Update

Just thought I'd post and let you know I've accepted a position teaching at PV High.  I'm excited to be cutting out my commute and saving an hour and a half a day, but sad to leave SAMO.  I'll miss the students, the staff, and my fellow English Teachers. 

In case anyone would like to keep in touch, my e-mail is amogilef@gmail.com and my Twitter is @AMogiMog.

Have a wonderful senior year!

All the best,
Ms. M.

FINALS WEEK!

With excitement, sadness, and not least of all exhaustion, I am posting for the last time this school year.  It has truly been an honor to be your teacher.  I hope that you found value in the class and that you're inspired to continue to develop your communication skills, keep up on current events, and find something interesting and challenging to read for your summer free choice book. 

I'll be spending the summer with my family and also planning for next year.  I'll be checking e-mail regularly and would love to hear from you.
 

Here is the schedule for this week:

SUNDAY, May 31st - Final, proofread version of one college essay due to Turnitin.com. 

WEDNESDAY: Fifth Period Only 8:15 - 10:15

THURSDAY: Sixth Period Only 8:15 - 10:15

FRIDAY: Minimum Day, Period 1 9:15 am, dismissal at 1:34 pm

Please note that the deadline for make-up work was Friday, May 29 and late work will no longer be accepted.  Grades will be finalized and uploaded on Thursday evening.  Thanks for understanding. 

May 26-29 - Last Week of Classes!

It's already our last week of class!  Here's what's on the agenda for the week:

TUESDAY: Discuss the ending of Huckleberry Finn and return it to the textbook room.  Did it live up to the rest of the book?   Begin editing the college essay drafts - worksheet.  Call for volunteers for class feedback.  Work time on laptops and individual help.  DUE: Huckleberry Finn books to turn in.  HW: Continue polishing drafts.
 
WEDNESDAY: Accessing AP scores - overview.  Evaluate your essay's strengths and weaknesses and continue the editing process.  More volunteers for class edits.  

THURSDAY: Half day work time/peer edits on drafts.  Introduce discussion/debate for Friday: How to Improve the College Admissions Process? HW: To prep for the discussion, please read the rest of the passages not covered in class at the "Room for Debate" section of The New York Times website here.
 Make sure your Independent Reading/Dialectical Journal is ready  to turn in on Friday at the beginning of class. 

FRIDAY: Discussion/debate: How to Improve the College Admissions Process?  Which author's argument is closest to your viewpoint, and why?  Go over requirements for final, (see below). DUE: Independent reading dialectical journal.  HW: Using checklist, polish drafts.  Correct for grammar/mechanics, syntax, word choice. Please upload one completed, final personal statement/college essay response and prompt to Turnitin.com by Sunday night, May 31 at 11:59 p.m.

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

The final will be a 2 minute maximum oral presentation (no materials required) on either 1. Independent reading: was the book worth reading, why or why not?  Provide at least two specific pieces of evidence to support your view.  OR  2. You may read the final version of your personal statement to the class for immediate, supportive, and honest feedback.

May 18-22

The AP exam is over!  Fortunately, most of the feedback from students has been positive.  The argument essay was tricky, but if you defined your terms and provided specific examples, (and it is well written, of course!) it should be fine.  I am looking forward to accessing my class' scores in July.

Last week after the AP exam we completed some brainstorming exercises and got reacquainted with Huckleberry Finn again. This week we'll continue writing our personal statements/personal narratives, a very different type of essay than the three we've studied and mastered this year.   

MONDAY: Please bring the McGraw Hill Reader with you so we can return it to the textbook room.  Discuss Huckleberry Finn through chapter 38.  Look at universal prompts/UC prompts for personal statements for 2015 and discuss each.  Read and evaluate sample statements.  DUE: Completed brainstorming sheets, with unique items "starred." HW: Read over the brainstorming sheet and make notes of any anecdotes that go with the questions that could be used for an essay.  Don't censor yourself at this point.  Read chapter 39 of Huckleberry Finn.

TUESDAY:  Listen and evaluate more examples of personal narratives/personal statements, especially how they began and how they ended, and noting the text and subtext of each.  Look at the list of prompts and compare it to the items you starred on the brainstorm sheet.  HW:Choose an anecdote from your brainstorm sheet that is specific to you, but allows you to (humbly) show your talents/attributes. BRING MCGRAW HILL, please.

WEDNESDAY: Write out one very rough draft on the laptops of the best anecdote/statement for a prompt.  Go to the textbook room.  HW:Bring 3 specific details to class about your chosen essay topic.

THURSDAY: Review essay sample. Work on "bad" aka rough essays in class on laptops.  HW: Rough draft due to turnitin.com by the end of the day on Friday.

