Thursday, March 8
AP Exam: Diagnostic Test (self-assessment):
Section 1 -- 1 hour (Barron's, pp. 35-49)

Friday, March 9
Submit HW -- RD #24-28
Library -- work on research paper. Submit research paper outline to FusionPage.

HW due Friday, March 16: In the Rhetorical Devices Handbook, read pp. 155-182. In the vocabulary section of your notebook, create one page of notes for each of the last five (#29-33) rhetorical devices in the handbook (aporia, anaphora/epistrophe/symploce, amplication, personification, parataxis). Each page should have your name, class, date, and a title. Notes for each device should include the following:
  • Define the device.
  • Provide one example from the handbook.
  • Provide two examples that you create yourself (these examples may come from the exercises in the handbook)

Monday, March 12
No School -- Teacher Workday

Tuesday, March 13
Continue diagnostic test:
Essay questions #2 and 3 -- 40 minutes each (pp. 58-59, 59-60)

Wednesday, March 14
Continue diagnostic test:
Essay #1 -- 55 minutes (pp. 51-57)
Score multiple-choice section of diagnostic test

Thursday, March 15
Submit rough draft of research paper
Peer scoring of essays using the rating chart on pp. 70-72.
Determine your total score using the test score worksheet on pp. 72-73

Friday, March 16
Submit RD #29-33
Peer editing of rough drafts/reflection

Final draft due next Friday, March 23!

Monday, March 19
Rhetorical Devices handbook, Cumulative Exercises I, pp. 201-207.
Read/literary analysis: Background, p. 168; The Declaration of Independence, pp. 170-173


Tuesday, March 20
Read/literary analysis: from The Crisis, Number 1, pp. 174-176.


Wednesday, March 21
Early Release
Rhetorical Devices handbook, Cumulative Exercises II, pp. 209-215.

Thursday, March 22

Project due on Thursday, April 5.
The Autobiography of Benjamin Franklin, Chapter 8
Aphorisms from Poor Richard's Almanack

Friday, March 23
Submit Profile in Courage research essay final draft to FusionPage
Work on Ben Franklin projects

Monday, March 26
Work on Ben Franklin project -- due April 5! Don't forget to blog every day!
HW -- due Wednesday, March 28. Complete for Profile in Courage research essay assignment.
Study Barron's AP ELC vocabulary words: AP ELC vocabulary list on Quizlet
Quiz on AP ELC vocabulary on Friday, March 30

Tuesday, March 27
New unit: Novel study, The Great Gatsby, by F. Scott Fitzgerald
Socratic Seminar (1 hour) Procedures:
  • Set up room in a large circle
  • Discussion Director (asks opening question/makes opening statement and keeps discussion focused and flowing.)
  • Time Keeper (No one can speak for more than 1 minute at a time, announces switch of note takers every 5 min.)
  • Scorer (tallies the conversation, makes sure everyone speaks at least 3 times)
  • Note Takers (records the conversation – questions and answers, switch every 5 minutes)
  • Teacher is not part of discussion, only monitors and assesses.
  • Raise hand to speak. Last speaker chooses next or discussion director steps in.
Students complete anticipation guide before discussion begins:
  • Agree or disagree with a series of statements related to our unit of study.
  • On the back side of the worksheet, write two thought-provoking questions for discussion in relation to any of these statements. Use the sentence starters as a guide.
Discussion Director begins by choosing a statement to start.

At the completion of the discussion, students complete evaluation.

Vocabulary game (30 min.) in groups: 1920s Slang
Students will be given slang words and phrases. They must define and use them in a sentence. The group that writes the correct or most believable/creative definition earns a point. The group with the most points at the end of the game wins.

