Transcript Pre-AP English II Agenda 8/26

Pre-AP English II Agenda 8/26
• Intro to class – Purpose and AP Website
• Turn in summer reading project. If you do not have it, turn
in a sheet of paper with a heading explaining why you do
not have it. If your project is late, you must complete it by
9/12. Late projects without an acceptable rationale will
have a maximum grade of 70% Acceptable rationales must
be verified by a parent.
• Four corners icebreaker
• Homework: Review parts of speech and be ready for a quiz
9/2.
• https://www.englishclub.com/grammar/parts-ofspeech_1.htm
Course Objectives for Pre-AP English
II:
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This class is designed to prepare students for upper level AP classes, and eventually, the AP
exam. These courses simulate college-level English classes, and demand more effort,
attention, motivation, and skill. AP students also have an opportunity to receive actual
college credit based on their performance on the AP exam. Developing self-discipline in the
area of time management is a goal of all Pre-AP/AP classes, as students are often assigned
readings or multiple long-term projects that require careful planning and organization.
Literary Analysis: We do not simply “read” literature in an AP class, we critically analyze it in
great depth and detail. Therefore, one cannot rely on Cliff’s notes or class discussions
for understanding. At times, students could be studying one book or play in class and a
different work outside of class. Students are encouraged, but not required, to purchase their
own copies of books, so that they may annotate as they read, and begin to build their own
personal collection of influential literature. Writing: Writing is an integral part of every PreAP/AP class. Students will be required to write papers of varying lengths throughout the year,
including in-class, timed essays as well as more formal essays. Other details about English II
Pre-AP will be discussed in class throughout the year.
http://apcentral.collegeboard.com/apc/public/repository/ap03_frq_english_lang_23013.pdf
http://media.collegeboard.com/digitalServices/pdf/ap/ap-english-language-and-compositioncourse-description.pdf
Pre-AP English II Agenda 8/28
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Syllabus
Ice Breaker
What is close reading?
“I Have a Dream Speech”
– Define rhetorical device with partner
– Annotate examples in speech
https://www.youtube.com/watch?v=c6OhPpYqkBU
– Jump in and share as we read/listen to it together
– Exit Ticket: What effect does MLK’s use of these rhetorical
devices have on the listener?
Homework: Study parts of speech on website for quiz 9/2.
Supplies due next class.
Pre-AP English II Agenda 9/2
• Parts-of-speech quiz warm-up.
• Summer replacement assignment due 9/12
Do the rhetorical analysis required on “On Being
a Cripple.” See my website for the essay and
assignment. Students who did the original
assignment will get extra credit.
• Close reading: “I Have a Dream”
• Excerpt from The Narrative of the Life of
Frederick Douglass
Warm-Up/Parts of Speech Quiz
• Copy the following sentences, then label the
parts of speech.
1. After Kasey Catanzaro reached the finals of
American Ninja Warrior by performing speedily
and with grace and strength, everyone believed
that a woman would eventually win.
2. “Wow, I never knew you could bravely fight off
so many mutant raccoons using only your
English textbook,” Michael exclaimed.
Verb, noun, adjective, adverb, pronoun,
preposition, conjunction, interjection
After Kasey Catanzaro reached the finals of
American Ninja Warrior by performing speedily and
with grace and strength, everyone believed that a
woman would eventually win.
“Wow, I never knew you could bravely fight off
so
many mutant raccoons using only your English
textbook,” Michael exclaimed.
Pre-AP English II Agenda 9/4
1. Goals: Improve vocabulary and close reading skills.
2. Warm-up: Take an index card from the table by the door, and write
your name on the unlined side. Give the card to a partner. Ask
your partner what one dream they have for their life is. Write the
answer on the lined side. Do this for both partners.
3. Introduce SAT vocabulary warm-ups: Define the following words,
write a synonym for them, use them in a sentence and create a
symbol that will remind you of them.
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Brandish
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Callow
4. Rhetorical devices in “I Have a Dream”
5. Close reading of “Pie”
Pre-AP English II Agenda 9/8
1. Goals: Improve vocabulary, learn close
reading and literary thesis and support
strategies.
2. Warm-up: Define the following words; write
a synonym for them; use them in a sentence,
and create a symbol that will remind you of
them. Chagrin, Depreciate
3. Close reading of “Pie”
4. Writing thesis and literary paragraph
English II Agenda 9/10-9/11
1. Goals: Improve vocabulary, learn close reading
and analysis strategies. Practice RACE
2. Warm-up: Define the following words; write a
synonym for them; use them in a sentence, and
create a symbol that will remind you of them.
Emancipate, Epitome
3. Read and annotate “Learning to Read and
Write” by Frederick Douglass.
4. Questions
5. Short answer: How did learning to read affect
Frederick Douglass’ reaction to slavery? RACE.
Sample RACE Question: Why did Douglass’
mistress change her treatment of him?
• RA Douglass’ mistress became more harsh in
her treatment of him as she was exposed to
the dehumanizing effects of slavery.
• C At first
English II Agenda 9/12
• Goals: Close reading for rhetorical techniques, thesis statements
and compare/contrast structure
• Warm-up: Define the following words; write a synonym for them;
use them in a sentence, and create a symbol that will remind you of
them. Diatribe, fallacious
• Journal: If you had no access to formal education, what kind of
education would you create for yourself? What would you choose
to learn and how would you acquire knowledge?
• Malcolm X background and clip
• Read “Learning to Read” Note examples of rhetorical techniques
and argumentative appeals (ethos, pathos, logos).
• RACECE Question: Discuss the similarities and/or differences
between the rhetorical techniques that Frederick Douglass and
Malcolm X used to describe their oppressors.
Rhetorical Techniques and Persuasive
Appeals to Analyze
• Ethos – or the ethical appeal, means to convince an audience of the
author’s credibility or character.