FRIDAY:Work time for essays, individual help.  Finish rough draft of essay and upload it to turnitin.com.  HW: Finish Huckleberry Finn for Tuesday.  Be prepared to discuss your opinion about the ending of the book.  Also, work on your essay drafts and dialectical journals.

Enjoy the three-day weekend! See you on Tuesday. :-)  

May 11-15

We're finally here: this week, students will take the AP exam on Wednesday, May 13.  We'll review early in the week, take the exam, and then move on to our final writing assignment.  Please come to class early (and I mean EARLY) at 6:30 a.m. for coffee, healthy snacks and comraderie in the regular classroom.  Students are scheduled to be checking in at the cafeteria at the test at 7:15 a.m. and I'll be closing up the classroom to help the proctors set up.  Testing begins promptly at 8:00 (see details in the sidebar and below).  


MONDAY: Go over homework in class.  Complete rhetorical analysis review.  Create your own study sheet.  DUE: go through two practice prompts and come to class ready to go through them.  Any outstanding essays.  HW: REST!

TUESDAY:  Finish rhetorical analysis review.  In-class challenge contest covering AP exam basics.  Gather study materials - example and evidence sheet, quotes, rhetorical analysis study sheet.    


WEDNESDAY: AP Exam:
 Early wake-up: dress in comfortable layers.  Bring a water bottle, blue or black pens, pencils, some healthy snacks, and an old fashioned watch if you have one.

6:30 a.m.  Come to T219 (the regular Mogilefsky classroom) for coffee and healthy snacks. 
7:15 a.m.  Walk over to the cafeteria for check-in.  There will be a seating chart, and absolutely no cell phones, so secure any electronics before walking over.
8:00 a.m. Exam begins with multiple choice.
10 minute break.
Essay portion of exam (2 hours, 15 minutes) 

Go to regular classes after the exam ends.   DO NOT POST ANYTHING ABOUT THE EXAM ON SOCIAL MEDIA!

5th and 6th period -  General debriefing, game plan for the rest of the semester.

THURSDAY: Introduction to the final writing assignment, personal statement.  Brainstorm questionnaire "speed dating" style.  Pick up Huckleberry Finn again.  HW: Bring Huck Finn and brainstorm sheet to class on Friday. 

FRIDAY: (Mogilefsky out for personal/grading day.)  Finish brainstorm worksheet and fill in as many details as possible.  Put stars next to answers that were different from classmates' answers.  Read Huckleberry Finn. HW: Read Huckleberry Finn through chapter 38, bring completed brainstorm sheet for Monday's class. Please bring the McGraw Hill Reader textbook so we can turn it in on Monday.

May 4-8

SBAC testing is over and we're back to a regular schedule.  This week, we'll focus on preparing for the AP exam next week on May 13.  We will take a break from Huckleberry Finn during this week.

MONDAY:  Synthesis overview.  Fully prepare and then anonymously grade an AP Practice Exam Synthesis response to the Monuments prompt.  Receive vocabulary list for the week.  DUE: Paragraph describing what could be improved in the "Government Fostering Green Practices" essay.  HW: Finish Green essay rewrites, if you're not happy with your score.

TUESDAY: Deconstruct prompt for warm-up.  Monuments feedback and discussion about approaching more complex prompts.  Work on evidence/example worksheet - timed exercise.  HW: Finding quotes for Evidence/Example worksheets.

WEDNESDAY:  Go over argument essay basics, complete Evidence and Examples study sheet.  DUE: Quotes on Evidence and Examples Worksheet.  HW: Sports essay reading: An Innocent at Rinkside by William Faulkner.

THURSDAY:  Argument prompt practice.  Argument essay basics.  Short multiple choice exercise based on sports essay.  Discuss multiple choice answers.  DUE: Sports essay, read Faulkner passage.  HW: Study for vocab quiz (last one for the semester!)

FRIDAY:  Vocab quiz.  Rhetorical analysis basics. Go over Flamingo rhetorical analysis prompt and responses.  This was a complex and potentially confusing prompt from the AP Practice Exam.  HW: SOAPS and pick out 2-3 responses to the following prompts (handed out in class and below). Do any makeup essays.  Get plenty of rest!

 Question 2 on both links:
http://media.collegeboard.com/digitalServices/pdf/ap/ap14_frq_english_language.pdf

http://media.collegeboard.com/digitalServices/pdf/ap/apcentral/ap13_frq_english_language.pdf

April 27-May 1

This is the second week of block schedule and the English SBAC testing will be administered Monday/Tuesday and Thursday/Friday.  There will be no vocab or current events quiz this week. Please continue with Huckleberry Finn.

