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

Weekly Agenda: April 16-20

Tuesday, April 17
Overview of Argumentative Essay Subject Briefs -- consider which, if any, you'd like to write on
Group 6: Partner Facilitation Questions DUE
Finish fallacy lecture (Powerpoint presentation – slide notes are in the makeup binder)
Partner-led Post-reading Discussion (Wendy & Gino): “What is a Hate Crime?”
HW: Review fallacies for practice quiz on Thursday; complete post-reading questions for “How Big a Threat is Global Warming” Casebook (in textbook). (Bring your lecture notes to class on Thursday)

Thursday, April 19
Sign up for argumentative essay subject (subject briefs available Monday) -- or submit your own (and get started on original research)
Lecture note check
Argumentative Fallacies practice quiz → answers revealed and discussed
Partner-led Post-reading Discussion (Kelsea & Jalen): “How Big a Threat is Global Warming?”)
- T-Chart: Argumentative Fallacy Analysis
HW: Review argumentative fallacies for quiz on Monday

Weekly Agenda: April 9-12

Tuesday, April 10
Discuss “Letter from Birmingham Jail”
(post-reading responses and an analysis of its use of rhetorical appeals, style elements, and instances of deductive/inductive reasoning)
Elements of Style practice activity (partners) → answers revealed and discussed
HW:
Peer Discussion Facilitation Group only (Gino and Wendy): Read textbook pp. 604-613 (What is a Hate Crime?). Prepare post-reading questions for the class concerning each essay independently, as well comparatively, with rhetorical appeals and types of argumentative reasoning in mind. Questions due by 8am on Thursday morning.

Everyone: Review for Elements of Style Quiz

Thursday, April 12
Elements of style Quiz
Introduction to fallacies in argument
- Finish Powerpoint presentation, if necessary
- Partner practice exercise
- Practice worksheet answers revealed!
HW:
Everyone: Read textbook pp. 604-613 (What is a Hate Crime?) and respond to Group’s post-reading questions.

Peer Discussion Group #6 only: Read textbook pp.616-626 (How Big a Threat is Global Warming?) As you consider your questions, discuss the essays’ strengths and weaknesses: arguments, style, fallacies? Consider which poses the most convincing argument? Why?

Weekly Agenda: April 2-6

Monday, April 2
Compare/Contrast Essay DUE
Vocabulary Quiz
Intro to Researched Argumentative Essays
Read and discuss PFCW pp. 547-554
Read and discuss “The Failure of War” (handout) as a compare/contrast exercise and a researched argument
HW: Independently read pp. 554-564 (take notes if necessary)

Wednesday, April 4
Review homework reading
Discuss writing style (Read pp. 369-392 from EAA handout)
Practice activities:
– EAA p.394, #3
– Creating your own figurative language (with the rhetorical situation in
mind)
HW: Read “Letter from Birmingham Jail” (textbook, pp. 588-601)
Answer questions: C #4, PA #4, SS # 1,5 &6

Friday, April 6
Discuss MLK Jr. “Letter…” and responses
Intro to fallacies (Powerpoint to accompany reading)
Read EEA handout pp. 491-512.
HW: Reread handout, so that you really know them.

Weekly Agenda: March 19-22

Monday, March 19
Return vocabulary
Peer Review Day (First Draft of Compare & Contrast Essay DUE)
HW: Review for vocabulary quiz

Wednesday, March 21
Vocabulary Quiz
Intro to Researched Argumentative Essays
Read and discuss PFCW pp. 547-554
Read and discuss “The Failure of War” (handout) as a compare/contrast exercise and a researched argument
HW: Independently read pp. 554-564 (take notes if necessary); Final Draft of Compare/Contrast Essay DUE on Monday, April 2!


Have a wonderful, relaxing Spring Break!

Weekly Agenda: March 12-16

Tuesday, March 13
Discuss HW Reading (“Aria” ARC#1 & WIC #1)
Read and discuss “Grant and Lee” (pp. 405-408)
Introduce Compare & Contrast essay assignment and rubrics
HW: Generate, discuss and finalize compare/contrast essay topics
- draft an outline with thesis and bases for comparison/contrast

Thursday, March 15
Share topic ideas and get feedback; finalize topics
Draft an outline and research plan, if not yet done
In-class Research & Writing Day (Media Center)
HW: Review for vocabulary quiz; continue research.