• Pathos or the emotional appeal, means to persuade an audience
by appealing to their emotions.
• Logos or the appeal to logic, means to convince an audience by use
of logic or reason.
• Rhetorical : diction (interesting word choices), irony, hyperbole,
figurative language (metaphor,simile, personification), parallel
structure, anaphora, understatement, antithesis, imagery,
anecdote, allusion, syntax, humor, analogy, juxtaposition, detail,
rhetorical question, repetition.
• RACECE Question: Discuss the similarities and/or differences
between the rhetorical techniques that Frederick Douglass and
Malcolm X used to describe their oppressors.
Analytical paragraph/OER
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Thesis
For example, “ “
Commentary (explain WHAT is happening in the story at this time)
Connection: (explain HOW this example shows the concept in your thesis)
Another example “ “
Commentary (explain WHAT is happening in the story at this time)
Connection (explain HOW this example shows the concept in your thesis)
Conclusion (a big picture observation about the story and the concept)
*Integrate your quotes. YOU MUST INTRODUCE A QUOTE.
CM: “Here,...”
CN: “Therefore” “This shows” “As such,” “Consequently,”
**For use on EOC Short Answer Response (OER) and as your body paragraphs in
formal essays
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Pre-AP English II Agenda 9/16
• Warm-up: Define the following words; write a
synonym for them; use them in a sentence, and
create a symbol that will remind you of them.
Garrulous, Gratuitious. Quiz next time
• Intro to Of Mice and Men. Buy if at all possible.
• Intro characterization charts: Keep for: Lenny,
George, Slim, Curly, and Curly’s wife. Due 9/26
• Dust Bowl documentary/library if necessary
• For next time: Read Chapter’s 1 & 2 (through
page 37), begin filling out character charts
Pre-AP English II 9/18
• Warm-up: Vocabulary Quiz. You do not need
your journal.
• Class discussion about Chapters 1 & 2
• Literary analysis and theme
• Homework: Read Chapter 3 – Through page
65 and do character chart
• Quiz over Chapters 1 – 3 next class
Pre-AP English II 9/26
• Book Talk
• Homework: Test
English II Pre-AP Agenda 9/22
• Objectives: Improve vocabulary; analyze theme,
character and point-of-view
• Warm-up: Define the following words; write a synonym
for them; use them in a sentence, and create a symbol
that will remind you of them: Harbinger, one that
pioneers or initiates a major change; one that
foreshadows what is to come; Idiosyncrasy
• OMM Quiz over Chapters 1-3
• Chapters 2 & 3 discussion
• Point of View Revision
• Homework: Read Chapter 4 (pp 66 – 83)
Pre-AP English II 9/26
Goals: Analyze character, literary techniques,
theme and point of view.
1. Vocabulary Warm-Up: I’m giving you the
definitions; please use the words in a sentence
and create symbol for them.
Immutable (adj): undeniable, indisputable
Incandescent (adj): radiant, luminous
2. Discuss themes
3. Character monologues
4. Homework: Finish literary techniques chart,
bring character chart
5. Next time: Book talk for a test grade
Monologue Activity
• Get in groups of five.
• Assign each member of the group one of the five
characters about whom you’ve written journals:
Lenny, George, Slim, Curly, and Curly’s wife
• Write the end of the novel in first person from
the POV of that character. Try to create an
accurate voice for your character.
• Read your writing out loud to the other members
of your group. What character traits do you see
emerging? What themes come out in the writing?
How does looking at the book from a different
Pre-AP English II Agenda 9/30
• SAT Vocabulary Warm-Up: Use the following
words in a sentence and create symbols that
represent them:
– Jovial (adj.) cheerful, joyful, happy
– Endemic (adj.) widespread, occurring frequently,
indigenous
• Make name plate and take out character journal
and literary techniques chart
• Book Talk about Of Mice and Men
• Grading standards for book talk
– 1 contribution w/support = 50%
– 2 contributions with support = 70%
Words 10/3
• Malevolent: malicious, wicked, evil
• Obliterate: to destroy, to eradicate
Pre-AP English II 10/6
• Goal: Learn to integrate quotes and create topic
sentences to write effective body paragraphs
• SAT Vocabulary Warm-Up: Use the following
words in a sentence and create symbols that
represent them:
– Obsolete (adj.)useless, old-fashioned
– Persevere (v) to carry on, to persist without giving up
Vocab Test Next Time
– Quotes and Transitions
– OMM Character Paragraph
– Peer Edit
– Revision
Topic for Literary Essay
• Choose a character from the text.
• Designate 1-2 ways the author reveals that
character (what he/she says, what others say
or think, internal thoughts, speech,
appearance and actions).
• Find 2 quotes in which the author does this.
Writing a Literary Thesis
Let’s create a thesis statement. Just plug in your
meaning and your technique(s): (here are 3
different versions)
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In Of Mice and Men, the author uses ______ and
_______ to reveal __________.
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In ____________ by ____________, the author
seeks to _______________ by/through
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The Analytical Paragraph
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Thesis (Topic Sentence)
For example, “ “
Commentary (explain WHAT is happening in the story at this time)
Connection: (explain HOW this example shows the concept in your thesis)
Another example “ “
Commentary (explain WHAT is happening in the story at this time)
Connection (explain HOW this example shows the concept in your thesis)
Conclusion (a big picture observation about the story and the concept)
*Use Quote Introduction worksheet to integrate your quotes. YOU MUST
INTRODUCE A QUOTE.
CM: “Here,...”
CN: “Therefore” “This shows” “As such,” “Consequently,”
**For use on EOC Short Answer Response (OER) and as your body paragraphs in
formal essays
Have me check you topic sentence before you move on.
Write your paragraph.
Trade with a peer and edit
Revise
Peer Edit
• Check your partner’s quotes:
1. Do they support the thesis/topic sentence?
Explain why or why not.