MONDAY/TUESDAY: SBAC testing.  DUE: Please post any confusing multiple choice question numbers to the class website so we are sure to cover them on Wednesday.  Huck Finn through chapter 25.  HW: Huckleberry Finn, chapters 26-27.

WEDNESDAY: Green practices synthesis essay returned and discussed.  Go over AP Practice Exam Multiple Choice questions.  Huckleberry Finn check-in.  HW: Read Huckleberry Finn, chapters 28-29.  1 paragraph FLT analysis of Green essay for Monday -- using the FLT sheet, what could you improve on the next synthesis essay?

THURSDAY/FRIDAY: SBAC testing.  HW: One paragraph FLT analysis of Green essay for Monday -- using the FLT sheet, what could you improve on the next synthesis essay?  Read Huckleberry Finn, chapters 29-36 for Monday. 

Multiple Choice Practice Exam - Confusing Questions

If you would like more explanation for any of the AP Practice Exam Multiple Choice questions, please post your period number (5th or 6th) and the number of the question you'd like the class to discuss in the comments below.

April 20 - 24

This is the first of two weeks of block scheduling for 11th grade testing, and students will take the math portion in U.S. History classes.  (Odd classes meet Monday, Wednesday and Thursday, and even classes meet Tuesday, Wednesday, and Friday.)  The other important thing to remember about the week is that the grading period ends on Friday, April 24th.  I do accept late work for partial credit, so please get everything in by Friday.

MONDAY/TUESDAY:  Fill out AP exam answer form general information.  Briefly over argument essay tips.  Huckleberry Finn check-in.  Introduce Supreme Court project: in groups of 4, all students will research and write 2-3 paragraphs about their section of a significant case.  HW: Finish rewriting argument essay from practice exam for Wednesday.  Read chapters 19-20 in Huckleberry Finn.  Finish writing up 2-3 paragraphs for group project for Friday.

WEDNESDAY: Receive multiple choice section of practice AP exams back.  Practice on laptops for SBAC testing next week.  DUE: Argument essay rewrites.  HW: Read chapters 21-22 of Huckleberry Finn for Friday.  Finish writing up 2-3 paragraphs for group project for Friday.

THURSDAY/FRIDAY:  Supreme Court groups meet briefly to compare notes, vote.  Supreme Court Groups present (approximately 5 minutes per group), while audience takes notes.  Open note Supreme Court quiz immediately following.  SBAC practice exam.  DUE: 2-3 paragraphs Supreme Court project (each person in the group completes their own.)  HW: Read Huckleberry Finn through Chapter 25 for Monday/Tuesday.

April 13-17

Welcome back!  I hope you had a wonderful break.  I'm excited to see everyone and looking forward to our time in class together.  In the coming weeks, we'll gear up for the AP exam, and also enjoy many interesting speeches, passages, Huckleberry Finn, and a brief Sports unit featuring essays by some of America's finest writers.

MONDAY:  Overview of what we'll cover during the last weeks of school.  Get reacquainted with Huck Finn through chapter seven.  Review rhetorical analysis basics and watch/read transcripts of the 2016 candidates who have announced their presidential bids.  Perform rhetorical analysis of these speeches.  HW: Read Huck Finn chapter 8-10.

TUESDAY: Rhetorical analysis of a presidential speech from the past.  HW: Read Huck Finn chapters 12-13 for Thursday.

WEDNESDAY: Practice and overview of SBA standardized testing that will take place beginning the week of April 27.  If time, close reading Huckleberry Finn chapter 11 - what is Twain saying (if anything) about gender in this chapter? How is it related to other themes of the book?  HW: Read chapters 14-15 for Thursday. Note the big shift at the end of chapter 15.

THURSDAY: (Mogilefsky out with AP teachers scoring one of the practice exam essays.)  Read articles critiquing Huckleberry Finn.  Note how each author makes their argument, and underline claim statements.  Write a short paragraph describing who you most agree with and why.  HW: Study for current events quiz, read Huck Finn chapters 16-17. 

FRIDAY: Current events quiz.  Go over Huck Finn articles and responses.  Review argument essay from practice exam.  DUE: Paragraph about Huckleberry Finn.  HW: Read Huckleberry Finn, chapters 16-20.  Rewrite/revise argument essay for Wednesday. 

March 23-27

It's the last week before Spring Break!  Everyone is looking a bit weary these days; hang in there and you'll soon be enjoying the (rare) Santa Monica two-week break.  You've earned it.

