Weekly Agenda: May 29- June 1

Wednesday, May 30
Finalize cause and effect essay topics

Distribute final exam Review Guide and Final Exemption form

HW: Prepare and annotate three sources for in-class essay writing; prepare an outline and thesis statement, if you so choose. The mini-essay will be written in-class on Friday, June 1. Be ready!

Friday, June 1
In-class cause & effect “mini essay” day

HW: Review for final exam, if you will be taking it. Otherwise, bon voyage!

Weekly Agenda: May 21-24

Tuesday, May 22
Vocabulary is returned
Read and discuss “Guns and Grief” (pp.350-353); C #2,5,8; PA #2; SS #4
In-class writing: The Causes of School Violence  
HW: Read “Earth Without People” (pp.368-374) and respond to post-reading questions
Review for vocabulary quiz on Thursday  

Thursday, May 24
Vocabulary Quiz
Partner Facilitate Discussion (Chris & Gina): “Earth Without People” (pp.368-374)
Finalize phenomenon that you would like to learn more about in terms of cause and effect for an in-class “mini-essay”  
HW: Gather three sources for your in-class, cause and effect “mini-essay”

Weekly Agenda: May 14-18

Monday, May 14
New Vocabulary
Introduction to Cause & Effect writing
- Purpose (read pp.321-322)
- Process (read pp.322-327)
- Planning (read pp.327-331)
- example: “Who Killed Benny Paret?” (pp. 340-342)
Answer partner questions: p.342: PA #1, 4; SS #2 --> discuss  
HW: Read “The ‘Black Table’ Is Still There” (pp.345-347) Answer questions: C: #2, 5; PA #2,3,4; SS #3

Wednesday, May 16 
LATE START 
Discuss HW Reading and questions (C: #2, 5; PA #2,3,4; SS #3)
Read and discuss “Guns and Grief” (pp.350-353); C #2,5,8; PA #2; SS #4
HW: Read “A Peaceful Woman Explains Why She Carries a Gun” (pp.357-360)
Review for vocabulary quiz

Friday, May 18 
Researched Argumentative Essays DUE
Vocabulary Quiz
Discuss HW reading Read “Earth Without People” (pp.368-374)
Partner questions: C #1, 7; PA #1, 4; SS #1, 5
HW: List possible topics for a cause & effect essay (causal relationships you want to tell others about, causal relationships you’re curious about, causal relationships you suspect are true – or untrue, etc.)

Weekly Agenda: May 7-11

Tuesday, May 8 
In-class Work Day: Researched Argumentative Essay
HW: Complete First Draft for Peer Review on Thursday

Thursday, May 10 
Peer Review Day: Researched Argumentative Essay
HW: Begin work on Final Draft. Due May 17th.

^{NOTE: AP Exam Review Sessions will be offered on Wednesday, 5/9 from 3:20-4:30, and on Saturday, 5/12 from 9:00-11:00am. You are welcome to attend either or both! Please come prepared to write.}

Saturday Morning AP Review Session

Review Session TODAY!
When: 9-11am
Where: Room 23
What: Strategies for and practice with the dreaded Synthesis Prompt

Weekly Agenda: April 30-May 4

Monday, April 30

Read, discuss and compare:

         - Casebook Preface (p.679-680)

         - “The Case for Torture” (pp.681-683)

         - “The Case for Torture Warrants” (686-689)

HW: Continue work on Researched Argumentative Essay

Wednesday, May 2

Read, discuss and compare:

         - “How Much Torture is OK?” (pp.692-694)

         - “Torture’s Terrible Toll” (pp.696-700)

Timed In-class Writing: Is There a Case for Torture? (40 minutes)
HW: Continue work on Researched Argumentative Essay

Friday, May 4

Group debate preparation: Affirmation or Negation: Is There a Case for Torture?

Group Debates

Audience members are tasked with carefully listening to and evaluating arguments for each side, with particular attention on the strength of their inductive or deductive reasoning, as well the presence of any argumentative fallacies.
Class debrief on researched argumentation

HW: Continue work on Researched Argumentative Essay

Weekly Agenda: April 23-27

Monday, April 23
Fallacy Quiz
Compare/Contrast essays are returned and debriefed; Style Elements Quiz returned
Argumentative Essay Research Briefs are distributed
Lecture and activity: Determining lines of evidence and an effective outline
- Sample topics:
o Should parents have the right to spank their children?
o Should animals be used for scientific experimentation?
o Should teachers be required to pass periodic competency exams?
HW: Read Casebook “Is Wal-Mart Good for America?” (pp. 629-645) and respond to partner facilitation post-reading questions. Be prepared to positively contribute to class discussion on Wednesday.

Wednesday, April 25
Fallacy quiz returned and discussed
Group 6 Facilitates: “Is Wal-Mart Good for America?” (pp. 629-645)
In-class timed, researched argumentative writing: “So, is Wal-Mart good for America?” (meanwhile, graded work passed back)
HW: Begin reading your argumentative essay research brief (or conducting your own research in earnest). Begin to form possible theses and corresponding lines of evidence. Annotate texts!

Friday, April 27
NO CLASS – GRADING DAY