2. Are they properly integrated. Explain why or
why not.
3. Does your partner explain how they support
his or her thesis? Why or why not.
Pre-AP English II Agenda 10/10/14
• Goals: Develop vocabulary, learn about the
structure of tragedies and the Oedipus myth
1. Vocabulary quiz – no warm-up
2. Tragedy and Oedipus notes
3. Make your own tragedy
Pre-AP English Agenda 10/16
• Goals: Analyze the elements of drama, write
effective OER paragraphs
• SAT Vocabulary Warm-Up: Use the following
words in a sentence and create symbols that
represent them:
• Finite (adj): limited, not permanent
• Magnanimous (adj): generous, good hearted,
forgiving
• 1. Read Antigone prologue, parados and
Scene I.
RACE
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Restate key words from the question
Answer the question
Cite a quote from the text
Explain how your quote supports your answer
• Be sure to follow your quote integration
guidelines to smoothly incorporate your
quote.
OER Example
• The author of “Is Criticism a Four Letter Word” feels
that criticism is okay as long as it is presented in a
respectful and constructive manner. When feelings,
personal opinions and insults become involved, the
“criticism” turns into more of a personal attack. The
author would prefer that criticism be presented in a
“review” like way rather than a critique. If facts are
presented, it makes the situation less personal. For
example, in paragraph 19, the author gives an example
of a mother reviewing her child’s bedroom. In the
following paragraph, the author writes, “Notice that in
this scenario, the parent is supporting her opinion with
concrete evidence. The criticism feels less, well, critical
because it makes sense, and that is what a good piece
Pre-AP English Agenda 10/20
• Understand the elements of drama and how
drama can be used to create social change.
• SAT Vocabulary Warm-Up: Use the following
words in a sentence and create symbols that
represent them:
• Parsimonious (adj): thrifty, frugal, economical
• Exult (v): To celebrate, to rejoice, to gloat
• “Can Theater Change Anything?” Ted talk
Pre-AP English Agenda 10/22
• Understand the elements of drama and how drama can be used to
create social change.
• SAT Vocabulary Warm-Up: Use the following words in a sentence
and create symbols that represent them:
• Affiliate (v): to partner with, to associate with
• Truculent (adj): aggressive, confrontational
• Scene III “Antigone”
• Colorado protest video
• TED Talk “How Outdoor Theater Ignites Social Change”
• How could you adapt Antigone so it would be useful as a comment
on this issue? What scene would you use? How would you stage it
to draw attention and make your point? How would people be
dressed? Would you use puppets, acrobats, clowns, movie screens,
something else? How would you relate Antigone to the subject of
the protest? What costumes and music might you use?
Pre-AP English II Agenda 10/24
• Understand the elements of drama and how drama can be
used to create social change.
• SAT Vocabulary Warm-Up: Use the following words in a
sentence and create symbols that represent them:
• Duplicity (n) deception, contradiction, dishonesty
• Chivalrous (adj): brave, respectful, courteous, noble
• Scene IV “Antigone”
• Ted Talk: “What is Theater Capable Of?”
https://www.youtube.com/watch?v=M6VFfGvAVZI
• Reperformance with STOP pp 660 - 669
• Assessment criteria – everyone has to either be an actor,
make an alternative action or make a comment on one
• TED “Rediscovering Playfulness in Acting”
https://www.youtube.com/watch?v=KjulpNLzYN
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Masks
• Write and perform potential endings.
Agenda 10/28
• Warm Up: Make a mask
• Read Scene 5
• TED “Rediscovering Playfulness in Acting”
https://www.youtube.com/watch?v=KjulpNLzYN
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• Mask clips
• Antigone project assigned
Masks
• Perform potential endings.
Agenda 10/30
• SAT Vocabulary Warm-Up: Use the following
words in a sentence and create symbols that
represent them:
• Dearth (n)scarcity, shortage, deficiency
• Exuberant(adj): enthusiastic, cheerful, excited
• Projects: Due date change: 11/11
• Assign scenes
• Define roles, make a schedule
• By the end of class: choose social issue and
define group roles
Pre-AP English II Agenda 11/3
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Warm up: Vocabulary Review
Exam Review Sheet
Project Rubric
Work on Projects
All Work Returned
11/5 Antigone Exam, Vocabulary Quiz (these will
be the last grades on this 6 weeks)
11/7 Work on Projects, Short Answer Review
11/11 Antigone Projects Due/Presented in Class
Pre-AP English II Agenda 11/5
• Warm-Up: Vocabulary Quiz
• Antigone Test
• Read “The Morals of the Prince”
Pre-AP English II Agenda
• Warm-up: Antigone and The Prince crossover
question. Get a The Prince excerpt from the
folder by the door if you don’t already have
one.
• Time to work on Antigone projects.
• For next time I will check scripts and
paragraphs (items 2 & 3) for Antigone
projects.
Would Machiavelli and Creon agree on the
qualities that make a good ruler?
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Restate key words
Answer for both selections in one sentence
Cite a quote from the first selection
Explain how that quote proves your answer
Cite a quote from the second selection
Explain how that quote proves your answer
and tie your ideas together to give a sense of
completion
English II Pre-AP Agenda 11/11
• SAT Vocabulary Warm-Up: Use the following words in a
sentence and create symbols that represent them:
• Multifarious (adj): diverse, varied, many-sided
• Ambivalent (adj): indecisive, unsure, having mixed
feelings
• Antigone project check: I will check that your group has
a script and paragraphs 1-7
• Reading and short answer benchmark
• Be sure to write your name, my name and the class
period on your short answer forms – you will rip these
out and turn them in seperately.
• Write your name on your tests.