MONDAY: Receive vocabulary sheet.  Video and discussion: the language of Huckleberry Finn, the controversy about the edited 2011 publication.  Keystone essay feedback.  DUE: Huckleberry Finn chapters 1-4.  HW: Chapter 5 of Huckleberry Finn.

TUESDAY: Extra time for in-class synthesis essay.  Satire, part II: how to write about satire.  HW: Notes about satirical passage for Wednesday.

WEDNESDAY:  Review argument essay and rhetorical analysis essay basics.  DUE: Satirical notes.  HW: Read Huckleberry Finn, Chapter 6.

THURSDAY: Dialectical Journal check-in.  Close reading - Huckleberry Finn excerpt.  Vocabulary activities.  Keystone excerpts and review.  HW: Read Huckleberry Finn, Chapter 7.

FRIDAY: Vocab and Huckleberry quiz.  Tips/strategies for taking entire AP exam, review exercises in groups.  HW: Work on Independent Reading and dialectical journal over the break.  Review for AP Practice Exam.  Complete any missing work for partial credit and bring back after break.

Most importantly, enjoy the break and get plenty of rest!  I look forward to seeing everyone again in April.

March 16-20

Welcome to our 11th week of the semester.  We'll wind up our Science/Nature/Environment-themed unit, write a synthesis in-class essay, and begin Huckleberry Finn.

NOTE:  There will be a full-length AP practice exam on three different dates: Saturday, March 28 and Friday, April 10 from 9:00 a.m. until 1:00 p.m, and Monday, April 13 from 3:30 p.m. until 7:30 p.m.  Please sign up on the bulletin board in class.  The multiple choice answers will count towards the "final" portion of the class grade, one of the three essays will be graded by the pool of AP teachers, one by me, and one by peers in class. We also need parent volunteers to help proctor the exam -- guaranteed "quiet time" for 4 hours and you will not be in the same room as your student. Please contact Ms. M. at amogilefsky@smmusd.org if interested.  

MONDAY: Discuss Carson's "The Obligation to Endure" and multiple choice answers/rationale.  Discuss Space Exploration synthesis prompt and brainstorm answers as a whole class.  Read articles and annotate for Tuesday.

Because of the sad irony of studying the synthesis prompt, typically with pages and pages of printed sources on paper, while simultaneously reading about the environment, I've posted the link to the Space Exploration prompt below: 
Click here to link to Space Exploration prompt and sources. 

Please read through these and take notes on the side for Tuesday.  There will be some paper copies available in class.

TUESDAY: Space Exploration prompt -- go through the process as a whole class.

WEDNESDAY:  Definition and overview of satire and close reading of samples.

THURSDAY: In-class synthesis essay.

FRIDAY: Current events quiz.  Pick up Huckleberry Finn -- read articles for and against inclusion in the high school curriculum.  HW: Read H. Finn, chapters 1-4.

March 9-13

Welcome to our 10th week in the semester.  Looking ahead, we'll continue with our Science and Nature/Environment unit with a variety of essays and passages that will allow you to gain some background knowledge and exposure to some of the more famous American work in the area including Rachel Carson, Henry David Thoreau, and Charles Darwin.  We will continue our work with the synthesis essay by analyzing our previous baseline essay. 

MONDAY:  Meet in our regular classroom, pick up a vocabulary sheet for the week, then go to the College Center for a presentation.  HW: Post Keystone Synthesis essay to Turnitin.com by 10:59 p.m. on Monday night, if you haven't already.  Bring the McGraw Hill book with you to class the rest of the week.  For Wednesday, read "Economy" by Henry David Thoreau beginning on page 663 and read and think about the comprehension questions on page 666.

TUESDAY: (minimum day due to Open House Night) Finish discussions of the first passages from last week, including E.O. Wilson's The Future of Life and Chief Seattle's Letter to President Pierce.  Introduction to passage by Henry David Thoreau.  HW: For Wednesday, read "Economy" by Henry David Thoreau beginning on page 663 and read and think about the comprehension questions on page 666.

WEDNESDAY: Discuss "Economy" and the comprehension questions in class.  Vocabulary activity.  HW: Read Charles Darwin's "Natural Selection" beginning on page 559 for class on Thursday. 

THURSDAY:  Read your answer to the baseline synthesis essay about technology in schools and compare it to the Synthesis FLT sheet and rubric.  Pick one FLT that you could use to improve the essay and rewrite one paragraph.  Discuss and share answers in class.  Talk about Darwin's "Natural Selection" as a class.

FRIDAY: Vocabulary quiz.  View and analyze visual representations of environmental messages with OPTICS worksheet.  Rhetorical analysis practice.  HW: Read Rachel Carson's "The Obligation to Endure" on page 624 and answer the first "rhetoric" question at the end of the passage as well as the multiple choice handout for Monday.