Wednesday, March 28
Students will use primary sources to interpret life in the 1920s. Instructions (Part I) are available at the following website:
http://www.loc.gov/teachers/classroommaterials/lessons/gatsby/procedure.html

With a partner, complete primary source analysis worksheet. Present images and share analyses.
Check out novels -- The Great Gatsby.
Distribute novel assignment:

Thursday, March 29
Begin reading novel/completing double-entry journal

Friday, March 30
Journal entries for Chapter 1 due
Barron's AP terms vocab. quiz -- 25 random words from list
Work on Ben Franklin project and/or Great Gatsby reading and journaling

Monday, April 2
Cumulative exercise III
Journal Entries for Chapters 2-4 due Thursday, April 5
Ben Franklin project due Thursday, April 5 (submit a Word doc with your URL in the FusionPage drop box)

Tuesday, April 3
Write a well-developed essay analyzing how Kennedy uses rhetorical strategies to achieve his purpose (40 min.).
Peer evaluation of essays: We will read and score essays as a whole based on the AP exam essay rubric. Then, cut apart the essay into its component parts (introduction, body paragraph, conclusion) and evaluate each part.

Wednesday-Thursday, April 4-5
Work on Great Gatsby novel assignment/Ben Franklin project
Submit both Chapters 2-4 journal and URL for Ben Franklin by the end of the period!
Read and journal through Chapter 5 over Spring Break!

Monday and Tuesday, April 16-17
Submit journal entries for Chapters 5. Journal entries for Chapts. 6-7 due Wednesday, April 18. Chapters 8-9 due Friday, April 20.
Journal Entry in penzu. Write a 250-word minimum response to the following prompt:
Spring Break is over… Boo hoo. How did you spend your time?
There are only 8 weeks of school left. Yay! What challenges will you face during these last two months? What do you hope to accomplish as you complete your year at Chatham Central (think about your academic, athletic, social goals and challenges)? What do you hope to achieve next year?

Critical Reading practice: Lost in the Kitchen, by David Barry and Me Talk Pretty One Day, by David Sedaris (copies will be provided).
  • Read and annotate for SOAPStone (speaker, occasion, audience, purpose, subject, tone), as well as for irony, sarcasm, hyperbole, understatement, and stereotypes.
  • Write a paragraph explaining which selection achieves the greatest comic effect and why.
  • Answer discussion questions on rhetoric and style.
  • Take a multiple-choice quiz.
  • Write a timed essay to explain how the author uses rhetorical devices to achieve a comic effect.

Wednesday, April 18
Students will use primary sources to continue to interpret life in the 1920s. Instructions (Part II) are available at the following website:
http://www.loc.gov/teachers/classroommaterials/lessons/gatsby/procedure.html

With a partner, find two primary sources which reflect ideas, events, or details featured in The Great Gatsby. You will be assigned a category in which to search (News, Sports, Advertisements, Lifestyle, Entertainment, Obituaries, Business). Complete primary source analysis worksheet for the two sources in your category.
FusionPage Discussion Post: Based on the evidence of these objects or documents, what were some of the attitudes, values, and beliefs of Americans during the 20s? What event/idea/detail from The Great Gatsby do these objects or documents parallel? (include specific detail/quote from the novel.)

Thursday, April 19
Finish source presentations
Assign Literary Newspaper partner project due Friday, April 27. See instructions at
http://www.loc.gov/teachers/classroommaterials/lessons/gatsby/studentindex.html
Work on Great Gatsby novel assignment -- journal entries/rhetorical analysis of selected passage. Rhetorical analysis due Monday, April 23. All journal entries due tomorrow!

Friday, April 20
Submit journal entries for Chapts. 8-9.
Submit entire journal (Chapts. 1-7). Make sure entries are numbered and all requirements of the assignment are met!
This assignment is postponed to a later date: Read article and write timed argumentative essay

Monday, April 23
Submit rhetorical analysis
Work on literary newspaper

Tuesday, April 24
Work on literary newspaper

Wednesday, April 25 (Early Release)
Novel test

Thursday, April 26
Work on literary newspaper