorical devices flashcards from the summer.  Here are some sets on quizlet.com that should do the trick:

http://quizlet.com/26787029/mvhs-ap-english-language-and-composition-rhetorical-devicesvocabulary-flash-cards/

http://quizlet.com/15982051/ap-rhetorical-devices-miletic-flash-cards/

http://quizlet.com/32644759/ap-rhetorical-devices-flash-cards/

Monday: Final Timed Passage Analysis for The Great Gatsby

Today you were given a passage from either chapter 8 or 9 to closely analyze, examining the use of rhetorical, literary, and stylistic devices.

Here is "refresher" of some devices you might have chosen to write about:

Rhetorical Devices:

allusion

analogy

anaphora

antithesis

asyndeton/polysyndeton

chiasmus

metaphor

parallelism

hyperbole/understatement

zeugma

rhetorical question

satire

paradox

irony

foil

parody

rhetorical appeals

organization/structure

Stylistic Devices:

diction

imagery

figurative language

tone

syntax

Literary Devices:

symbolism

characterization

imagery

ambiguity

plot

theme

narrator

setting 

mood

Gatsby's Glasses and the end of the novel

Thursday we worked hard to try to articulate the main argument of Siri Hustvedt's essay on The Great Gatsby by using the Graff Template.  Here is the link to the handout: https://drive.google.com/file/d/0B0zERdqb5ufTSEJzNTBqcUlVUFU/edit?usp=sharing

Friday we began by discussing this prompt: 

F. Scott Fitzgerald crafted Nick Carraway as a “perfect narrator.”  But Nick does have imperfections.  Examine his imperfections and discuss how they affect the outcome of the novel.  Is one more important than the other?  Do they compliment each other?  How do they play off his “cardinal virtue” of honesty?   Consider how there were contradictions and imperfections in the society and culture of the 1920’s as a point of comparison.  Write an essay that examines imperfections in society and in Nick Carraway.

Then we read and discussed the questions on the handout in the packet with Gatsby's Glasses titled "Land of the Free, Home of the Dream."  Filling that out will help you with your analysis on Monday.

Also, read HUCK FINN to page 68 (or the end of chapter 11) for FRIDAY.  

Wednesday: Vocabulary and Quiz

Here is a link to our next set of Vocabulary words: http://quizlet.com/33280031/power-plus-vocab-book-3-lesson-11-flash-cards/

Today we will take a quiz on chapter 8 and 9, and then spend time discussing the answers and their significance.

Homework is to read the essay "Gatsby's Glasses" by Siri Hustvedt and make careful annotations.

Tuesday: Chapter 8

Character Foils

Today we will begin rereading closely the section about Nick's birthday from Chapter 7. 

What do you notice after a careful rereading? Use padlet so we can see: http://padlet.com/wall/noinj6vcg9

"Now he found he had committed himself to the following of a grail."  (chp 8)

Discuss how this word choice affects your understanding of Gatsby's motivation so far.

The last four paragraphs of Chp 8:  What's going on here?

Chapter 7: It's all in the EYES

Reviewing and Revising Claims

Today we will be reviewing the posts you made this weekend for Chapter 7 on collaborizeclassroom: http://goo.gl/mqbyB9

Then, we will be examining references to EYES in chapter 7.  Here is a link to our padlet exercise:

2nd period:http://padlet.com/wall/gvwhnvx4f3
6th period: http://padlet.com/wall/nod289d238

Tomorrow, we will be working on a dissecting a passage from chapter 8, and reviewing EYES, as well as Nick's passage about turning 30...

FRIDAY's Class: Gatsby's romanticism

We reviewed some key moments from Chapter 5 today in class before we took on Chapter 6.

One thing that you MUST consider when carefully analyzing a passage is its CONTEXT.  In order to fully grasp what is going on at the end of Chapter 6, we must look carefully at a particulary dense passage from the beginning of this chapter : Chapter 6 passage-part one

Monday we will return to that passage you wrote about yesterday in order to revise our thinking about what it means....

This weekend, please log on and register to http://jlamonte.collaborizeclassroom.com
Click REGISTER NOW and complete the form (no email address required).

I will have to approve your registration first.  Check back later and try to answer at least one of the discussion questions about CHAPTER 7 posted there.

Robert Redford (1974)                            Leonardo di Caprio (2013)

Thursday: "She blossomed for him like a flower..."

