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Junior AP/IB 1st 6 Weeks Calendar 2016

Junior AP/IB 1st 6 Weeks Calendar 2015
by

Susan Devaney

on 16 August 2017

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Transcript of Junior AP/IB 1st 6 Weeks Calendar 2016

Day 2
A=Wednesday, August 23
B=Thursday, August 24
Day 3
B=Friday, August 25
A=Monday, August 28
Day 4
B=Tuesday, August 29
A=Wednesday, August 30
Day 5
B=Thursday, August 31
A=Friday, September 1
Day 6
B=Tuesday, September 5
A=Wednesday, September 6 (Back to School Night)
Day 7
B=Thursday, September 7-Late Start
A=Friday, September 8
Discuss/Finish Apocalypse Now and passage from The Sympathizer?
Discuss Major Paper
Quiz 2??
Homework:
Prepare for TTTC Major Write (In class on Day 8) Bring all charts, all keeper handouts, and your book to class on Day 8. BYODevice!!!!!
Share and revise thesis statements in small groups. Present.
Begin Apocalypse Now Clip and annotation, if time allows.
Homework: Read passages from Sympathizer? Annotate? Read a chapter on argument? Prepare passage for quiz 2?
Discuss "War is Kind"
Read passage packet and annotate. ??
Discuss thesis statements vs. thematic statements.
Revise thesis statements for "War is Kind" with a partner.
Homework: Read packet of passages and write a thematic and a thesis statement for each. ?? Blend??
View Prism results for "The Things She Carried" and discuss.
Introduce Soapstone and rubric. Read abridged "What to the Slave is the Fourth of July?" and begin class Soapstone.
Finish presenting Tone Word Portraits
AP Practice Quiz #1-Use written answers!
HW: Read “War is Kind” and answer questions in journals
Finish genre poster presentations
Journal #1 (see below...make new prompts???)
Present Tone Word Portraits
AP Practice Quiz 1-Written Answers
HW: Read "The Things She Carried" from the link on Blend, and highlight for tone, audience, and purpose.
http://prism.scholarslab.org/prisms/569027ec-6959-11e6-905c-005056b3784e/highlight?locale=en
Discuss "Reaction" papers.
Discuss Policies and Procedures.
Submit Summer Assignment to Blend.
Genre posters in small groups.
HW:
Buy a composition book! (Bring to class every day!)
Tone Word Portraits due next class
Read and annotate AP practice passage-quiz next class!
Day 8
A=Monday, September 11
B=Tuesday, September 12
Journal #2
??
Introduce Voices of War Project
Monday and Tuesday: Library visits for research.
HW:
TTTC revision due Sunday 9/17 by 9:00 PM to Blend
Voices of War: Due ... at 9:00 PM to turnitin.com.
Day 9
A=Wednesday, September 13
B=Thursday, September 14
Major Write (30%)—You may use all charts, all keeper handouts, and your book.
Submit a draft to Blend by the end of class.
Homework:
Submit Revision 1 of Major Write to Blend by 9 pm on Sunday, September 17.
Day 10
B=Friday, September 15
A=Monday, September 18-Homecoming Week
Peermark Drafts
Work on Revisions of Major Write
Writing Conferences
HW: Major Write Revision 1 due Sunday, September 17.
Day 11-Homecoming Week
B=Tuesday, September 19
A=Wednesday, September 20
Day 12-Homecoming Week
B=Thursday, September 21
A=Friday, September 22
Review Lincoln questions and Baruch speech
Introduce Individual Oral Presentations
Introduce Voices of War Socratic Seminar
Op-Ed: After the War was Over- Soapstone
HW:
Voices of War due ... Don't forget your Works Cited! AP students, don't forget a thesis for your Soapstone!
Prepare for Socratic Seminar over the unit.Start bringing books (Capote or Skloot) to class next week
Supplemental reading test...
Day 13
A=Monday, September 25
B=Tuesday, September 26
How does language inform our understanding of war?
Junior AP/IB English
Grade Breakdown for 1st Six Weeks
Daily Grades and Quizzes= 30%
TTTC Test= 15%
Supplemental Reading Test = 15%
Major Grades: 30%
TTTC Paper & Summer Assignment
Voices of War Writing Project
Journal= 10%
Day 14
A=Wednesday, September 27
B=Thursday, September 28
Socratic Seminar
How does language inform our understanding of war?
When is war justified?
How does hearing different "voices of war" enhance or alter your perceptions of conflict?
HW:
Supplemental reading test next class.
FIT sessions available for test make-ups.
Bring Capote/Skloot to class.
Day 15
B=Friday, September 29 (End of 1st 6 Weeks)
A=Monday, October 2
First Day of School
A=Monday, August 21
B=Tuesday, August 22
Receive Policies and Procedures
Tone Word Portrait assigned: Due Day 3
"The Truth About Me" activity
Summer Assignment due next class period. Bring the assignment electronically. No hard copies!
Type and submit "Reaction" paper to Blend.
HW:
Return signed Honor Code for first Daily Grade of the year.
Finish "Reaction" paper in Blend.
Read Policies and Procedures.
Tone Word Portrait
Rhetorical analysis practice: AP Lincoln Prompt and Baruch speech
Voices of War project
Library visits Tuesday for research
HW:
Finish Lincoln practice questions.
Read and Soapstone +Thesis Baruch speech
Voices of War Project due...
Study for Supplemental Reading Test: ...
Thesis for Analysis:
Addresses the author's purpose and attitude
Includes:
Author
Title
Literary Devices
Tone Word
Thematic Purpose
Thesis for Analysis:
Addresses the author's purpose and attitude
Includes:
Author: Francis Ford Coppola
Title: Apocalypse Now
Literary Devices: ?
Tone Word?
Thematic Purpose?