March 2-6

Welcome!  This week we will begin a brief "science and the environment" unit that will include readings from a variety of authors old and new,  begin a take-home synthesis essay about the Keystone Pipeline, and focus on improving introductory paragraphs for essays.

MONDAY:  Final discussion about Their Eyes Were Watching God, written reflection about the book as a do-now.   Receive the article packet with the Keystone Pipeline essay question, due next Monday night.  DUE: Their Eyes Were Watching God books. HW: Read and annotate the first 3 Keystone articles for discussion for Tuesday.

TUESDAY:  Notes: introduction paragraphs - key elements, how-tos.  Rework the intro paragraph from sample advertising essays.  Basic Keystone Pipeline information (both sides), discussion about first 2 articles.  List most important factors as a class.  DUE: Be prepared to discuss first 2 articles of Keystone packet. HW: Finish reading last Keystone articles from packet and annotate.

WEDNESDAY: (Mogilefsky out with other 11th grade teachers)  Read selection from E.O. Wilson's The Future of Life and discuss how it pertains to the stakeholders in the Keystone Pipeline debate.  Complete prewriting for Keystone essay (outline, list major factors you will discuss).  Draft introductory paragraph for Keystone essay.  HW: Bring draft of introductory paragraph for Thursday.

THURSDAY:  View introductory paragraphs and outlines.  Using laptops, find one additional source for the essay, and continue writing.   DUE: Introductory paragraph.  HW: Study for current events quiz.

FRIDAY: Current events quiz.  Synthesis activity: using sources in support of your argument, not letting them lead.  Discuss and explain.  Do not retell, list, or summarize. HW: Work on Keystone synthesis essay, due on Turnitin.com on Monday night by 10:59 p.m.

February 23-27

Welcome to the last week of February (already).  This week, after turning in your advertising synthesis essay, we'll enjoy one final week reading Their Eyes Were Watching God and our gender unit before moving on to a short unit with a "science and the environment" theme.

NOTE:  Friday is the last day to sign up for the AP exam for regular price!!

MONDAY: Debate the following assertion: Women should not have to register for Selective Service ("the draft") within 30 days of turning 18, just men.  Draw cards to divide class into teams (defend or challenge).  Teams will plan, then present opening arguments.  Receive vocabulary sheet for the week.  DUE: Debate prep worksheet, 3 pieces of evidence on a T-chart, 3 pieces of "hard" evidence, printed out.  HW: Consider rebuttal for tomorrow's class.

TUESDAY: Rebuttal from each team, then open "popcorn" debate.  HW: Read through chapter 16 of Their Eyes Were Watching God and be ready to discuss on Wednesday.

WEDNESDAY: Their Eyes discussion, reading.   HW: Read chapter 17 of Their Eyes Were Watching God for Friday.

THURSDAY: Multiple choice AP practice - 30 minutes (half of an exam).  Worksheet analyzing results. HW: Read chapter 17 of Their Eyes for Friday, finish multiple choice worksheet for Friday.

FRIDAY: Vocabulary quiz.  Go over multiple choice results, turn in worksheets.  Discuss chapter 17 of Their Eyes Were Watching God.  Periodic sentences.  HW: Finish Their Eyes Were Watching God, (chapters 18-20) for Monday.  Know basic information about the Keystone Pipeline bill that Congress passed and President Obama vetoed this week; next week we will be reading and writing about it.  

February 17-20

Welcome!  I hope everyone enjoyed (or is enjoying) President's Day.  This week, we'll spend the majority of the time working through the synthesis process as we complete the take-home advertising prompt by Friday evening.  We'll be finishing Their Eyes Were Watching God and debating early next week. 

TUESDAY:  Pass back last argument in-class essay and go over results, rubric.  Pass back "baseline" in-class synthesis essay and the rubric, and look at a score "9" from the college board.  Overview of rubric for take-home synthesis advertising essay that you started on last week.  Check-in with Their Eyes Were Watching God.  HW:  Complete a draft of the synthesis essay for Thursday.  If it's in electronic form, make sure you can access it from the internet (on Thursday we'll be using the laptops in class to work on them).

WEDNESDAY:  Brief overview with synthesis tips/checklist.  Discuss advertising synthesis essay prompt and possible positions, including how advertising helps the economy and introduces the public to new products.  Watch "Killing Me Softly" video about the negative effects of the images of women in advertising.  HW: Complete a draft of the synthesis essay for Thursday.  If it's in electronic form, make sure you can access it from the internet (on Thursday we'll be using the laptops in class to work on them). 