Timed writing practice

Today I am asking you to write an analysis of the last 4-5 paragraphs of chapter 6 in The Great Gatsby so that I can give you feedback and so you can have practice gathering and organizing your thoughts during and after a close reading of text.  If you were absent today, I have a copy of the passage, but you can do this without it; simply start with the paragraph: 

"He talked a lot about the past...." to the end.

Prompt:  Read the passage and in a well-organized essay discuss how Fitzgerald uses literary (symbolism, irony, characterization, point of view) and rhetorical techniques (imagery, diction, syntax, tone) to convey meaning (this is the "purpose" in non-fiction texts)....

Try using the close reading scaffolding to get your thoughts in order.

Wednesday: CHAPTER 5

"None of it was any longer real"...

Today you will be working on answering some text-specific questions about chapter 5.  I would like you share your answer to the last question on https://todaysmeet.com/Gatsby5

Feel free to continue the conversation, as long as you keep it appropriate (Kevin, I am talking to you).

Please read chapter 6 tonight for timed writing practice tomorrow. 

Tuesday: Share and Respond

Gatsby: Chapters 3 & 4

If you have a tablet or smartphone, please sign on to todaysmeet.com/lamonteap to respond to the assertions presented today.  

Tomorrow, you will be asked to present your assertions about chapter 5 on a different site:

jlamonte.collaborizeclassroom.com

"Spectroscopic Gayety" and Gatsby's Parties

The Great Gatsby: 

"Instead of rambling this party had preserved a dignified homogeneity, and assumed to itself the function of representing the staid nobilty of the countryside--East Egg condescending to West Egg, and carefully on guard against its spectroscopic gayety."

                                spectroscopic: radiated energy, visible light dispersed through a wavelength

Journal Warm-up: Review 1 & 2

Contrast the Buchanan evening with the New York party.

Close Reading

You will be assigned a number up to 9 today. Reread the passage marked below and fill out the "close reading" handout.  Then share with the other classmates who share the same number as you.  At the end of class, I would like you to share your best assertion with the class and/or turn it in to me.

Here are the passages for our close reading group practice for chapters 3 & 4:

Chp 3:

#1: "There was music from my neighbor's house through the summer nights...." to "The party has begun." (paragraphs 1-6)

#2: "'Let's get out,' whispered Jordan..."  to "We shook hands with him gravely and went back outside." (paragraphs 38-58)

#3: "I was still with Jordan Baker" to "...and no singing quartets were formed with Gatsby's head for one link." (paragraphs 60-93)

#4:  "But as I walked down the steps I saw that the evening was not quite over..." to "...the figure of the host who stood on the porch his hand up in a formal gesture of farewell."

#5: "For a while I lost sight of Jordan Baker..."  to "I am one of the few honest people that I have ever known."

Chp 4:

#6: "On Sunday morning while church bells rang..." to "All these people came to Gatsby's house in the summer." (paragraphs 1-10)

#7: "At nine o'clock one morning late in July..." to "Even Gatsby could happen, without any particular wonder."

#8: "Roaring noon." to  "I turned toward Mr. Gatsby, but he was no longer there."

#9: "One October day in nineteen-seventeen---" to "Her wan scornful mouth smiled and so I drew her up again, closer, this time to my face."

FRIDAY POST: Chapter 1 & 2

Link to Lesson 10 Words ( in case you missed them): http://quizlet.com/1385914/lesson-10-book-3-flash-cards/

Today we discussed the passage from chapter 1 that you looked at on Wednesday, looking at how you move from close analysis to big idea.

 We started to talk about the Valley of the Ashes and T.J. Eckleburg as well.

Continue reading chapter 4 this weekend.  We will study passages from 3 and 4 on Monday.

Tuesday: "The High-Bouncing Lover"

Beginning The Great Gatsby

Here is a link to an online version of the novel: http://ebooks.adelaide.edu.au/f/fitzgerald/f_scott/gatsby/

Today we began the novel, looking closely at how Fitzgerald chose to begin the novel.  We read the first 4 paragraphs closely, looking for information about our narrator.

REMINDERS:

Finish and submit your RA tonight on my dropbox.  (don't forget to share it with me first: jenlamonte@gmail.com)

Read chapter 1 if you can.  Tomorrow I will give you time to take vocab notes on Lesson 10 and expect you to answer questions about chapter 1.  Make sure you have read chapter 2 by Thursday, and chapter 3 by Friday.

MONDAY: Rhetorical Analysis workshop

Sample AP papers 2009 Rhetorical Analysis for this piece: Lippman piece

The goal today is for you to REVISE one of your model paragraphs, using a "move" from a student sample.

