AP 4 – Week of September 22, 2014

9/22 Monday – Week three of Vocabulary Monday. Here are this week’s lists: List #5 (Cruel and Unusual)anomaly, callous, contempt, decry, fetter, heinous, idiosyncrasy, incongruous, notorious, revile, ruthless, sadistic, supercilious, vilify; List #6 (Weak and Weaker)abate, atrophy, attrition, compliant, debilitate, ebb, enervate, lassitude, obsequious, porous, undermine, vulnerable, wane.

Students will create flash cards on these words that are due tomorrow. Front side – word; back side definition and sentence.

HW: Flash cards, be up to 134 of Catcher for tomorrow, double entry journal due tomorrow.

9/23 Tuesday – review on the main events of this weekend’s reading.

HW: be up to 149 of Catcher for tomorrow, journal response to be shared in class tomorrow.

9/24 Wednesday (minimum day) – review/discussion of 134-149 of Catcher.

HW: Read up to 174 of Catcher for tomorrow, journal response.

9/25 Thursday – Review/discussion of 149-174 of Catcher, TBA.

HW: Big vocabulary test tomorrow, finish Catcher for Monday, 9/29.

9/26 Friday – Big vocabulary test!

HW: Finish Catcher for Monday, 9/29.

 

 

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AP 3 – Week of September 22, 2014

9/22 Monday – Week three of Vocabulary Monday! This week’s words: List 3: (The Top Thirty Attitude, Mood and Tone Words) – sanguine, exuberant, didactic, emphatic, earnest, fervent, jovial, scholarly, lighthearted, exhilarated, indignant, sardonic, flippant, skeptical, nonchalant, disdain, vehement, caustic, wary, pompous, ambivalent, indifferent, wistful, whimsical, evenhanded, prudent, reflective, conversational, objective, measured.

You will create flash cards for these words that include the word, definition and use of the word in a sentence.

HW: flash cards are due tomorrow, Catcher in the Rye is to be completed, and double entry journal on ten selected quotes.

9/23 Tuesday – review of last section of Catcher in the Rye.

9/24 Wednesday (minimum day) – more review if necessary.

9/25 Thursday – Final test on  Catcher in the Rye.

9/26 Friday – Vocabulary test on Monday’s words.

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ALL AP STUDENTS: HERE’S AN EXAMPLE OF A DOUBLE ENTRY JOURNAL

 

Quotation Analysis
‘The house was built in eighteen seventy-two. Seventy-seven years later his grandfather was still the first man to die in it. What others had lain in state in the hallway had been delivered crated up in a raw pineboard box with a teamster standing at the door with a bill of lading. The ones that came at all. For the most part they were dead by rumor. A yellowed scrap of newsprint. A letter. A telegram. The original ranch was twenty-three hundred acres out of the old Meusebach survey of the Fisher-Miller grant, the original house a one room hovel of sticks and wattle. That was in eighteen sixty-six. In that same year the first cattle were driven through what was still Bexar County and across the north end and on to Fort Sumner and Denver. Five years later his great-grandfather sent six hundred steers over that same trail and with the money he built the house and by then the ranch was already eighteen thousand acres. In eighteen eighty-three they ran the first barbed wire. By eighty-six the buffalo were gone. That same winter a bad die-up. In eighty-nine Fort Concho was disbanded. (6, 7) The theme of death permeates this paragraph. In this section McCarthy’s unique spare writing style is evident through his use of sentence fragments. He seems to use just enough words to describe but not embellish. In short chronological order we see how this vast country has evolved – the ranch has grown, the cattle were driven out and the buffalo have died. There is a juxtaposition of growth and death with no fanfare. 

The grandfather’s special place as the builder of the spread is emphasized by his being the only death ON the place. There were many, shown by the methods of notice “yellowed newsprint,” “a telegram,” “a letter,” each separate, connoting a death, but in series, connoting both the continuing number of deaths and the danger courted by those on and passing through the ranch. All this is foreshadowing, well . . . read the book.

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AP 3 – Week of September 15, 2015

9/15 Monday – Week two of Vocabulary Monday: List #2 (The Top Twenty Rhetorical Device Words): anecdote, figurative language, vignette, simile, metaphor, personification, paradox, verbal irony, situational irony, alliteration, understatement, hyperbole, allusion, climax, satire, analogy, analogous, lampoon, eulogize, euphemism. Create flash cards for these words, review of 66-105 of Catcher.

HW: vocabulary flash cards due tomorrow, read to page 123 of Catcher for tomorrow.

9/16 Tuesday – Check vocabulary flash cards,  review of last night’s reading, including students’ sharing responses to the reading, more TBA.

HW: read to page 141 for tomorrow, journal.

9/17 Wednesday – Review of last night’s reading, TBA

HW: read to page 157 for tomorrow, journal.

9/18 Thursday – Review of last night’s reading, TBA

HW: FOR TUESDAY: Finish Catcher; double entry journal (see example above) is also due. THIS MUST BE A TYPED HARD COPY.

9/19 Friday – Room 42, SRI testing.

HW: See above (Thursday, 9/18); also, don’t forget to bring INDEX CARDS for Vocabulary Monday.

