In B7, we got caught up on those Orwell prompt outlines. In B8, we did some final ACT practice. In both classes, we finished the Orwell prompt outlines, discussed Argument sources, and then students wrote their last Argument practice essay. Homework: Capote Part 2 is due next Tuesday.
AP Lang B
SECOND SEMESTER, 2014–15
College professors frequently lament the poor writing skills of the students who enter their classrooms, particularly straight out of high school. This course is designed to help you succeed in not only a freshman composition course, but in college altogether. Students will learn to think critically, read analytically, and communicate with clarity and confidence.
While students may earn college credit if they receive a 3, 4, or 5 on the AP English Language and Composition Exam (depending on their chosen college), the ultimate goal of this course is to prepare students for the rigors of college writing.
We finished up PARCC testing for the year today, which again took most of the class period. I held writing conferences with B7 students because so few were in attendance. We had more in B8, so we did some more Argument review and work on the Orwell prompt outlines. Homework: Capote Part 2 is due next Tuesday.
Our end-of-year PARCC testing started today, and it took most of the class. During testing, I checked annotations for Part 1 of Capote. After everyone finished testing, we briefly discussed everyone’s questions about Part 1 of Capote. Then students reviewed the Orwell essay and finished the handout from last class. We discussed the essay and Orwell’s use of rhetoric, and then we transitioned to argument. Using another handout, students began outlining an argument essay agreeing or disagreeing with Orwell’s position in “Shooting an Elephant.”
Students wrote their last practice RA essay during the first 40 minutes of class. We then reviewed the released student samples and my compared them to their own essays. At the end of class, students read “Shooting an Elephant” by George Orwell and began working on this handout for next class. Homework: read and annotate Part 1 of Capote for Monday.
Back from spring break, we reviewed my plan for the rest of the semester. Then I handed out copies of In Cold Blood and introduced the book. Then students read, annotated, and outlined a practice Rhetorical Analysis essay. There was a little bit of reading time available at the end of class to begin the Capote text. Homework: read and annotate the Capote essay according to this reading schedule:
- Part 1 due 4/20
- Part 2 due 4/28
- Part 3 due 5/4
- Part 4 due 5/12
After some additional ACT practice, we examined use of rhetoric (appeals, etc.) in several television commercials. Homework: your essay over Independent Novel #2 is due at 7:30 a.m. on 4/14 via Google Classroom (or, if absolutely necessary, you may turn in a handwritten copy at the start of class on 4/14).
On this shortened day for late start, I checked part 4 annotations, went over Independent Novel #2 Essay assignment details, and led students in some discussion of the Alexie essay from Monday. Homework: your essay over Independent Novel #2 is due at 7:30 a.m. on 4/14 via Google Classroom (or, if absolutely necessary, you may turn in a handwritten copy at the start of class on 4/14).
To begin preparing for ACT, we went over some notes about the test and then students took an entire practice English test. Afterwards, we began our review of Rhetorical Analysis with a short essay by Sherman Alexie. Most students didn’t have enough time to finish, so we’ll pick up there on Wednesday. Homework: complete your annotations of Independent Novel #2 for next class.
Students turned in their part 3 annotations and then did more reading, questioning, and researching to prepare for our Socratic seminar on the Texas license plates issue, which we held during the second half of class. Everyone wrote their reflections in class and turned them in before leaving. Homework: part 4 annotations are due next Wednesday.
Today was day 3 of PARCC testing for juniors. This test was shorter than the others, so we had some time today to discuss the First Amendment and the Supreme Court in preparation for our next Socratic seminar topic: license plates in Texas. I handed out two articles — one from The New York Times and another from Aljazeera America — and students began reading these and annotating them. We will continue with this on Thursday. Homework: annotations for part 3 of your independent novels are due on Thursday.
Today was day 2 of PARCC testing for juniors. Homework: part 3 of your independent novel is due on 3/26.
Today was day 1 of PARCC testing for juniors. Students read in their independent novels if they finished the testing early (or were not themselves testing). Homework: part 2 annotations in your independent novel are due on Friday.
I collected independent novels at the start of class to check part 1 annotations. Then, picking up where we left off Thursday, we further discussed how to read visual sources and the packet of examples. We ended this lesson precisely in time for students to do a timed Synthesis essay on the Postal Service prompt; the only alteration I made to the prompt was that students were required to use the visual source. Homework: part 2 annotations in your independent novel are due on Friday.
I gave students information about the AP test in May to start off class today, and they got time on the Chromebooks to complete their registration for this important test. It is my expectation that all AP Lang students register for and take the test! Afterwards we quickly discussed course registration for next year. We spent the rest of the class talking about how to read visual sources from some examples I provided from previous AP Lang tests. Homework: get part 1 of your independent novel read and annotated by Monday.
Students who had them turned in their copies of Huck Finn today. Then we divided up the second semester independent novels into four parts. The due dates for each part are:
- part 1 due 3/16
- part 2 due 3/20
- part 3 due 3/26
- part 4 due 4/1
Then we talked about PARCC testing, which will take place on 3/18, 3/20, and 3/24. I showed students a practice test on the screen and we talked about how to perform successfully on these tests. I gave students some time at the end of class to begin/continue reading their independent novels. Homework: start reading your independent novels; bring your copies of Huck Finn back on Thursday if you didn’t have it today.
Students took the Huck Finn in-class essay test today. Homework: start reading at least the first couple chapters of your second independent novel, which we will divide up and assign annotation check dates next week; also, you can now remove the stickies and return your copy of Huck Finn if you borrowed one from me.
After reviewing upcoming dates and topics for class, we spent today’s shortened class period discussing the second half of Huck Finn in preparation for Friday’s in-class AP Lit-style essay test over the novel. Homework: prepare for the test, and bring your second independent novel to class on Friday.
I was away from school today. With the sub, students started doing some ACT practice, and then began working with a new Synthesis prompt (Locavores). Homework: the HF test will be Friday; also, you need to bring your second independent novel to class this week.
Due to various factors, I postponed the Huck Finn test from next Monday to next Friday. In class today, we went over the Synthesis prompt/essay from the mock exam. After discussing the prompt and sources, students re-wrote body paragraphs — one about who or what deserves a monument or memorial, and another about how do we best build a monument or memorial. Homework: finish Huck Finn if you haven’t already.
The research paper was due this morning at 7:30 a.m. on Google Classroom. I reminded students of late/revision policy for research papers, and then went over details of the Mock Exam essays. I handed back the Argument and Rhetorical Analysis essays and discussed their prompts and scoring guides. I also briefly handed back the Synthesis essays so students could record their scores for all three in the Google Docs spreadsheet I previously shared with each of them to calculate their AP score for the mock exam. Students then had a bit of Huck Finn reading time at the end of class. Homework: finish reading/annotating the novel for Wednesday