Sharing THEMATIC and THESIS sentences—do you know the difference?

THEMATIC SENTENCES are general statements of principle discovered in the reading, such as:
Ex. War’s costs weigh heavily on soldiers and civilians.
(They do not make reference to any author, novel, or stylistic efforts.)

THESIS SENTENCES of analysis reveal the aim of the author’s writing and include author, title, stylistic choices, attitude/tone, and purpose.
Ex. The dark imagery of Bao Ninh in Sorrow of War, draws yet repels, teaches yet dismays, as Ninh reveals that war destroys the spirit.
(You can arrange the elements in whatever way you deem fit as long as you have them all.)

Now, share your thesis and thematic statements for the section of the text just read, so that we may further discover the difference and also what makes them great and what makes them not so great.
With your group:
Choose a passage from your assigned chapter of TTTC.

Thoroughly annotate the passage. All group annotations should be written in all books.

Create a poster that includes:
Title of the chapter
A drawing representing an important symbol from your passage
One example of a noted literary device
Two sentences of commentary
One thematic statement









THEMATIC SENTENCES are general statements of principle discovered in the reading, such as:
Ex. War’s costs weigh heavily on soldiers and civilians.
(They do not make reference to any author, novel, or stylistic efforts.)

THESIS SENTENCES of analysis reveal the aim of the author’s writing and include author, title, stylistic choices, attitude/tone, and purpose.
Ex. The dark imagery of Bao Ninh in Sorrow of War, draws yet repels, teaches yet dismays, as Ninh reveals that war destroys the spirit.
(You can arrange the elements in whatever way you deem fit as long as you have them all.)

Now, share your thesis and thematic statements for the section of the text just read, so that we may further discover the difference and also what makes them great and what makes them not so great.
Thematic Statement Poster
Goal: Work with a group to create a poster discussing theme from a chapter of TTTC
Your poster must include:
Book Title, Author, chapter title
A thematic statement for the selected chapter (create your own as a group)
A paragraph (5-7 sentences) that includes text evidence and commentary to support your thematic statement
1-2 important symbols from your chapter. Please draw them!
Group members' names on the front
Be prepared to present. All group members must speak!
Tone Word Notes:
During 5 presentations, write down the word and 1-2 synonyms. Write down a piece of literature or a film that reminds you of the word
Journal Prompts-Choose one and write a one page (minimum) response. Always include text evidence to support your response.

-Who is the primary audience for TTTC?
-How would the book change if told chronologically? Why did O'Brien choose this structure?
-Review the John Ransom quote at the start of the book. How does this relate to TTTC? Do we have to lie to tell the truth?
-Should TTTC be considered art or history?
-What constitutes a war story?
-Discuss POV in the novel and the effect of the shifting POV on the reader.


Genre Poster

Each group will receive a text and a chromebook. Identify your assigned text's genre and write the genre as a title on the top of your poster. Address the following:
-List the characteristics of the genre. What is it and what is it not?
-List examples of texts you've read that fall under this genre.
-What are structural elements of the text?
Your posters must be neat and colorful. All group members should sign the FRONT of the poster.
AP/IB English III

Welcome!
Pick up papers and find your assigned seat.
SOAPS Citations:

Who is the Speaker?

