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Junior AP/IB 1st 6 Weeks Calendar 2017

Junior AP/IB 1st 6 Weeks Calendar 2017
by

Susan Devaney

on 6 October 2017

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Transcript of Junior AP/IB 1st 6 Weeks Calendar 2017

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
View Apocalypse Now clip.
Finish module activities on Blend.
Discuss.
Write thesis statements in small groups for Apocalypse Now.
AP Practice Quiz #2 next week
Homework:
Finish BLEND post (your paragraph and one reply to another student)
Discuss Douglass in small groups.
Begin Apocalypse Now lesson on Blend.
Homework:
Finish background readings for Apocalypse Now lesson.
Discuss "War is Kind"
Discuss thesis statements vs. thematic statements.
Revise thesis statements for "War is Kind" with a partner.
Begin Frederick Douglass reading on Blend.
Soapstone Douglass-review rubric!
Homework:
Finish Douglass Soapstone on Blend by Monday evening at 11:59pm.
Enjoy the long weekend!
View Prism results for "The Things She Carried" and discuss.
Introduce Soapstone and rubric. Create class Soapstone for "The Things She Carried."
AP Practice Quiz #1-Use written answers!
Watson - finish Genre posters if there's time
HW: Read “War is Kind” and answer questions on Blend.
Finish genre poster presentations
Journal #1
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/e4b96bae-8376-11e7-9c61-005056b3784e/highlight?locale=en
Submit Summer Assignment to BLEND
Discuss "Reaction" papers.
Discuss Policies and Procedures.
Receive reading for first quiz and discuss annotation.
Genre posters in small groups and present.
HW:
Did you submit your summer assignment in class?
Buy a composition book and bring it 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
Timed Write-You must submit a draft to Blend by the end of the period.
Your draft must include:
A thesis (author+title+devices/style=theme/purpose)
Three body paragraphs with concrete details and literary analysis
If you have time to revise, expand your introduction and write a conclusion
Watson - work on Lincoln HW
HW: Watson - finish Lincoln assignment
Major paper revisions due after peer editing. ABSOLUTE DEADLINE = SEPT 24 AT 9:00PM
Day 9
A=Wednesday, September 13
B=Thursday, September 14
Journal entry-Khawaja's Classes
Test taking strategy: Forest and Trees
Quiz #2 with Forest and Trees Strategy
One-Pager- Gallen's Classes
SA Chart Reflection - Watson's Classes
HW: Review summer reading charts in preparation for upcoming major paper.
Day 10
B=Friday, September 15
A=Monday, September 18-Homecoming Week
Journal Entry - Watson
Quiz #2 Reflection/Revision
Begin "one-pager" to plan for major paper. (K and W)
Gallen- Finish one pager. Due at the end of class
Receive major paper assignment.
Homework:
Finish one-pager. (Khawaja and Watson)
Timed write next class! Bring your summer reading and charts.
Finish Lincoln's second inaugural. See Blend for due dates.
Day 11-Homecoming Week
B=Tuesday, September 19
A=Wednesday, September 20
Day 12-Homecoming Week
B=Thursday, September 21
A=Friday, September 22
Watson - go over "tricky" Lincoln questions
Library: Research "Voices of War"
Work time: Major paper revisions, Voices of War,
HW:
Voices of War: Written portion due Tuesday 9/26 at 9:00PM
Don't forget your Works Cited! AP students, don't forget a thesis for your Soapstone!
Start bringing books (Capote or Skloot) to class next week
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
Day 14
A=Wednesday, September 27
B=Thursday, September 28
Finish Voices of War Socratic
Introduce IOP.
HW:
Supplemental reading test next class.
FIT sessions available for test make-ups.
Bring Capote/Skloot to class Tomorrow
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
Peer edit major papers
Introduce Voices of War project