THURSDAY:  Whiparound: thesis statements.  Each student will read their thesis statement from their draft out loud.  Receive sheet "Verbs in AP English, Academic Discource" to use in revisions of your essay.  Work time on laptops for draft revisions.  HW: Polish draft of synthesis advertising essay for Friday's due date on Turnitin.com.  Study for current events quiz, covering the "10 Things You Need to Know Today" from Tuesday through Thursday of this week.

FRIDAY: Current events quiz from TheWeek.com covering Tuesday-Thursday.  Read articles about gender-related current event and discuss/debate.  HW:  Read Chapters 17-19 of Their Eyes Were Watching God and finish "Debate Preparation" sheet for Monday.  Upload synthesis advertising essay by 11:59 p.m. on Turnitin.com.

February 9-13

There were so many wonderful Their Eyes Were Watching God projects turned in last week, including a little forest of trees with quotes on them and delicious Southern snacks.  This week, our last week before the three-day weekend, we will continue our focus on the synthesis essay, the last of the three styles you'll write during the AP exam in May.  We'll write our first synthesis style essay in class on Tuesday, and it will be scored by other AP teachers on Thursday.

MONDAY: Share your thesis and body paragraphs in small groups in the class from the synthesis prompt you worked on over the weekend: is college worth the cost? Read samples and put them in order of their score.  DUE: Synthesis assignment #3: rough draft of thesis, 3 pieces of evidence from sources and 1 body paragraph in response to the 2014 AP Exam question: is college worth it? HW: Look over synthesis notes and samples in your materials to prep for in-class essay.  Read Their Eyes Were Watching God, chapters 10-12 for Wednesday.

TUESDAY: Synthesis in-class essay.  HW: Read Their Eyes Were Watching God, chapters 10-12 for Wednesday.

WEDNESDAY: Check in with Their Eyes Were Watching God, "Create a Character" assignment introduced/work time.  DUE: Their Eyes 10-12.  HW:  Read "Their Eyes" chapter 13 for Friday, work on Create a Character for Friday.

THURSDAY:  (Mogilefsky out for AP teacher meeting/scoring of synthesis essay. Other AP teachers will be scoring your essays.)  Creative vocabulary assignment - individual.  Share vocabulary assignment and turn it in.  HW: Read articles for take-home synthesis essay about advertising, due next Friday, Feb 20th on turnitin.com.

FRIDAY:  Vocabulary quiz.  Discuss advertising articles for your next synthesis essay (take-home). View satirical piece about "native" advertising.   DUE: Create a character assignment. HW: Begin take-home synthesis essay, due next Friday to turnitin.com: on Tuesday, have the articles read and annotated, prepare an outline, and begin drafting the essay.  Read Their Eyes Were Watching God, chapters 14-16.

Have a fabulous three-day weekend!

February 2-6

Welcome!  I've graded and posted comments for the Disagreement/Dissent take-home argument essay on Turnitin.com.  Most of the essays were pretty good, and provided specific examples and appropriate and relevant evidence.  Areas that were a little problematic were taking a clear stand (especially for qualified arguments) and conclusions.  We'll take a quick look at the conclusion section of the Argument Prompt FLT worksheet before Monday's in-class essay.

MONDAY: In-class argument essay.  HW: Finish Their Eyes Were Watching God project for Tuesday (5th) and Wednesday (6th).

TUESDAY(5th period) / WEDNESDAY (6th): Go over results from Disagreement/Dissent essay, enjoy Their Eyes cooking projects, announce whole-class essay contest winner. Look at Paine prompt. Read synthesis materials for Thursday.  Read Their Eyes chapters 10-12 for Friday.

THURSDAY:  Introduction to the synthesis essay. View overview and go through an example.  This is the last type of essay we need to master for the AP exam, and we will practice a full length in-class essay this Tuesday.  HW: Read and annotate articles with SOAPS, list 3 pieces of evidence and choose thesis from list on packet. Study for current events quiz.

FRIDAY: Current events quiz. Citations for synthesis.  Read source that goes with "Is college worth the cost?" prompt and discuss.  HW: Finish reading and annotating sources, draft a thesis statement, pick out three pieces of evidence and write out one body paragraph for Monday.

January 26-30

We're already beginning the fourth week of the semester, and we've been working hard to master the components of the argument essay.  This week, we'll learn a new set of vocabulary words, work creatively with Their Eyes Were Watching God, and write an in-class argument essay.   

MONDAY: Vocabulary activity--write approximately one page about gender expectations using at least five of the fifteen words and be ready to share.  Work on Their Eyes project, due February 3.  (Note: I'll be out of class at an all-day district meeting, back on Tuesday.) DUE: Their Eyes through Chapter Seven.  HW:   Finish vocab/gender written page for Tuesday.