Weekly Agenda: March 5-8

Tuesday, March 6
New Vocabulary (due next Tuesday)
Trade in-class writings → read and provide critique
Group 4 leads discussion on “Sex, Lies, and Conversation” (pp.436-440)
Reading responses DUE
HW: Watch a local and national news broadcast (ideally on the same evening). Take notes on bases for comparison, and similarities and differences. Write a one-page compare/contrast on content, tone, style, etc. (whatever your bases for comparison).

Thursday, March 8
Share observations, comparisons and contrasts from evening news
Read and discuss “Grant and Lee” (pp. 405-408)
Timed writing: Prompt #10, p.445 (40 mins)
HW: Read “Aria” (handout); answer ARC#1, WIC #1
Complete vocabulary

Weekly Agenda: February 27 – March 2

Monday, February 27
- Vocabulary DUE
- Group 3 Post-Reading Questions DUE
- Read and discuss “Friending, Ancient or Otherwise” (pp.431-433)
- Practice: Finding similarities and differences → generating bases for comparison
HW: For Friday, read “Swollen Expectations” (p.422-428); answer Group 3’s post-reading questions

Wednesday, February 29
- Introduce OPTIC as a method for analyzing images
- Partner Work: Comparing Two Images Depicting Same Theme (pp. 403-404)
- Introduce compare & contrast formal essay assignment
- Group discussion “Swollen Expectations” and HW responses (Group 3 facilitates)
HW:
Group 4: Read “Sex, Lies, and Conversation” (pp.436-440) and generate post-reading discussion questions. DUE to Mrs. Case by 8am on Friday, 3/2.

Friday, March 2
Review OPTIC
Review Organizational options: point-by-point vs. subject-by-subject comparisons
In-class writing: Comparing Two Images Depicting Same Theme (overhead→slide notes attached)
Trade and critique (provide both positive and critical feedback)
HW: Read “Sex, Lies, and Conversation” (pp.436-440) and respond to Group 4’s post-reading discussion questions.

Weekly Agenda: February 21-24

Tuesday, February 21
Peer Review Day
Teacher Conferencing over first draft optional
HW: Complete final draft (DUE Thursday)
Group 3: Read “Swollen Expectations” and develop 5-6 post-reading questions. Have them to Mrs. Case by 8am on 2/23

Thursday, February 23
Final Draft of Process Essay DUE (including Works Cited page)
New Vocabulary
Introduction to Compare and Contrast Essay Writing
Read text pp. 383-389
Read “Two Ways to Belong” (pp. 411-414)
- Respond to C#3-4, PA #1-2, SS #1
HW: For Friday, read “Swollen Expectations” (p.422-428); answer Group 3’s post-reading questions

Weekly Agenda: February 13-17

Tuesday, February 14
Vocabulary is returned
Read aloud “How to Become a Writer” by Lorrie Moore
Review MLA format
- parenthetical referencing
- quote integration
- works cited format
Finalize essay topic: - Share with peers for feedback on thesis and outline
- Confirm with the teacher
HW: Finalize a research plan for 2/16: Thesis statement, general outline, need-to-knows
Review for vocabulary quiz

Thursday, February 16
Vocabulary Quiz
Research Day – Media Center
HW: Complete the first draft of your process essay, including Works Cited page

Weekly Agenda: February 6-10

Monday, February 6
New vocabulary
Read and discuss “Getting Coffee Is Hard to Do” (pp.287-288)
In-class writing: Write a serious or satirical proposal-driven process essay (with “Privatize Executions” serving as a model, if the latter).
HW: Read “The Embalming of Mr. Jones” (pp.304-308). Answer Group 1’s post-reading questions. Be prepared for discussion on Wednesday.
Group 2 only: Read “My First Conk” (p.282-284) and generate post-reading questions for your peers; questions due on February 8.