• If you finish the reading and short answer section, I will
English II Pre-AP 11/13
• No Warm-up
• Antigone project check: I will check that your
group has a script and paragraphs 1-7
• Complete CBA’s
• 11/17– Work day for Antigone Projects, critical
reading test review
• 11/19 Antigone performances
• 11/21 – Critical reading test
Pre-AP English II Agenda 11/17
• SAT Vocabulary Warm-Up: Use the following
words in a sentence and create symbols that
represent them:
Placid (adj): peaceful, easygoing, calm
Contrite (adj): remorseful, apologetic, regretful
• Distribute critical reading exam review – exam
is on Friday 11/21.
• Review/Return Short Answers
• Work on Antigone projects: All projects due in
Pre-AP English II Agenda 11/19
• Antigone Projects!
• Rate your team members
Each team will turn in the following in this order:
1. Your essay
2. Your script
3. Your paragraphs that explain your staging and
any associated sketches
4. Your promptbook (unless detailed stage
directions are indicated in your script)
5. Team member ratings
• Performances! I’m so excited to see these!
Pre-AP English II Agenda 11/21
No warm-up
Unit Test: Please write the short answer on a
separate sheet of paper. Make a 10 line box,
and make sure your answer stays within the
box. The short answer is worth 20% of the test
grade. You will need a textbook for the short
answer.
When you are finished, you may read or do work
for another class. Please keep the room quiet
Pre-AP English II Agenda 12/2
• SAT Vocabulary Warm-Up: Use the following
words in a sentence and create symbols that
represent them:
Belligerent (adj): loud-mouthed, argumentative
Implement (v): to use, to put into practice, to apply
Check in about completing exam: Aaron, Camryn,
Jair, Matthew
• Rhetoric Power Point
• Argument Analysis I
• Homework: Find an editorial of your choice in a
newspaper and write an argument analysis using
Schedule
• 12/2
Rhetoric and argument analysis
• 12/4 Fallacies and scoring arguments
• 12/8 Argument structure, outlining, essay
assigned
• 12/10 In class argumentative essay, take home
self-analysis
• 12/12 Final prep
Pre-AP Agenda 12/4
• SAT Vocabulary Warm-Up: Use the following
words in a sentence and create symbols that
represent them:
• Capricious (adj) impulsive, unpredictable, erratic
• Vivacious (adj) lively, bubbly, eneregetic
• Discuss article analysis
• Logical Fallacies
• SAT Prompts/Examples
• Homework: Do article analysis on your own
Pre-AP Agenda 12/8
• SAT Vocabulary Warm-Up: Use the following
words in a sentence and create symbols that
represent them:
• Indignation (n) righteous anger, resentment at
being unjustly insulted or offended
• Amicable (adj) friendly, agreeable, good
natured
• Quiz next time
• Sample SAT essays
• Scoring SAT essays
Pre-AP English II Agenda 12/10
• Warm-up: Vocabulary quiz
• Timed SAT essay – 25 minute, use your outline
• Editing sheet – notice that there are no yes or
no questions; write full sentences and support
what you say!
• Homework: Complete editing sheet and revise
essay. Essay is due next class for a test grade. I
will use SAT rubric to grade these.
• Grading: 6 = 100, 5 = 90, 4= 85, 3 = 75, 2 = 65,
1 = 50
Pre-AP English II Agenda 12/10
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Warm-up: Sentence structure
Edit SAT essays
Turn in SAT essays
Final review – you may bring and use on the
final.
Sentence Structure
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Compound: In Their Eyes Were Watching God, Zora Neale Hurston uses Logan Killicks to
explore the implications of slavery; he is a representation of the protected, respectable
life that was never available to Nanny.
Complex: Since Zora Neal Hurston uses Janie’s hair to symbolize her womanhood,
freedom and sexuality, the staid citizens of Eatonville are scandalized when the 40-yearold Janie returns from her adventure with Tea Cake “’wid her hair swinging down her
back lak some young gal’” (2).
Compound/Complex: Because Hurston believed in the power of voice to communicate
culture, she used dialect to explore the importance of storytelling in the creation of
meaning, but she used more formal English to create the persona of an educated and
intellectual author/narrator.
Fragment (Dependent word): Because Janie believed that she would only be fulfilled if
she found a lover who recreated her girlhood dream of fertile, blooming sexuality as
embodied by the pear tree.
Sentence Structure
Clause: A group of words that contains a subject and a verb.
An independent clause expresses a complete thought and
can stand alone as a sentence.
She is an inventor.
A dependent/subordinate clause does not express a
complete thought and cannot stand alone as a sentence.
Because she is an inventor.
A sentence’s structure is determined by the number and kind
of clauses it contains. There are 4 types:
Essay Turn-In
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Final draft on top - mark it “final”
First draft – mark “first”
Editing sheet and outline
Rubric if you have it
Study Period and Final Exam
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Cookies
Class vote on whether to start final early
Final
Check for missing work
Pre-AP Agenda 1/6
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Welcome back!
Where did you spend your break?
Overview of the six-weeks
Goals: Learn about synthesis, analysis, argumentation, annotation,
vocabulary and grammar.
– AP Style Synthesis Essays
• One researched, one timed in class
• Topics and sign up – Everyone must sign up for 2 topics today. One should be
for an essay involving research and one for a topic written entirely in class. You
may not change the decision you make today, so choose wisely! Write your
name and 1 or 2 next to it on the sheets on the front table.
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Continued SAT style essays – 2 in-class essays
Book project:
Continued vocabulary and grammar focus
Homework: Webquest due Monday using
http://apcentral.collegeboard.com/apc/members/exam/exam_inform
ation/2001.html
Where in the world did you spend
your break?