MOVES you noticed:  (generated by 2nd and 6th period)

1. The 8 writer uses PRECISE LANGUAGE.
2. Thesis shows control and deep understanding of the argument.
3. SHOW what you mean--tell sparingly.
4. Keep organization open to textual demands---you can vary between strategy and chronology as your focal point in your paragraphs.
5. Take on the big picture in your conclusion.  Consider addressing the rhetorical appeals and organization. 

Tips about RHETORICAL ANALYSIS from FRIDAY

Learning Target:  To develop a rhetorical analysis that links strategies to effect and writer's purpose.

Some things we discussed today:

• Be specific/precise in your intro/thesis--no EMPTY BROAD GENERALIZATIONS!
• Instead of an empty generalization, introduce your topic/subject with concrete language
• Remember the FUNNEL shape--moving from outside the book to your specific argument about the devices in your chosen chapter
• In the body of your paper: wed the strategies to the effect and purpose/theme.  State it explicitly in your thesis and keep working towards it in your body paragraphs!
• After each textual detail, ask "so what?" multiple times to be sure you are deepening your discussion those details. 
• Narrow your focus:  Don't take on ALL of his diction, just the words that build a particular effect.  Don't try to describe EVERY sentence, just characterize the ones you see connected to a particular purpose.

Here is a link to the student sample intro and some successful body paragraphs from the Momaday/Brown practice: RHETORICAL A. SAMPLE SENTENCES/PARAGRAPHS

Rhetorical Analysis workshop

Here is the Pre-writing list of questions to prepare  you to write your final essay: Rhetorical Analysis Assignment

Here is a useful how to for RA: http://www.wikihow.com/Write-a-Rhetorical-Analysis

Here's another one: https://owl.english.purdue.edu/owl/resource/725/03/

An example of rhetorical analysis of a U2 song! http://grammar.about.com/od/essayassignments/a/Rhetorical-Analysis-Of-U2s-Sunday-Bloody-Sunday.htm

Improving your Style Imitation

Peer Response

Today we will be doing the hard work of helping each other improve your first draft of Steinbeck's syle imitation in order to make it an excellent piece of writing.

In your university groups,  answer the following questions for each member:

Peer Response for Style Imitation

Due Thursday!  (shared in google docs and put in my dropbox on my blog :)

Style Imitation

FRIDAY:  Composing your style imitation

Intercalary Chapter Outline

Once you have found your passage, mark it up!  Take notes on the important stylistic devices at work in that specific passage.

Note where you see:

1. Highly poetic images
2. Descriptions of nature
3. Metaphors, similes, personifications
4. Dialogue as people spoke it
5. Word collages
6. Effective Syntax & Diction =Tone (see handout)

Then, start to write following that passage closely (or not!  Maybe you want to just start writing and go with your sense of Steinbeck.  After all you did just immerse yourself in his novel!).

The ending to GOW and Steinbeck's Signature Style

The ending to The Grapes of Wrath:

Today we will closely examine the ending and evaluate the timed writing you did yesterday, using the Smarter Balanced rubric for Argumentative Writing.

I hope this can lead us to a careful examination of the ending and how it works or doesn't work.

Style Imitation

The first part of your final assessment for the GOW unit is a Style Imitation.  Please follow the instructions on the assignment (follow the hyperlink in the previous sentence.). 

We will go to the lab and review the Study Sync binder, looking for the feedback you received on your essay from Chapter 15. 

Then, you will create a google doc where you can begin typing in the chosen passage from GOW that you want to imitate.  Please come to class Friday with a printed version of the passage to work with.  

"Finished this day--and I hope to God its good."

Today we will consider closely the ending to The Grapes of Wrath.

Two biblical allusions to consider:

1. Moses and the bullrushes-- the biblical leader from the Old Testament who is saved in a basket placed in the bullrushes of Egypt.  

      related---the African American spiritual: 

Refrain:

Go, tell it on the mountain,
over the hills and everywhere;
go, tell it on the mountain
that Jesus Christ is born!

2. Rose of Sharon:  "I [Christ] am the rose of Sharon and the lily of the valley" (Cant. 2:1) 

"This thy stature is like to a palm tree and thy breasts to clusters of grapes" (Cant. 7:7).  

"In the Eucharist, Christians believe that Christ gives himself, body and blood, in the form of bread and wine."  -Center for Learning

We will start with a multiple choice quiz (10 minutes) and then I would like you to practice doing a timed writing about the ending of the novel (25 minutes).

