High School

1302 North Street
Olympia, WA 98501
Phone: (360) 596-7000
Attendance: (360) 596-7003
Fax: (360) 596-7001

      (Toward Monday quiz: your April reps ahead of time at Quizlet: "AP Language Glossary Terms Pg. 1009-1013 A-F" 48 by Brynhilde)  

      (Ready yet for Monday's quiz on Buffalo Bill's Wild West Show? ... what it accomplished, what it represented ...)

for 24 Apr Mon -- aside from our two Monday quizzes, your animating question as you absorb chapter 6: "What three or four threads MADE Jay Gatsby?" ... will you be able to list & defend your chosen threads when called upon by the cards?  Try to phrase these in tidy fashion: the ___________________ which made him ________________; the _____________ which made him __________________; the _________________ which made him ___________________.

for 21 Apr Fri -- you're still smarter than the Internet ... A) as we feast on the second half of chapter 5, type your insightful 100+ about what you think is really going on with shirts & Daisy's tears, and your wise 100+ about anything else you're now seeing re: light & weather as they relate to important themes ... B) we saw the international, classy look of the Indian actor playing Wolfsheim in the 2013 version of Gatsby, so give us a typed 150+ about the most interesting things you find about his background & work on this film

for 20 Apr Thur -- 1) yes, let's collect your style imitation (typed, with original passage above it) we spoke about early in the week: the fourth paragraph of chapter 3 ("By seven o'clock the orchestra...") is the syntax container for your content you pour into it a scene with which you are familiar, pouring in the concrete details & proper nouns & sense of anticipation, precisely trading in your verbs & prep phrases & adjectives ... and 2) yes, we will discuss the first half of chapter chapter 5, all that you noticed about light & darkness & voice & rain.   (FBLA field-trippers email style imit. to me.)

for 19 Apr Wed -- (OPPORTUNITY for those checking Wed. morning: we need some impressive people to tell us about the Argonne Forest battle and the Black Sox Scandal of throwing the World Series--as they inform our understanding ot this chapter) ... Jasper insists that the animating question to inform you as you absorb the conversations in chapter 4 is: "As Narrator Nick stands at this crossroads of appearance vs. reality, what TEN character traits, with page numbers, can you jot down that he learns about Gatsby, Tom, & Daisy?"  (FBLA field-trippers email these to me.)

for 17 Apr Mon -- in class Friday we launched a fiction starter: bring that, fleshed out to a TYPED 300+ (and possibly you'll return to expand it for reading to us) ... before absorbing CHAPTER 3, look up the word 'vinous' and do as much reading about David Belasco as you did about Babe Ruth ... while absorbing chap. 3 you'll simply jot on a half sheet ten bits of concrete detail related to the theme of APPEARANCE vs. REALITY ... Monday we'll hear the lines that you love, lines that raise questions ...

for 14 Apr Fri -- (yes, Bear Time is open in 507) as you absorb chapter 2, jot on a quarter sheet ten bits of concrete detail related to the theme of INTIMACY vs. SUPERFICIALITY ... you are smarter than the Internet, so see what YOU notice also about WHY Fitzgerald uses the Valley of Ashes

for 13 Apr Thur -- you're revisiting chap. 1 to notice specific details about Narrator Nick, AND ...who knows what Q's Annie might ask about The Great Bambino (1920-1925) ... starting to get ready for a quiz later on Buffalo Bill's Wild West Show

for 12 Apr Wed -- so that you can focus your reading of the rest of chapter one, last names A-L write about the role of Daisy's voice in this chapter and last names M-Z write about the theme of intimacy as we see it in this chapter ... format: typed, many bullet items of quotes & concrete detail you see in the chapter, then a 150-word paragraph (clear topic sentence) making your case as to what you think Fitzgerald is attempting with that thread 

for 11 Apr Tue -- simply luxuriate in the first five pages of Gatsby prose -- no further

for 10 Apr Mon, after break – you'll have read Elie Wiesel’s Night (83 pages) and brought (typed page) your five reasons this has been recognized as a classic, "citing a passage" (72) from the text as support along with EACH of your reasons ... at the bottom of your page, type TWO other questions you most wish to discuss in your circle regarding Elie Wiesel's experience ... over break if you are feeling anxious about your speed at timed writes, then sure, do some free practice prompts at   http://classrooms.tacoma.k12.wa.us/mths/sdenune/documents/download/AP+LANG+PRACTICE+TESTadams.pdf?id=354692