• Identification of the historical person (or group of people) who created the primary source

• Include what you know about this person's role in history or current events.

What is the Occasion?

• The time and place; the situation

• It is particularly important to understand the context that encouraged the primary source to be created.

Who is the Audience?

• The readers to whom this document is directed

• The audience may be one person or a group; it may be a certain person or a certain people.

What is the Purpose?

• The reason behind the text;

• Why was it written? What goal did the author have in mind?

What is the Subject?

• What is the document about?

• What event of historic importance does the document reveal details about?

SOAPS: Analysis:

(from above directions)

Textual Citation: (write passage or phrases directly from text that reveals this information)
Speaker

Occasion

Audience

Purpose

Subject
Write an honest reaction, recollection, or point of interest for the book you chose to read this summer. This should be 1-2 paragraphs submitted to Blend.

http://www.theatlantic.com/video/index/385407/the-horror-of-war-captured-in-a-hand-drawn-cartoon/
Annotate:
Characterization, interesting diction choices, metaphors and similes, irony
http://www.npr.org/sections/ed/2015/06/13/413966099/a-visit-from-kendrick-lamar-best-day-of-school-ever

• Write a minimum one-page response in your journal that considers the following questions:
o How does this chapter change your impression of Mary Anne Bell?
o How would our understanding of the book change if O’Brien had included this chapter?
o Why do you think he chose not to include it?

https://docs.google.com/presentation/d/1cCy3sYwkupdjF1fWWpsibfTJZG6XgK2AJ4fAJWbhH5w/edit?usp=sharing
Journal Prompts-Choose one and write a one page (minimum) response. Always include text evidence to support your response.

-Who is the primary audience for TTTC?
-How would the book change if told chronologically? Why did O'Brien choose this structure?
-Review the John Ransom quote at the start of the book. How does this relate to TTTC? Do we have to lie to tell the truth?
-Should TTTC be considered art or history?
-What constitutes a war story?
-Discuss POV in the novel and the effect of the shifting POV on the reader.

To whom is Baruch speaking, what is his purpose, and what are his tone and attitude toward war? (Think SOAPSTone)
Why does Baruch use so much religious language and/or so many Biblical allusions? List 2 significant examples of such language and explain their importance/connection to Baruch’s purpose.
Sample IOP's:

1- Choose 2-3 literary devices from the poem. Write down the names
2- Write the overarching message or meaning behind the poem
3- Put it all together with the poet and the name of the poem.
Stephen Crane's "War is Kind" suggests that...(message or theme) using...(literary devices)
Supplemental Reading Test
Read your book or work on presentations
Turn in journals
HW:
Work on presentations.
Read nonfiction book.
General outline for TTTC Analysis Paper:
Introduction Paragraph
Thematic Statement
Focused summary of the book with information that you find important to know about based on your topic
Thesis Statement (Author, title, tone word, literary devices, purpose)
Body Paragraphs- chunk or other form of analysis AT LEAST 3
Topic Sentences are a must!!!
Concrete details that are embedded
Solid Commentary that is not a summary of the text (That goes in the introduction)
Conclusion - This is your chance to be creative! Consider the theme of the paper. What lessons should a reader learn after reading this book and reading your analysis?
TS, CD, CM, CM, CD, CM, CM
Gallen's Classes- Sign up for FIT on Tuesday Sept 20th to work on quiz corrections for Quiz #2
Conclusion ideas:
Include a quotation that especially illustrates your main point (From TTTC or another work)
A final illustration of your main point
A solution to a problem
A connection to another book, film, poem, etc
A brief remark that sums up your feelings (using first person is ok!)

Try not to be repetitive or redundant
Gallen and Watson:
B: Friday 9/16
A: Wednesday 9/21
Monday and Tuesday: Library visits for research Voices of war
Today:
TTTC Journal
Work on Voices of War - Review Pastiches
Lincoln and Baruch speeches. What is the rhetorical situation?
HW:
Voices of War: Due Sunday 9/25 at 9:00 PM to turnitin.com.
Finish work on Speeches
25 points-preparation in packet
75 points-make at least 3 comments (written or verbal). 2 of the comments must directly reference text.
Staple all written comments and communication between groups to your packet, and turn in before leaving.
Question #9 (form B), #39 (form A)
- quote is in line 4, not line 6
See new Prezi calendar
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