You may use your book.

Thursday we will read and evaluate your responses.

Finding the ghost of Tom Joad

Do you see him?

If you don't, check out this New Yorker article on Pope Francis.

CHAPTER 28: I'll be ever'where--wherever you look."

The last two intercalary chapters:  27 & 29

We read these two together, discussing the ironies, the imagery and the connections to other parts of the text, focusing more specifically on their placement at the novel's end and what is suggested by that.  

Tom Joad's farewell speech....

Below are various video riffs off of this moment in Grapes of Wrath.  Today I would like you to respond in a free write to Tom Joad's farewell speech in an attempt to capture what this scene means to you.  What/who do you see in this speech?  Consider the context of the speech and how that adds to its impact.  Also, what will happen next?  What does his departure mean for the family?

FRIDAY: "You don' know what you're a-doin'."

Chapter 25: The Old Testament Plagues  What is Steinbeck's purpose is making this allusion to the bible?

Chapter 26:  Quotation Quiz and Groups decide significance--share out.

Are there any Biblical Allusions in chapter 26?

Homework:  Read 28 for Monday, 30 for Tuesday....and we're done!

Next week you will be asked to start work on two final pieces for our Grapes of Wrath unit:

• a rhetorical analysis of one intercalary chapter
• a style imitation

SAT RTI NOTES & HANDOUTS

COLLEGE BOARD WRITING TIPS

• PRACTICE WRITING PROMPTS--Remember to take 5 minutes at the start and plan your essay.  PRACTICE PRACTICE PRACTICE!!!!
• Remember BEFORE YOU START: 
• circle keywords in the prompt
• paraphrase the prompt so you are sure you understand it
• choose a clear point of view (I agree/I disagree/ I agree & disagree)
• Answer "Why?"  and maybe even "How will be this implemented?"
• Write your thesis, combining your point of view with your reasoning.
• Consider the opposing side: what reasons might you concede or just flat-out refute?  (Although remember that concessions strengthen your logos and ethos.
• What CONCRETE EXAMPLES will you use to support  your reasoning?

Tips on beginning the essay: NPR story on the "new" SAT

Also, here is an example of how important it is to use both abstract and concrete language together in your essay: Abstract and Concrete Language together

How make concessions without making your argument seem wimpy: Graff Frames Page One and Graff frames page two.

FOOD FOR THOUGHT:  A piece that offers a critical perspective of the SAT essay: Is the SAT Creating A Generation of Bad Writers?

THURSDAY: My Eyes Have Seen the Glory...

Today we will finish reading Chapter 23 and look for places in the text where Steinbeck asks us to find the holy in the places where it isn't normally associated.

Then we will read Chapter 25 and answer multiple choice questions about it.  The Battle Hymn of the Republic

Tuesday: Chapter 22 lit groups report out

MAKING CONTEMPORARY CONNECTIONS:  Extra Virgin Suicide  NY TIMES

Students who were Summarizers and Passage Pickers shared out today.

Tomorrow we will tackle Chapter 23 (finally) and Chapter 25.  Read Chapter 25 tonight and 26 for Friday (it's another long one).

Monday's class: Setting up Literature Circles for chapter 22

Agenda

1. Quiz on Chapters 19 and 20 and 21

2. Discussion of the ending of chapter 20 in order to model the activity below. (see our shared google doc folder for the passage)

3. Students met in groups to assign roles and prepare for a discussion tomorrow on Chapter 22.

LITERATURE CIRCLES FOR CHAPTER 22

CONNECTOR:  This means connecting your reading to your own life, to happenings at school or in the community, to similar events at other times and places, to other people or problems that you are reminded of.  You might also see connections between this passage and other parts of the novel or other texts on this subject.

SUMMARIZER:  2-3 sentence summary that covers key points, main highlights, and general idea (“the gist”).

DISCUSSION DIRECTOR:  4 questions about chapter 22  (Why or How questions)

PASSAGE PICKER: Find 3 key passages to present to the class because they relate to big ideas, character development, effective rhetoric/persuasion.

Friday's class

Today we

1. Took vocabulary test on Lesson 8

2. reviewed stellar thesis statements from yesterday for Chapter 19. (you can find them in our shared folder in google docs under WRITING)

3. Read chapter 21 together and discussed Steinbeck's use of diction.

HOMEWORK:  Read chapter 22 for Monday

Chapter 19: Thursday's class

Please see my announcement below for information about my interventions next week.  There will be a sign up--enrollment stops at 30.