TUESDAY:  Share gender/vocab written work.  Group work for Their Eyes.  DUE: vocab/gender page. HW:  Read Their Eyes Chapter Eight for Friday. Bring work materials for Their Eyes projects.

WEDNESDAY:  Discuss prompt for Thursday's discussion.  Work time for Their Eyes projects.  HW: Bring 2 examples/evidence for argument prompt for Thursday. 

THURSDAY: Argument essay review and discussion - go over examples in class, discuss conclusions and look at samples, notes about induction/deduction. (In class argument essay postponed to Monday.) HW: Study for vocab quiz on Friday, work on Their Eyes projects, due Tuesday for 5th period, Wednesday for 6th period.

FRIDAY: Vocab quiz.  Read and evaluate two articles about the CIA torture report that was released last month, one against torture and one from David Brennan defending the CIA and its interrogation practices. Answer the questions at the end of each article, due Monday.  We will discuss/debate on Monday.  HW: Read Their Eyes Were Watching God through Chapter Nine for Monday. Work on Their Eyes project, due Tuesday, February 3 for 5th period, and Wednesday, February 4th for 6th period.  Look over Argument Prompt FLTs to prepare for Monday's in-class essay. 

January 20-23

I hope everyone had a good three-day weekend and Martin Luther King, Jr. Day.  Now that you've uploaded your first argument essay, we'll continue honing argument skills with a friendly competition between the 5th and 6th period classes by writing essay responses as a class and asking Mrs. Garcia, our Visiting Professor, to judge them.

Also, please make sure you've signed up for the free subscription to "The 10 Things You Need to Know Today" e-mail from TheWeek.com since you can no longer just go to the site and browse for it due to a format change.  Please let me know if this is a problem ahead of time and I'll help with a workaround.

TUESDAY:  Discuss Their Eyes Were Watching God through chapter two.  Introduction to Classical Oration structure for arguments.  Read prompt for argument essay we will be writing together this week as a whole class.  DUE: read "Their Eyes" through chapter two.  HW: Read "Not by Math Alone" piece on handout and identify each part of the five parts of classical oration used.  Read Their Eyes through chapter four for Thursday.

WEDNESDAY:  (UPDATE: Mogilefsky will be in class, the meeting was cancelled.)  Brainstorm original evidence/examples for argument prompt, and write a sample introduction, both due at the end of the period.  HW: Their Eyes through chapter four for Thursday.

THURSDAY:  Discuss Their Eyes reading.  Compare introductions to argument prompt, evidence.  Class votes on position taken in response/thesis.  Write body paragraphs as a class.  DUE: Finished reading through chapter four of Their Eyes.  HW: Write conclusion to argument essay and bring to class on Friday.  Study for current events quiz on Friday that will cover Tuesday, Wednesday, and Thursday's "10 Things You Need to Know" articles.

FRIDAY:  Current events quiz. Compare conclusions and integrate best one(s) into whole class essay.  Revise/edit whole class essay.  DUE: Conclusions.  HW: Read Their Eyes through chapter seven and review argument essay tips.

Take-home Argument Essay - due 1/19 to Turnitin.com

The following is a take-home argument essay prompt from an actual question presented on an AP exam a few years back.  I handed out hard copies in class on Friday in case you have extra time this weekend to begin brainstorming.  You will plan and write an original essay response, taking a clear position with at least two pieces of specific evidence in a minimum of four to five well-written paragraphs.  You'll upload your final draft to Turnitin.com before January 19, Monday night, at 11:59 p.m.

We will discuss the prompt on Monday and will work on it in class throughout the week.  Here it is:

Read the following excerpt from The Decline of Radicalism (1969) by Daniel J. Boorstin and consider the implications of the distinction Boorstin makes between dissent and disagreement. Then, using appropriate evidence, write a carefully reasoned essay in which you defend, challenge, or qualify Boorstin’s distinction.

     Dissent is the great problem of America today. It overshadows all others. It is
a symptom, an expression, a consequence, and a cause of all others.

     I say dissent and not disagreement. And it is the distinction between dissent and
disagreement which I really want to make. Disagreement produces debate but dissent
produces dissension. Dissent (which comes from the Latin, dis and sentire) means
originally to feel apart from others.

     People who disagree have an argument, but people who dissent have a quarrel. People may disagree and both may count themselves in the majority. But a person who dissents is by definition in a minority. A liberal society thrives on disagreement but is killed by dissension. Disagreement is the life blood of democracy, dissension is its cancer.