Potential Book Project Books
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To Kill a Mockingbird
Things Fall Apart
The Great Gatsby
Huckleberry Finn
The Time Machine and the War of the Worlds (Choose 1)
Jane Eyre
Wuthering Heights
One Flew Over the Cukoo’s Nest
Pride and Prejudice
The Book Thief
Life of Pi
The Secret Life of Bees
Joy Luck Club
Martian Chronicles
Essay Sign-Up Instructions
• One researched, one timed in class
• Topics and sign up – Everyone must sign up for
2 topics today. One should be for an essay
involving research and one for a topic written
entirely in class. You may not change the
decision you make today, so choose wisely!
Write your name and 1 or 2 next to it on the
sheets on the front table.
Question 1: The history of lotteries goes back for centuries. Many
believe that lotteries were part of any organized tribal society. We
have evidence of lotteries before recorded history in the Far
East. The Romans liked to play the lottery. However, lotteries
developed a reputation for scandal and fixing and so were
abandoned in the middle of the nineteenth century. In the 1960s,
many states, feeling the economic crunch of services and unwilling
to increase taxes, began to organize state-run lotteries. Today it is
the rare state that does not have a lottery.
Assignment: Read the following sources (including any
introductory information) carefully. Then, in an essay that
synthesizes at least three of the sources for support, take a position
that defends, challenges, or qualifies the claim that lotteries are an
ethical and effective way to raise state revenues for education.
Question 2: Recent years have seen an increase in the attention paid to
standardized test scores in the United States. As a result, schools, school
districts, and others have sought methods to improve those scores. While some
schools have relied on traditional methods such as additional training for
teachers and remediation for struggling students, others, including schools in
New York, Ohio, and Texas, have offered financial incentives directly to students
for scores.
Assignment: Read the following sources, including any introductory
information, carefully. Then, write an essay in which you develop a position
that defends, challenges, or qualifies the idea of using financial incentives to
motivate students. Synthesize at least three of the sources for support.
Question 3: In 1949, after World War II and during the time when an
"Iron Curtain" separated Spain, Germany, and Russia from the rest of
Europe, George Orwell wrote 1984, a novel that suggested that, by the
year of the title, the world could fall under the rule of a totalitarian
regime that would monitor its citizens' every move, punishing any
behavior that it considered offensive. The year 1984 has come and gone,
without Orwell's prediction coming true. Or has it? Does our current
"surveillance society" threaten civil liberties that mirrors Orwell's fears?
Assignment: Read the following sources carefully. Then, in an essay that
synthesizes at least three of the sources for support, take a position that
defends, challenges, or qualifies the claim that the recent profusion of
surveillance techniques constitutes a threat to civil liberty.
Question 4: The First Amendment in our Bill of Rights protects freedom
of speech, one of our most basic constitutional rights. School officials,
however, have a responsibility to protect the safety and well-being of the
students in their schools. Does this mean that school administrators can
control what students do and say when they are out of the school
building? If students do or say something that is offensive to the school
when they are off school grounds, are they liable for punishment?
Assignment: Read the following sources, including any introductory
information, carefully. Then, in an essay that synthesizes at least three of
the sources for support, take a position that defends, challenges, or
qualifies the claim that students should be held accountable by
school officials for activities that take place outside of school.
Question 5: Some nations have a defined national school
curriculum, while others, such as the United States, do not. As a
result, students in high school English classes in the United States
can read texts that vary widely from school to school, while
students in other countries may all read the same books in high
school.
Assignment: Read the following sources carefully. Then, write an
essay that develops a position on whether or not there should be
specific texts that all students of high school English must read.
Question 6: Use of prescription antidepressant medications
is on the rise. Many experts question their efficacy; some
worry that the risk of side effects, especially a possible
increase in suicide rates, outweighs the benefit.
Assignment: Read the following sources and any
accompanying information carefully. Then, in an essay that
synthesizes at least three of the sources for support,
examine the controversy surrounding various treatment
options for depression, and evaluate what factors need to
be considered when treating depression.
Question 7: Information sharing on the Internet has enhanced and increased
communication in many areas of contemporary life, from education to business, from
politics to entertainment. One result of the Web’s interconnectedness is the
accessibility of intellectual property, especially music. The ability to distribute large
amounts of material to a large number of people via the Internet has created a host of
thorny copyright issues. Writers and critics have approached the issue from a variety of
angles -- moral, political, economic, and practical. Considering such factors as the
efficient functioning of the free market; the just compensation of artists; and the
difference between theft, sharing, and reuse, writers and critics have ended up with
different positions on contemporary copyright law. When considering whether to
loosen or change copyright laws, what factors would you have to take into account?
Assignment: Carefully read the following seven sources, including the introductory
information for each source. Then synthesize information from at least three of the
sources and incorporate it into a coherent, well-developed essay that evaluates the
issues that should be considered before strengthening or loosening copyright
regulation pertaining to the Internet.
Question 8: Write an argumentative essay taking a stand in
response to one of the following questions:
According to the article by Kevin Sullivan, Prime Minister
Tony Blair called veils “a mark of separation.” Write an essay
explaining why you agree or disagree that Muslim women
who wear the veil are deliberately trying to separate
themselves from the majority community.
What is the real issue in this controversy? Is the concern that
the children at the Headfield Church of England Junior School
receive a quality education? Or are there other factors that
have caused Azmi’s suspension to become international
news? Write an essay discussing what you believe are the
real issues beyond the headlines.
Pre-AP English II Agenda
• Vocabulary Warm-Up: Copy the words and
definitions and write a sentence using each word.
• Clemency (n): mercy, forgiveness, leniency
• Laud (v) to praise, to commend, to extol
• Who/Whom
http://theoatmeal.com/comics/who_vs_whom
• CBA self-eval
• Webquest
Who/Whom Practice
• 1. Meryl Streep, who/whom won a Best Actress
Oscar for the third time this year, is one of my
favorite stars.
• 2. Sandra, who/whom used to babysit my sister
and me, invited us to her wedding.
• 3. I hope the police catch the kid who/whom
stole my bike!