31 Mar Fri -- 1) finish PeerMark task, if you have not already   2) read your peers' comments about you   3) move into reading Night  4) have a fabulous break with the people you love

30 Mar Thu -- receive Night book, start into PeerMark task

29 Mar Wed -- write & recite your King passage, etc.  

on 27 Mar Mon -- received plan from guest teacher re: a mother's letter (SOAPStone task) and support/refute essay to be submitted @ Turnitin.com

for 27 Mar Mon -- KING FIVE: the final segment of "Letter" ...  1) do not write about parallelism but do identify & explain at least four rhetorical strategies King uses in paragraph 31   2) trace a couple contrasts King utilizes in paragraphs 32-50 that are most important to you   3) trace what is most fascinating to you regarding TONE (and label it specifically) in paragraphs 32-50  ...  spread your 400+ across these three questions and submit at Turnitin.com by 11:59 p.m. Sunday night 26 March 2017

if you missed class Friday -- listen to the setting & content & rhythms of King:  https://www.youtube.com/watch?v=DV7RqizoqJA   AND watch the speech he gave the evening before he was killed:  https://www.youtube.com/watch?v=n6yZ2YrKPlI   and    https://www.youtube.com/watch?v=aL4FOvIf7G8  

for 24 Mar Fri -- KING FOUR. As you absorb paragraphs 15-30 of King's letter, choose a segment (40+ words) meaningful to you (that you'll commit to memory and recite word-for-word on 29 Mar Wed).  On today's typed page: 1) Put this passage you've just chosen @ the top of your typed page.  2) Identify at least four rhetorical strategies used in paragraph 25; "quote from the text" so we can inspect what you are labeling.  3) For each paragraph, 15-30, identify one or two PENCCCDD labels that you see at work in that paragraph.   ... remember that Narration and Description are often in the service of another pattern ... Example: Para. 13 uses Definition, as King shows the word "Wait!" to almost always mean "Never."  (Larry 17-25 reviews PENCCCDD)

for 23 Mar Thur -- KING THREE. I'm serious when I say I want you to re-read paragraphs 12-14 enough times that you FEEL them, FEEL his answer to the charge that this is "untimely."  Then spread your typed 300+ across these questions: 1) Tell me what specifics you found online about R. Niebuhr's views on WHY groups are more immoral than individuals.  2) In sentence 2 of paragraph 14, what is the effect of juxtaposing the rate of change in Asian and African cultures with the rate of change in American culture?  3) In the long sentence in paragraph 14, why does King arrange the "when" clauses" in the order that he does? Try repositioning them, and write to me about the differences in effect.  

 for 22 Mar Wed -- KING TWO. Spread your typed 452+ across these tasks: 1) Read aloud King’s first paragraph several times … in 70+ words, label his TONE (with TWO adjectives) and defend your choice of these two labels,  2) Why does King arrange paragraphs 2-4 in the order that he does? How would reversing the order change the impact?   3) How do King's allusions to biblical figures and events appeal to both ethos and pathos?   4) Why does King go into such detail to explain the basic principles and process of the nonviolent protest movement?  5) Where, in paragraphs 1-11, do you see Definition as a pattern of development?  

for 21 Mar Tue --  KING ONE. Larry 260-261 provides the letter from the white clergymen. Read it carefully several times, then spread your typed 452+ across these tasks: 1) paraphrase the five or six main points they make in the letter,  2) explain which paragraph you think will be most difficult for King to answer effectively, and WHY,  3) summarize the most interesting items from your online research about signer Earl Stallings, 4) to whom and to what do they appeal to support/legitimize their argument? (I count six--make a list), 5) I count at least SEVEN contrasts--make a list, and 6) list five examples by which we could say their level of diction is formal.