HW:
Major paper revisions due after peer editing. ABSOLUTE DEADLINE = SEPT 24 AT 9:00PM
Read over Voices of War projects
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.
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 your book?
-How would your book change if told chronologically? Why did your author
choose this structure?
- Discuss the role of storytelling and audience in your book.
- Is the narrator of your book reliable?
- Choose two emotions explored in your book.
-Should your book 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:
title (T), author (A), and genre (G)
define unfamiliar words
write the main idea of each section in the margin (from lines 1-15, 16-36, and 37 - end)
underline key words in each section that support the main idea
write a brief summary of the entire passage
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)
Voices of War 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: Study for supplemental reading test.
General outline for SA 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 and cited correctly
Solid Commentary that is not a summary of the text (Summary 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
Conclusion ideas:
Include a quotation that especially illustrates your main point
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
Major Writes and Tests: 50%
Daily Grades and Quizzes: 40%
Journals: 10%


One to One Deployment Day
Submit Summer Assignment to Blend.
40. This passage primarily seeks to explain...
41. The phrase "ethnic enclaves" (Line 5) is most closely related to which word or phrase?
42. The sentence beginning "Such a development..." (lines 7-15) includes what types of sentence structure? (in other words, describe the syntax of the sentence)
43. "Cultural Pluralism" (line 32) is the Antithesis (opposite) of what concept?
44. The passage suggests that some Germans in America looked forward to...
45. Gordon suggests that essential American unity was established ...
46. Horace Kallen's background would seem to imply that he would be someone who...
47. Kallen would argue that cultures merged out of the same general force that caused...
48. The use of "federal" (line 57) and "federation" (Line 59) in the sentence beginning "these developments..." lines 56-66) is an example of what type of literary device?
49. The repetition in the last sentence emphasizes what idea?
50. What do the three separate sources in footnote 1 have in common?
51. Footnote 1 explains that Nathan Glazer is...
52. What do you learn about in footnotes 2 through 4?
53. Footnote 5 tells us that Horace Kallen's views first appeared in what publication?
54. The author includes the footnotes in order to...
Watson 5th - finish going over
practice AP quiz, complete SA
discussion posts in BLEND, work
on "War is Kind" and Douglass piece.
Day 5 Gallen

B=Thursday, August 31
A=Friday, September 1
Journal #2 - BLEND Discussion
Begin Frederick Douglass reading on BLEND
HW: Finish FD module on BLEND

Day 6 Gallen
B=Tuesday, September 5
A=Wednesday, September 6 (Back to School Night)
Journal #3 - BLEND Discussion
Soapstone - Douglass Speech
Begin Apocalypse Now Lesson on BLEND.
HW: finish Soapstone about author's interview

1. What does Douglass try to do in the introduction? Cite evidence from the text to support your answer.
2. What expectations do you think a white audience would have for a black speaker in 1852? How does Douglass address these expectations in his introduction?
3. In the conclusion, why is it important for Douglass to tell his listeners that he does “not despair of this country”?
4. On what does Douglass base the hope he expresses in this concluding paragraph?
Journal #5- See Below:
Roaming Paragraph Activity
Work on Voices of War projects and begin readings for Socratic.
HW: Prep for Socratic for next class period. Receive test review and study for supplemental reading test.
Written portion of Voices of War Due Tuesday at 9:00 PM
https://www.vox.com/videos/2017/9/18/16327042/strikethrough-treating-natural-disasters-like-war

Journal 5-
After watching this video and reading the information, write a response to the argument.
Answer at least one of the below prompts:
Do you agree or disagree with the central claim?
How does Language inform your understanding of a conflict or natural disaster?
In your opinion, does the author of your Voices of War piece use the language of war appropriately or inappropriately?
Please write one solid paragraph. Write in complete sentences and remember that your paragraph will be read by your peers and your teacher.
After you have submitted your discussion paragraph, comment on at least one other student's paragraph.
September 26
M*A*S*H Example Project
Review Voices of War module on Blend
Receive supplemental test review
Work Time:
Late work
Voices of War-Due Thursday by 9pm to Blend
Read articles for Socratic Seminar
HW:
Read articles for Socratic next class
Voices of War projects
Full transcript