Sixth six weeks: April 27 - June 8, 2012

Friday, April 27
Submit literary newspaper

The next two weeks will focus on AP exam review: multiple-choice practice, vocabulary review, and argumentative/analysis essay writing practice. The AP EXAM (3 hrs. 15 min.) is scheduled for Wednesday, May 16 at 8:00 am. Optional (additional) review sessions will be offered after school on Monday, May 14 from 3:15-4:30 and Tuesday, May 15 from 3:15-4:30. Take your Barron's AP review books home and read through them, but be sure to bring them to class each day!

Monday, April 30
AP Exam vocabulary review (Barron's AP ELC glossary terms in quizlet.com). Quiz Friday (25 of 200 words)
Practice Test A in Barron's book (begins on p. 217)
  • Read and annotate (with post-it notes) passage 1 as a class, answer multiple-choice questions as a class
  • Read and annotate passage 2 with a partner, answer multiple-choice questions, share responses
  • Read and annotate passages 3-5 individually, answer multiple-choice questions and score


Tuesday, May 1
Finish up work on multiple-choice
The argumentative essay:
  • Develop a clear and persuasive argument. Read "Where to Put Your Position Statement," (Barron's, pp. 116-118).
  • Support your argument with appropriate evidence. Read "Supporting your Argument with Appropriate Evidence," (Barron's pp. 118-121)
  • Use an essay template, if necessary

Wednesday, May 2
Read this article and write a timed (60 minutes) argumentative essay:


Thursday, May 3
Read and evaluate essays using
Class discussion -- Does Florida's "stand your ground" law let killers go free?
Barron's vocabulary review

Friday, May 4
Vocabulary Quiz (25 random words from list of 200)
Continue with Practice Test A: Respond to essay question #3 (p. 242) -- 40 minutes

Monday, May 7
Continue with Practice Test A: Multiple-choice passages 4-5 (read, annotate, answer questions)

Tuesday, May 8
Continue with Practice Test A: Write the synthesis essay (essay #1, p. 234) -- 60 minutes
Read and evaluate essays

Wednesday, May 9
Abraham Lincoln's Gettysburg Address and Robert E. Lee's Letter to His Son critical reading analysis

The Gettysburg Address full text
Robert E. Lee's A Letter to His Son full text

Thursday, May 10
AP exam style multiple-choice quiz on Lincoln and Lee
Write comparison essay

Friday, May 11
Vocabulary Quiz (25 random words from list of 200)
Exam practice (use AP exam practice test on Barron's CD-ROM)

Monday, May 14
Read passages, annotate, discuss use of language and rhetoric (from Barron's review book, Practice Test C).

Tuesday, May 15
Exam practice (use AP exam practice test on Barron's CD-ROM)

Wednesday, May 16
AP EXAM DAY! 8:00 am

Thursday, May 17
Great Gatsby film clips

Friday, May 18
Final unit: Poetry/CLA
Write letter of intent for CLA project (due Friday, May 25)
Introduction to poetry brainstorm – What is poetry? How do you read a poem? How do you understand and evaluate a poem?




Monday, May 21
Zora Neale Hurston reading for CLA project (from Dust Tracks on a Road, autobiography):
  • Read the passage in American Literature textbook, pp. 914-920
  • Complete reading comprehension quiz

Read pp. 422-423 in textbook (Defining poetry -- its types, elements, strategies for reading)

Poetry readings from Unit 3 (The 19th century, 1800-1870): As a class, read Poe's "The Raven," pp. 330-334. Use 'Introduction to Poetry' handout as a guide in reading and evaluating. In groups, read one of the following poems, prepare a written evaluation of it, and share poem and analysis with the class. Submit written evaluation to the class FusionPage.
  1. Longfellow, "The Tide Rises, The Tide Falls," pp. 275-276
  2. Bryant, "Thanatopsis," pp. 277-279
  3. Holmes, "Old Ironsides," pp. 280-281
  4. Whitter, from "Snowbound," pp. 283-288
  5. Dickinson, choose any 3 of her poems from pp. 426-434
  6. Whitman, choose any 3 of his poems from pp. 442-450

Due Thursday, May 31.

Tuesday, May 22
CLA Project: Consider your own personal identity – who you are, your interests and character. Then, think about the community in which you spent most of your life: How has this community contributed to the person that you are? Using penzu.com create journal entries to answer the following questions. You will submit your responses to me via email (kheilman@chatham.k12.nc.us). Each response should be a minimum of 200 words.
  • Entry #1: Use descriptive language to introduce yourself, your home, and your family.

Wednesday, May 23
Entry #2: What are your main interests and ambitions? What character traits distinguish you?