Rhetorical Analysis:  a marriage between content and form

Today we answered content questions about Chapter 19 in order to get at Steinbeck's purpose and message.  

Then, I asked students to consult their notes to pinpoint two rhetorical or stylistic ("voice") strategies that Steinbeck uses to achieve his purpose here.

Students constructed a thesis that follows the frame: 

Steinbeck uses (don't forget a good modifier here)________________ and ___________________ in order to emphasize/show/ persuade _________________________________________________________________________. 

Homework is to study Vocabulary for tomorrow.  Chapter 22 is homework for the weekend. 

ATTENTION: SAT ESSAY Interventions next week!

A few of you have come to me expressing some concern about the SAT 25 minute essay.  Next week on Thursday and Friday I am planning on offering two interventions related to that essay.

Thursday the 30th: How to approach a prompt and sample SAT prompts

Friday the 31st:  What each score point looks like: Examining student sample essays

Wednesday's class

Warm up: Chapter 18 multiple choice questions (16-20)

Learning targets today:  

To discuss intertextual connections in Chapter 18.

To identify elements of voice (and rhetorical strategies too) Steinbeck employs in Chapter 19:

VOICE (style):  diction, imagery, detail, syntax, figurative language, tone

RHETORICAL DEVICES: organization, rhetorical appeals, irony, mode, literary elements (plot, character, setting, dialogue)

Tuesday's class: Chapters 16 &17

Reminder: Please review two student papers in studysync.com this week.  Hit the "review" button on your account to do this.  You must leave comments and a rubric score.  

Discussion points from today's class:

GOW

Quiz

16

Identify speaker, context, and significance.

1.  “It’s a hard thing to be named a bum.  I ain’t afraid,” he said softly.  “I’ll go for you an’ your deputy with my mitts---here now, or jump Jesus.  But there ain’t no good in it.”

2.  “Me---I’m comin’ back.  I  been there.”

3. “He felt his way to the mattress on the floor, and he stretched out and cried in his bed, and the cars whizzing by on the highway only strengthened the walls of his loneliness.”

17

4. God gave the Israelites the 10 commandments during their desert exodus.  In chapter 17, the migrants develop “new laws” which the Joads are given at the government camp.  What were some of the “rights” which become laws?  Are they at all reminiscent of the law of Mt. Sinai?  How are they alike/different?

Great study apps: memrise.com

Check out this new app that Connor Hudak just showed me!  This should be a big help for the AP exam and the SAT:  http://www.memrise.com/course/49008/ap-english-language-terms/1/

It's free!  Give a try and let me know what you think!

Friday's class: STUDY SYNC on CHAPTER 15

On Thursday, we took a quick quiz on chapter 16 and finished discussing chapters 9-15 in brief.

On Thursday night, please try to watch the 15 minute video embedded in the assignment I have posted on http://studysync.com/ .  I am hoping that the discussion between the "students" will serve as a good inspiration for your writing, so listen carefully and take notes on what seems important.

On FRIDAY you will be working on an assignment on http://studysync.com/ in the computer lab.

You will have a choice between two prompts. 300 words.

Please write your essay and submit it to studysync before midnight on Monday.

HOMEWORK:  Read 17 and 18 by Tuesday as well.  Come prepared with highlighted or post-it passages.

Wednesday's class

VOCABULARY LESSON 8:  See my pages link for new set of flashcards!

Multiple choice "warm up": questions 6-10 in the packet on GOW

Share thoughts, discoveries, insights from your assigned chapter 8-14.

Notes:

Grapes of Wrath: Chapters 8-15 Discussion Groups

When you have a moment in the next few days, please update your gmail address on this linked form for me.  Thank you!

1. Today, we will start class with a reading of two letters from Steinbeck to his editors.  After you are done silently reading them, please write a response to them.  Specifically, what conclusions do you come to about Steinbeck or the novel after reading his correspondence?

2. GROUP DISCUSSIONS:  Using your books, review your assigned chapter and discuss your answer to the assigned question.  Prepare to present specific lines from the text in your answer to the class.

Tomorrow:  Bring your multiple choice AP packets to class!

Read the first half of chapter 16 in class tonight.  You should have it finished by Thursday.

Reflection and Self-evaluation

Here is a link to the student samples from the 2010 AP prompt that you were asked to write to for our final exam.

Today I would like you to examine your writing for the final and reflect on 5 elements:

Position
Evidence
Explanation/Analysis
Coherence & Development
Stylistic & Grammatical Control

On this form, please submit your responses.