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AP 4 – Week of September 15, 2014

9/15 Monday – Week two of Vocabulary Monday: # 3 (Power It Up!) bastion, brawn, bulwark, efficacious, formidable, impervious, impotent, impregnable, indomitable, potent, predominant, redoubtable, robust, stalwart and #4 (Come Together): amalgam, amass, anthology, coalesce, compatible, contemporary, convoke, eclectic, invoke, predilection, synchronize, synthesis, yoke.

Trip to textbook room to start Catcher in the Rye! Start reading Catcher, journal response to reading which will be shared in class tomorrow.

HW: vocabulary flash cards due tomorrow, read to page 26 of Catcher for tomorrow.

9/16 Tuesday – Check vocabulary flash cards, PPT on Catcher, review of last night’s reading, including students’ sharing responses to the reading. We will be focusing on the exposition and rising action of Catcher.

HW: read to page 46 for tomorrow, journal.

9/17 Wednesday – Review of last night’s reading, 26 – 46, focusing on some of the minor characters, including Ackley and Stradlater, as well as the Holden’s essay on Allie’s baseball mitt.

HW: read to page 76 for tomorrow, journal.

9/18 Thursday – Review of last night’s reading (46-66), focusing on the beginning of Holden’s New York City odyssey.

HW: FOR TUESDAY: Read to page 134 of Catcher; double entry journal (see example above) is also due. THIS MUST BE A TYPED HARD COPY.

9/19 Friday – Room 42, SRI testing.

HW: See above (Thursday, 9/18); also, don’t forget to bring INDEX CARDS for Vocabulary Monday.

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9/11/14 ALL AP STUDENTS PLEASE READ: AP Peer Editing Protocol

Learning Objectives: Students will:

  1. develop a deeper understanding of how to use the AP scoring guide to accurately evaluate student writing.
  2. provide 3 peers with meaningful feedback on the quality of their essay’s argument.

Today’s Focus: Quality of Argumentation

For today’s peer editing activity, you will ONLY focus on the quality of argumentation in each essay you evaluate. This might include the quality of the essay’s:

  • thesis statement
  • use of textual evidence to support the thesis and claims
  • analysis of evidence
  • synthesis of evidence from various sources
  • acknowledgement and refutation of opposing viewpoints (concessions)

You will NOT comment on the quality of sentence structure, vocabulary, punctuation, or other writing conventions today. We will do other peer editing activities in which we make these the focus.

Instructions: In groups of 3, you will be given 3 essays written by your classmates in other groups. Please follow these steps:

  1. Divide the essays so each member of your group has one in front of her.
  2. 6 minutes: Read the essay looking ONLY for STRENGTHS in the quality of the essay’s argumentation (use the list above for things to look for specifically). In the comment’s sheet for this essay, record at least 3 (though the more the better) STRENGTHS of this essay’s argument. Be as SPECIFIC as possible.
    1. Sample Comment #1: The thesis statement directly answers the prompt and is supported by each of the body paragraphs.
    2. Sample Comment #2: The first body paragraph goes into depth (without becoming repetitive) with its analysis of the evidence from source #4 and how it supports the essay’s claim.
  3. Keep your comments sheet with you at your desk and pass the essay you just read to the right in your group.
  4. Repeat steps 1-3 until each student in the group has read and evaluated the STRENGTHS of all three essays. You should all have notes on strengths taken down for each essay.
  5. 5 minutes: Share, discuss, and try to come to consensus on the strengths you identified in each of the essays.
  6. Repeat steps 1-5 with the same 3 essays. This time, you are reading and evaluating each essay for WEAKNESSES in argumentation.
  7. 2 minutes: Once all essays have been read and evaluated for strengths AND weaknesses, as a group, come to consensus on the AP writing score the essay should receive (based ONLY on the QUALITY OF ARGUMENT).
  8. Staple or paper clip the 3 comments sheets to each matching essay and return the essay and feedback to the author.

Homework Assignments (Due Monday, 9/15/14):

  1. Reread your essay and the comments from your peers. Write a reflection on the strengths and weaknesses of your essay’s argument, based on the feedback from your peers as well as your own insights.  Explain how you will use this feedback to improve in your next essay.
  2. Choose the paragraph in your essay that you think is the weakest in terms of its quality of argument and rewrite it. This is your opportunity to demonstrate how you can use feedback to revise and improve the quality of your writing.
  3. Staple both writing assignments to the essay and comments sheets. All will be turned in together on Monday, 9/15/14.

AP Peer Editing Comments Sheet

Name of Essay’s Author: _____________________________

Name of Peer Editor: _____________________________________

STRENGTHS in the Essay’s Quality of Argumentation WEAKNESSES in the Essay’s Quality of Argumentation

AP Peer Editing Comments Sheet

Name of Essay’s Author: __________________________________

Name of Peer Editor: _____________________________________

STRENGTHS in the Essay’s Quality of Argumentation WEAKNESSES in the Essay’s Quality of Argumentation

AP Peer Editing Comments Sheet

Name of Essay’s Author: __________________________________

Name of Peer Editor: _____________________________________

STRENGTHS in the Essay’s Quality of Argumentation WEAKNESSES in the Essay’s Quality of Argumentation
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ALL STUDENTS, PLEASE READ! – 10 Tips to Improve Your Writing

Please copy and paste this link: http://grammar.about.com/od/developingessays/a/quicktips.htm?nl=1

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