• 4. My cousin Samir, who/whom I’ve never met, is
coming to visit next week.
• 5. I don’t know who/whom made this lasagna,
but it is delicious!
• 6. Violet is the girl I was telling you about—the
one who/whom broke her ankle during practice.
Self-Analysis Questions
• What are two TEK’s I feel very confident
about?
• What are two TEK’s I struggled with?
• What can I do to prepare for next time?
English II Pre-AP 1/12/15
Get a computer and boot up as some of them take
a long time. Get your computers from the cart
with the printer.
• Vocabulary words:
Blithe (adj.) carefree, unconcerned
Vitriolic (adj.) cruel, hateful, angry
Grammar focus: Passive voice
http://www.businesswriting.com/tests/activepassive.ht
m
– Go over webquest
– Synthesis essay deconstruction
• http://apcentral.collegeboard.com/apc/public/re
http://www.businesswriting.com/tests/activep
assive.htm
• http://apcentral.collegeboa
rd.com/apc/public/reposit
ory/ap08_english_lang_q1.
pdf
English II Pre-AP 1/14/15
1. Copy the definitions for the following
vocabulary words and use the words in a
sentence:
Obfuscate (v) : to deceive, conceal, complicate
Altruistic (adj): generous, humane
2. Go over penny essay homework
3. In-class SAT style essay: 15 minutes to plan,
25 minutes to write
Debrief
1. What part of planning was most useful?
2. What was least useful?
3. Did you run out of time? Would you have
used your planning time differently?
4. Did you finish your essay?
5. Would you structure your writing time the
same way? If not, what would you change?
6. What did you learn from the process?
Pre-AP English II 1/16/15
Get a computer and boot up
1. Copy the definitions for the following vocabulary
words and use the words in a sentence:
Placate (v): to pacify, to satisfy, to sooth
Deride (v): to ridicule, to mock, to criticize
2. Passive Voice
http://www.towson.edu/ows/moduleACTIVE-PASS.htm
3. Go over penny essay homework
4. Analyze synthesis essay sources
Synthesis Essay Resource Notes
Study the resources that were provided to you for your essay prompt. For each
resource, answer the following questions:
1. What type of resource is this? (a newspaper article, a website, etc.)
2. When was this source written? Would you consider it out of date?
3. Who wrote this source? Can you be confident in this information? Why or why
not? Does it seem objective and fair, or do you detect opinion, emotion,
or bias?
4. What is the most important and relevant information in this source? What
conclusions can you draw and what can you learn?
5. Does this resource seem to support your position or challenge it?
if this source supports your position, what specifically can you use in your own essay?
6. Out of all the resources, how many seem to support the position you are
taking? Which ones challenge your position? Are there some that seem
neutral or that you cannot determine how to use?
•
•
Pre-AP Eng II Agenda 1/21/15
Get a computer and boot up
1. Copy the definitions for the following vocabulary words and use
the words in a sentence:
Precocious (adj): gifted, clever beyond years
Antithesis (n): contrast, a direct opposite
2. Passive Voice
http://www.towson.edu/ows/moduleACTIVE-PASS.htm
3. Find, print and evaluate 2 independent sources to support your
argument. Good sources: newspapers, news magazine and
reputable news programs, academic databases
http://zapatopi.net/afdb/
For next class: Passive Voice Quiz, Vocab Quiz
Pre-AP Eng II Agenda 1/23
• Vocab Quiz
• Passive Voice Quiz
• Outline Synthesis Essay
Pre-AP Agenda 1/29
•
•
•
•
Warm-Up: Planning Discussion
Synthesis Essay Peer Edit
Synthesis Essay Revision
Synthesis Essay Due Next Class
To Turn In Next Time – Due at
Beginning of Class
• Synthesis Essay Final Draft
• Synthesis Essay 1st Draft
• Synthesis Essay Peer Edit (About your paper, but
with name of peer editor)
• Persuasive Essay Outline
• Annotated Packet
• Annotated Choice Articles
Test Grade for Essay, Daily Grade for Preliminary
Work
Pre-AP English II Agenda 2/22
1.
2.
3.
4.
Assemble and proofread synthesis essays
Book Interviews
Share book choices
The Time Machine – 1895, The War of the
Worlds – 1897
5. Things Fall Apart – 1958
6. To Kill a Mockingbird - 1960
Pre-AP English III
• Warm-up: College for free
• SAT Essay
• Pronoun reference
SAT Essay Topics
• I suspect that like many people who watch their diet,
exercise regularly, and check the weather report before
leaving the house, I am a little too concerned with
controlling what can't be fully controlled. I know I am doing
the sensible thing. But I sometimes think that the more
reckless among us may have something to teach the rest of
us about freedom. Perhaps there is something good about
taking chances against our better judgments.
• ~ Adapted from: Melvin Konner
• Is it sometimes better to take risks than to follow a more
reasonable course of action? Plan and write an essay in
which you develop your point of view on this issue. Support
your position with reasoning and examples taken from your
reading, studies, experience, or observations.
SAT Essay Topics
• Prompt:
• If we are afraid to reveal our lack of knowledge we will not be able
to learn. In order to make progress we must admit where we are
now. Such an admission of ignorance is not easy. As Thoreau says,
“How can we remember our ignorance which our growth requires,
when we are using our knowledge all the time?”
• Assignment:
• Does the present system of education encourage us to admit our
lack of knowledge, or is there too much pressure to demonstrate
the acquisition of knowledge? Plan and write an essay in which you
develop your point of view on this issue. Support your position with
reasoning and examples taken from your reading, studies,
experience, or observations.
Pre-AP English II Agenda
• SSR
• Timed synthesis essay
• Please note, I will not be here Friday;
consequently all work is due Thursday by 5
pm. I will be here until 5 every day this week.