January 12-16

This week, we'll write our first take-home argument essay, take a closer look at the components of the argument essay, and begin reading Their Eyes Were Watching God by Zora Neale Hurston.

MONDAY:  Discuss argument prompts in general and "deconstruct" the tasks associated with responding.  Discuss argument prompt for first take-home essay, due Monday night, January 19 on turnitin.com.  DUE:  Defend, challenge or qualify Theroux's argument in "Being a Man" by bringing 3 pieces of evidence to share.  HW:  Begin work on argument essay, study vocabulary words for Friday's quiz, work on independent reading. 

TUESDAY:  Thesis types PowerPoint.  Discuss "Being a Man" essay from McGraw Hill and share evidence to support your response in small groups and with the whole class. HW:   Brainstorm examples of dissent and disagreement for argument essay, craft a rough draft of your thesis, and bring a copy to class.  Consider taking outline/thesis to the AP Writing Center in B200 during lunch for comments.  (I'm there, and so are the other AP Language and Composition teachers.)  

WEDNESDAY:  Finish group presentations of evidence for Theroux article. Work time: submit at least two original, specific examples of dissent and/or disagreement for argument essay by the end of the period. DUE: evidence presentations, 2 specific examples of evidence for argument essay.  HW:  Write rough draft of thesis to bring to class on Thursday.  
 
THURSDAY:   Notes: types of thesis statements.  View sample argument essays.  HW:  Work on argument essay -- due Monday night on Turnitin.com.  Study for vocabulary quiz on Friday.

 FRIDAY: Vocabulary quiz.  Intro to Their Eyes Were Watching God.  Pick up "Their Eyes" class novel and begin reading aloud in class.  HW: Read "Their Eyes" through chapter 2.  Complete and upload argument essay to Turnitin.com by January 19, Monday night at 11:59 p.m.) You should have at least 4-8 paragraphs, have taken a clear position, defining your terms, and provided at least two types of specific evidence.  I'm looking forward to reading them!

January 6-9

Happy New Year!  

Welcome back!  I hope everyone had a wonderful winter break.  I'm excited to begin 2015 continuing our work on the Argument essay and starting a gender-themed unit that will begin with short essays from McGraw Hill and conclude with the novel Their Eyes Were Watching God.  We're moving towards mastery of both the Argument and Synthesis style essays that will be on the AP exam on May 13.  In preparation, the students will be completing example essay questions as a class, as take-home assignments to be uploaded to turnitin.com, and as in-class essays. 

The class will still take quizzes on Fridays, alternating current events with vocabulary quizzes every two weeks.  Students will choose from a list of classic books describing the nature of American life for independent reading (see handout passed out before break and in class on Tuesday), and prepare a dialectical journal in response. 

Here is what we'll tackle this week:

MONDAY:  Enjoy the last day of winter break!

TUESDAY:  Warm-up.  Overview of January, February, March game plan.  Discuss independent reading assignment for the semester with example.  Intro to month-long gender unit.  Male/female list activity.  HW: Read and annotate Margaret Atwood's "The Female Body" essay from McGraw Hill for Wednesday.  Be prepared to discuss whether or not gender-specific toys are appropriate for small children with Atwood's evidence as well as your own to support your position.  

WEDNESDAY:  Discuss "The Female Body" and whether or not gender-specific toys are appropriate for small children with evidence.  Review the different types of evidence we covered back in December and apply to this question.  Look at Argument Essay learning goals worksheet, review. 

THURSDAY:  Argument Focused Learning Targets.  Types of argument prompts, pitfalls to avoid.  Notes: warrants.  Toy debate: revisit fallacies, identify warrants.  HW: Review TheWeek.com for current events quiz tomorrow for Tuesday-Thursday "10 Things You Need To Know Today" articles.  For Monday: read Paul Theroux's "Being a Man" from McGraw Hill on page 219 and come with three pieces of evidence that defend, challenge or qualify Theroux's argument.  

FRIDAY:  Current events quiz based on TheWeek.com's "Ten Things You Need to Know Today" from Tuesday through Thursday of this week.  Receive vocabulary list.  Read opinion article about North Korea and the U.S. response in the latest conflict over "The Interview" movie release and defend/challenge/qualify using your own evidence in a class discussion. HW:  For Monday: read Paul Theroux's "Being a Man" from McGraw Hill on page 219 and come with three piece of evidence that defend, challenge or qualify Theroux's argument. Study vocabulary words for next Friday's quiz.  Work on independent reading dialectical journal.  I'd suggest that you have your independent reading book selected and bought/checked out.  Look over the prompt that you'll respond to in a take-home argument essay.