Poetry readings from Unit 4 (The Age of Realism. 1850-1914). In groups, read the following poems and complete the accompanying activities.
  • Dunbar, "Douglass," p. 653, and "We Wear the Mask," p. 654. Read poems and evaluate. Then, compare the emotional content of these poems. Note the emotions expressed in each. How are they similar and different?
  • Robinson, "Luke Havergal," p. 661 and "Richard Cory," p.662. Masters, "Lucinda Matlock," p. 663 and "Richard Bone," p. 664. Compare and contrast the messages spoken in each of these poems. As Richard Bone, write epitaphs for Luke Havergal, Richard Cory, and Lucinda Matlock. Be prepared to explain what you choose to write.

Thursday, May 24
Entry #3: Describe the community in which you live – the people, the landscape, businesses and schools, events, and the values.

Friday, May 25
Submit Letter of Intent for CLA project
Entry #4: Name one individual from the community who has influenced your values or beliefs. Explain specifically how they have influenced you. How does this person (or any others you may want to mention) support and foster your interests and ambitions?

Poetry readings from Unit 5 (The Modern Age, 1914-1946). You and a partner will be assigned a poet. Read at least one of his or her poems. Prepare a written evaluation of the poem. Share your poem and evaluation with the class. Poets include Eliot, Pound, Williams, H.D., Cummings, Auden, Stevens, MacLeish, Moore, Sandberg, Frost, Hughes, McKay, Cullen, Bontemps, and Toomer. Poems can be found in the textbook from pp. 716-940.


Monday, May 28 -- No School, Memorial Day holiday

Tuesday, May 29
Entry #5: Explore your future identity – where do you see yourself in 5, 10, and 20 years? Who and what will you need to reach these goals?

Poetry readings/exercises from Unit 6 (The Contemporary Period, 1946-present).
In groups of 3-4, use your SOAPSTone guide to evaluate each poem. Then, compare and contrast your assigned poems. You may create a chart or respond in paragraphs.
  1. Read Warren, p. 1050-1051, "Gold Glade;" Roethke, p. 1052, "The Light Comes Brighter;" and Stafford, p. 1053-1054, "Traveling Through the Dark." Focus on style, diction, rhythm, line length and arrangement. Discuss how these poems use an experience from ordinary life to express an abstract idea or truth.
  2. Read Espada, p. 1132, "Who Burns for the Perfection of Paper;" Chang, p. 1133, "Most Satisfied By Snow;" Ortiz, p. 1134, "Hunger in New York City;" and Hongo, p. 1135-1137, "What For." Discuss how the voice of each poet reflects his or her culture. Discuss also how each poet expresses alienation and what causes the alienation.
  3. Read Hershey, "from Hiroshima," pp. 1199-1208. Then read and evaluate the poems by Jarrell, p. 1209, "Losses," and p. 1210, "The Death of the Ball Turrett Gunner." Discuss what the poems say about valor, honor, and the value of human life in war.
  4. Read Plath, p. 1216, "Mirror;" Rich, p. 1217, "In a Classroom;" Brooks, p. 1218, "The Explorer;" Hayden, p. 1219, "Frederick Douglass," and p. 1220, Runagate Runagate." Focus on imagery and diction. Discuss the struggles addressed in each poem. Discuss which poems address social injustice and the social changes for which each poem might advocate.
  5. Read McElroy, p. 1240-1242, "For My Children;" Erdrich, p. 1243-1244, "Bidwell Ghost;" and Komunyakaa, p. 1245-1246, "Camouflaging the Chimera." Discuss why these poems are characterized as lyric poems. Discuss also the ghosts that exist in each poem.

Wednesday, May 30
Work on poetry project.

Thursday, May 31
Submit and share poetry projects.

Friday, June 1
Testing 7:50-11:10 (Algebra I and 1st period CTE)
Lunch 11:10-11:50
Testing 11:55-3:15 (Biology and 2nd period CTE)

Monday, June 4
Testing 7:50-11:10 (English I and 3rd period CTE)
Lunch 11:10-11:50
Testing 11:55-3:15 (4th period CTE and EOC make ups)

Tuesday, June 5
Testing 7:50-11:10 (1st period teacher-made exams)
Lunch 11:10-11:50
Testing 11:55-3:15 (2nd period teacher-made exams and CTE reschedules)

Wednesday, June 6
Testing 7:50-11:10 (3rd period teacher-made exams)
Lunch 11:10-11:50
Testing 11:55-3:15 (4th period teacher-made exams and CTE reschedules)

Thursday, June 7
EOC remediation for all students scoring below a level 3

Friday, June 8 -- Last day of school, early release
Make-up testing