Notes about SAT Essays
• Pick a reasonable position. It doesn’t demonstrate critical
thinking skills to say it is always or never a good idea to take
risks.
• Be specific in your thesis. Make sure if you are qualifying your
position that you include the qualification in your thesis. “It
can be a good idea to take a risks after analyzing whether the
potential gain is so great that it outweighs the chance of
negative consequences.”
• Don’t shift to second person. “Hey you!”
• Be as specific as possible in your examples – avoid
hypotheticals. “My sister cheated on her chemistry test after
spending three nights studying and still not grasping the
material,” is much better than “many students feel that they
have to cheat to succeed.”
Grading Scale for SAT Essays
•
•
•
•
•
•
6 = 100
5 = 90
4 = 80
3 = 70
2 = 60
1 = 50
Pre-AP Eng II Agenda 2/19
• SSR
• Tense Shifts
• STAAR Essay Scoring
Pre-AP English II Agenda 2/23
• SSR
• STAAR Essay Scoring: Score essays and give
two reasons for each score.
• “I Am Offering This Poem” page 534
• Annotation – What should we notice?
• RACE short answer
Exit Ticket
• Short Answer
• What is the author’s message in “I Am
Offering This Poem?”
• RACE
English II Pre-AP Agenda 2/27
•
•
•
•
SSR
Novel Project Assignment
Annotations
“Hills Like White Elephants”
English II Pre-AP
• SSR
• War discussion
• Picasso’s Guernica and George M. Cohan’s
“Over There.”
• “Old Man at the Bridge”
English II Pre-AP 3/5/15
•
•
•
•
•
•
•
SSR
Discuss mock STAAR
Mock STAAR essays and scoring
Data sheets
Fix-a-2
Revise STAAR essays
Conferences
Good STAAR Essay Structure
1st Paragraph:
• Hook such as an observation or general statement about the topic.
• Thesis
2nd and 3rd Paragraph
• Topic sentence that gives ONE example from your life, a book,
history, science or a movie.
• At least 3-4 supporting details.
• At least one commentary/analysis statement that explains how your
example supports your topic sentence and thesis
4th Paragraph
• Paraphrase of your thesis
• Implications of your thesis/and or a call to action or powerful
closing thought.
Some Hints
•
•
•
•
•
•
•
•
You are limited by space, not time. Be sure to brainstorm and outline. Come up
with multiple examples and choose the ones that you can talk about in the
greatest detail.
Write a detailed outline.
DON’T USE the QUOTE! Think your own thoughts.
Be specific – give more details for each example. Don’t list examples. Only use
examples you know a lot about.
Be sure that each paragraph has a topic sentence and multiple (at least 3-4) details
that support it. Put these in your outline!
Make sure you explain how your examples support your topic sentence and thesis.
Only use a question as a hook if it is interesting and you have a specific,
meaningful answer for it. For this type of essay only, a general observation about
the topic can be a good first sentence.
Edit to avoid vague language. Don’t say: “Have you ever thought about why people
learn things?” or “Many people find that knowledge is very useful in their lives.”
Pre-AP English II Agenda 3/11
•
•
•
•
SSR
Outline a 4
Fix a 2
Conferences
• For next class: turn in revision of Mock STAAR
Essay with Reverse Outline
Agenda 3/13/15
• Mini-lesson: Creating focused body
paragraphs.
• Stations:
– Hook
– Thesis
– Body Paragraphs
– Counterargument/Rebuttal
– Conclusion
Station Instructions
• Read the handouts at the stations – many have
examples
• Complete as much as you can in the time period
– there will not be extra time
• Check thesis statements with me
• You may work with the other people at your table
to answer questions, but you must fill out your
own answers.
• Take papers with you – you will staple them
together and hand them in at the end of class
Groupings (Tables are numbered)
•
•
•
•
•
1. Faraaz, Ethan, Anthony, Jewel, Matthew
2 Koby, Garrett, Dax, An, Camryn
3. Tayler, Asia, Jahdeya, Victoria,
4. Caitlin, Rachel, Emily
5. Erik, Jair, Ken, Aaron, Richard
Thesis and Body Paragraphs
• Question: Does following rules lead to success?
• Thesis: Sometimes blindly following rules can keep
people from achieving their goals.
• Topic Sentence (historical example): Martin Luther King
would not have achieved such great changes in civil
rights laws without participating in civil disobedience
• CD
• CD
• CD
• CM
• Question: Does following rules lead to success?
• Thesis: Sometimes blindly following rules can
keep people from achieving their goals.
• TS: Personal example • CD
• CD
• CD
• CM
• Question: Does following rules lead to success?
• Thesis: Sometimes blindly following rules can
keep people from achieving their goals.
• TS: Example from a book or movie:
• CD
• CD
• CD
• CM
Short Answers: Single Selection
• To get at “2:” RACE
• Restate and answer: Restate key words from the
question and answer the question in a way that
shows a thorough understanding of the text.
• Cite: Choose the very best quote to support your
answer. Look carefully for the quote that provides
the most effective support – the link between the
idea and the evidence must be strong.
• Explain: Explain why the quote proves your
answer. Do not echo the words you used in your
answer or in the quote – paraphrase.
Score Point 2 Single SelectionSufficient Response to the Question
Sufficient responses indicate a satisfactory reading
performance. These responses have the following
characteristics:
• The idea is reasonable and goes beyond a literal reading of
the text. It is explained specifically enough to show that the
student can make appropriate connections across the text
and draw valid conclusions.
• The text evidence used to support the idea is accurate and
relevant.
• The idea and text evidence used to support it are clearly
linked.
• The combination of the idea and the text evidence
demonstrates a good understanding of the text.
Question: In “Is Criticism a Four-Letter
Word,” how does the author feel
about criticism?
• What are the key words to restate? How
would you start your answer?