Wednesday, February 8
Group 1 leads discussion: “The Embalming of Mr. Jones”
Timed Writing (45 min): Write a serious critique presented through a process
essay. (Use “Embalming” as a model)
HW: Read “My First Conk” (p.282-284) and answer Group 2’s post-reading questions.

Friday, February 10
Vocabulary Due
Group 2 leads discussion: “My First Conk”
Introduce Formal Essay #5 Assignment: Process Analysis Essay
In-class brainstorming and sharing time: Generating process essay topic ideas
(generate topics and their thesis statements – satirical and genuine, if
applicable)

Weekly Agenda: January 30 – February 3

Tuesday, January 31
Introduction to Process Essays (handout)
- steps plus an explicit or implicit argument or evaluation
- remembering to examine for assumptions
Read “How to Escape a Bad Date” (pp. 291-296)
Small groups develop post-reading questions (comprehension, style & structure, purpose & audience)
Group Activity: Humorous How-To’s (for silly or serious subjects)
- brainstorm and prepare
HW: Read more on process writing: pp. 263-269; 275-278 → take notes!

Thursday, February 2
Discuss homework reading
Complete and share Group Presentations
Read “Privatize Execution” (pp. 299-301)
Small groups develop post-reading questions (comprehension, style & structure, purpose & audience)
Discussion Facilitation Guidelines and Grading Expectations
Discussion Facilitation Partner Sign-Up
HW: None. Group 1 reads “The Embalming of Mr. Jones” (pp.304-308) and prepares post-reading discussion questions for Monday.

Weekly Agenda: January 23-26

Tuesday, January 24
Final Drafts DUE → volunteers share
Complete course evaluation
AP Practice Test: Multiple Choice
HW: None


Thursday, January 26
Complete AP Practice Test: Multiple Choice Section
Share answers; discuss
Just-for-fun Activity (???)
HW: None

Weekly Agenda: January 17-20

Wednesday, January 18
Vocabulary Quiz: Exemplification
Distribute Peer Review Sheet and Rubric Form
Discuss homework reading & responses: “Catbird Seat”, SS#2-4, PA#2 & 4
In-class idea generation and research time (Media Center reserved)
HW: Complete first draft of Exemplification Essay for Friday

Friday, January 20
PEER REVIEW DAY
Optional Teacher Conferencing (as time permits)
HW: Complete Final Draft for Tuesday of next week.

Weekly Agenda: January 10-13

Wednesday, January 11
LATE START
Vocabulary DUE
Discuss “Why Marriage Is Good For You” (pp. 227-233). Focus on:
- structure
- arguments (theses)
- evidence (examples)
- warrants (underlying assumptions/beliefs)
Read “The Peter Principle’ (216-220); Answer C#3; PA#1-2; S&S#3-4
- structure
- arguments (theses)
- evidence (examples)
- warrants (underlying assumptions/beliefs)
HW: Read “The Cost of an Illiterate Society” (pp.248-255)
Answer questions C#2-3; PA#1,3; SS#2-4

Friday, January 13
Return vocabulary
Discuss Kozol essay (assigned questions, lines of evidence, warrants, etc.)
Introduce Exemplification Essay Assignment
In-class timed writing prompt (p.261, #3)
HW: Think of essay topics
Read “Catbird Seat” (pp.223-225); Answer SS#2-4, PA#2 & 4
Review for vocabulary quiz

Weekly Agenda: January 3-6

Wednesday, January 4
Read about structuring an exemplification essay (pp.201-204) → discuss
Sensory Debate:
- Team debrief
- Debates
- Post-debate critiques
HW: Review for vocabulary quiz; Read “What I’ve Learned from Men” (handout); answer questions ARC#1,3,4; WIC#2

Friday, January 6
Vocabulary Quiz
New Vocabulary
Definition Essays are returned
Discuss “What I’ve Learned from Men” in terms of:
- structure
- arguments (theses)
- evidence (examples)
- warrants (underlying assumptions/beliefs)
Read “The Peter Principle’ (216-220); Answer C#3; PA#1-2; S&S#3-4
HW: Complete vocabulary activity; Read and analyze “Why Marriage Is Good For You” (pp. 227-233). Identify the following as well as you are able: thesis, strength of evidence, and warrants