A Strong 2
• The author feels that people are using
criticism the wrong way. People should use it
constructively and responsibly. “Why write
criticism? Because if you write your opinions –
and support them with good logical thinking –
you’ll be something that I wish I’d been as a
teen.” “Criticism isn’t just an attack; it’s a
defense.” These quotes state that if you’re
going to criticize, do it the right way.
Why is this a 2? Why isn’t it a 3 or a 1?
Answers: With your partner, find the best text
evidence to support the following answers. Look for
the very best possible evidence in the entire selection
and explain why you chose it.
• The author of “Is Criticism a Four-Letter Word,”
feels that when someone is criticizing a piece of
literature or a movie, they should honestly review
it.
• The author believes criticism can be quite harsh
and everyone believes it is bad. But the author
states that criticism is kind of the same as a
review, and lots of people don’t know that.
With your partner, write an explanation that
demonstrates how the quote proves the answer.
• In “Is Criticism a Four Letter Word?” the
author believes that criticism does not always
need to be hurtful, it can also be helpful. The
author says “The best critics don’t just spew
their opinions, they help you form and deepen
yours.”
• In “Is Criticism a Four Letter Word?” the
author believes that criticism does not always
need to be hurtful, it can also be helpful. The
author says “The best critics don’t just spew
their opinions, they help you form and deepen
yours.” Criticism is often solely used to belittle
someone, when it would be better used in
helping someone.
Pre-AP English II Agenda 3/26
•
•
•
•
Get a book and sit at one of the four numbered tables.
Objectives: Practice stragies
Mini lesson – Poetry TPCastt “To an Aged Bear” (491)
Stations: (You will have about 15 minutes at each
station.
1. Poetry TPCast “Woman with Kite (505) Use your TPCast
handout at this station
2. Restate and Answer: “The Meadow Mouse” (521)
3. Best evidence “Woman with Kite” (505)
4. Full answer: “The Meadow Mouse” (521)
Pre-AP English II Agenda
• Objective: Crossover Short Answers and
Poetry
• Review TPCASTT
• Read “Daybreak in Alabama” and do TPCASTT
and read from “Red Velvet Dress”
• Crossover Short Answers
• Check Short Answers with Me
Short Answer Connecting Selection
• Restate key words from the question and answer
for both texts. Find a connection between the
texts.
• Cite the quote from the first text that best proves
your answer.
• Explain how that quote proves your answer.
• Cite the quote from the second text that best
proves your answer.
• Explain how that quote proves your answer and
cement the connection between texts.
Short Answers
1. What is one characteristic shared by the
speaker of “Daybreak in Alabama” and Lena’s
father in “Red Velvet Dress?”
2. How are the themes of the poem and the
excerpt similar or dissimilar?
Pre-AP Agenda 4/6/15
• Independent novel projects:
• Let me know what you are doing and who you
are doing it with:
• Diary Entries
• Story by Pictures
• Epic Poem
• Dramatization
• Soundtrack
Due Friday 4/10
Pre-AP Agenda 4/8
• Complete creative novel projects
Pre-AP Agenda 4/14/15
• SSR
• Finish book project presentations
Pre-AP English II Agenda 4/16
•
•
•
•
•
SSR
Presentation
Existentialism Anticipation Guide
Existentialism PowerPoint
Myth of Sisyphus
Homework: The Stranger anticipation guide
Read “The Myth of Sisyphus”
Get your own copy of The Stranger if you can. Full
text online
Pre-AP English II Agenda
• SSR
• The Stranger Logistics
• http://www.macobo.com/essays/epdf/CAMUS,%20Albert%
20-%20The%20Stranger.pdf
• Finish existentialism PowerPoint
• Anticipation Guide – Homework
• Existentialist /anti-Existentialist haiku
Homework:
Read “The Myth of Sisyphus” and write 2-3 paragraphs
explaining whether you think this myth is a good metaphor
for life and whether you agree with Camus’ ideas about the
meaning and purpose of life.
Pre-AP English II
•
•
•
•
•
SSR
Myth of Sisyphus
Stranger Scenarios
Dialectic journal assignment for The Stranger
Discussion leader role – I will assign each person a chapter. For that
chapter, you will create three open ended questions that have to do
with character, theme, mood, tone, plot development,
philosophical ideas, connections to other texts or world events.
Each person will lead the discussion on his or her questions.
• For next class: Read Chapters 1 & 2 of The Stranger and do the
dialectic journal. Be prepared for a quiz or reading check each class.
• http://www.macobo.com/essays/epdf/CAMUS,%20Albert%20%20The%20Stranger.pdf
Dialectical Journal Assignment for The
Stranger
• Remember, a dialectic journal expects you to respond to an excerpt
or passage through analysis and personal reflection.
• You must find and analyze 2 examples per chapter:
• #1: Characterization: (review your notes on characterization and
character motivation) What this reveals . . . This is an insightful clue
to his character because . . .
• #2: Your choice: Anything else you find interesting or important or
memorable or revealing or even confusing (patterns of imagery,
symbolism, concepts, author’s style, a line that seems meaningful,
or elements that reflect an existential philosophy)
• Briefly explain and analyze all chosen passages. (about a paragraph)
• Be prepared to share and discuss your dialectics with me and with
the class. I may collect these for a grade at any time. You may also
have a test
• Please do these on your own paper.
“The Myth of Sisyphus” Questions
1. Has there ever been a time in your life when you felt
that like Sisyphus your life consisted of interminable
and meaningless tasks? How did you respond?
2. What brings Sisyphus happiness? What does Camus
mean when he says “Happiness and the absurd are
two sons of the same Earth?” Do you agree with him?
3. Why does Camus refer to Oedipus in the essay? Do
you see any similarities between Sisyphus and other
characters from Antigone? What are they? What can
you infer is a large concern for the ancient Greeks?
Should this quality be a concern for us?