for 20 Mar Mon -- bring your typed 250+ based on Friday's college app question ... classmates took pictures of the front screen and you can get from them 

for 16-17 Mar Th-Fr -- The Remnant Readers and Friday's amazing unveiling of your memorized 40+ from "Civ Disob"

for 15 Mar Wed -- Reader's Day!!  Lacey, Annie, Caleb, Olivia, Tessa, Adrian, Emi, Kaitlyn, Claire, Garrett, Kate, Joshua, Jessie

for 13 Mar Mon -- 501+ typed from the Friday fiction-starter photos in the classroom: choosing ONE, include at least some dialogue, writing in third-person about your protagonist's encounter with that pictured person & the way it becomes a turning point or point of decision ... again, this 501+ may be only the first 20% of the story in your mind, but bring the written text to some good place to pause

for 10 Mar Fri -- after digging into the text again to understand clearly, in context, bring your (neatly handwritten) Thoreau syllogism from your assigned paragraph (... see Larry p. 1012 to review the definition of 'premise' and 'syllogism' like we did in class Thur ... any absent students should tackle paragraph 2 of "Civ Disob" as the paragraph from which you extract the logic of Thoreau's argument in the form of a loose syllogism)

for 9 Mar Thu -- still on PART ONE of "Civ Disob" as we seek to understand what Henry David himself means in HIS OWN context ... assume that you'll be in your Wed. group again, reading aloud what you have written ... pick THREE of those items/principles you already placed in today's MOST-AGREE-WITH part of your chart and RE-ABSORB the context and WORK TO INSURE YOU UNDERSTAND it in context ... only then start typing and explain for each of these (100 x 3 = 300+ typed) WHY you agree with it ... if you're not convinced you understand what he himself means by the statement, in his context, then choose another item to write about

for 8 Mar Wed -- (because of a meeting I have, the launch time on Wed. morning for those making up the timed write is 7:00 a.m.)  ... for THE CHART that you'll bring Wed., read & re-read PART ONE of "Civil Disobedience" (http://thoreau.eserver.org/civil1.html  or paragraphs 1-13 in Larry) as you think about FIVE items/principles you most agree with, FOUR items that irritate you, THREE items that do not seem to translate to our century, and TWO items you most want us to discuss as a class ... yes, your chart will be typed; yes, the boxes on your chart may be varied sizes; yes, direct quotations from Thoreau are just fine

for 7 Mar -- Timed Write Synthesis Tuesday 

for 6 Mar Mon --  read this intro. paragraph about "Civil Disobedience" (http://thoreau.eserver.org/civil.html) and then in Larry (who has been missing all of you very deeply!) read paragraphs 25-35 of his essay (starting on p. 949) detailing his actual stay in jail ... for your typed work, absorb Larry p. 940 so you can answer these questions: 1) What distinction does Thoreau make in paragraph one between the gov. and the people?  2) Why does he begin the essay this way, rather than with his stay in jail?  3) Describe the tone he establishes in paragraph two and how he does that.  TYPED total, including very brief "snippets of supporting text" (xxx) 300-400 words.  Bring opinions also. :)  

for 3 Mar Fri -- Thursday in class we linked you with a college from ctcl.org, so that you have a target audience for your typed (450-650) application essay from the the two choices below ... no need to mention that college at all in your essay ... CHOOSE ONE of the two: 

     "The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?"

     "Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?"  


for 2 Mar Thu -- if you missed class Wed, watch these three clips:   https://www.youtube.com/watch?v=qaU67Ps7TWw&t=42s   https://www.youtube.com/watch?v=vG_N-Ja2x9c    https://www.youtube.com/watch?v=WZ1wmrS2Q_g     ... THEN FOR EVERYONE, spend time at  http://ctcl.org/   looking at schools east of the Mississippi ... pick three that you will know enough about to be the knowledgable one in the room

for 1 Mar Wed -- get a good night's sleep

for 28 Feb Tue -- your 252-word VOICE piece you'll deliver in grand conversation with the novel's other characters

for 27 Feb Mon -- we'll annotate chapter 19, spreading our FIFTY legible, numbered annotations across the chapter, with one-third of them addressing matters on the gold bookmark from class time Wed. ... (RISE ABOVE MERE PLOTTISH RESTATEMENT in your annotations -- show thought, analysis)  

for 23 Feb Thu -- create a color-key @ beginning of chapter 18 and carefully color-highlight FIVE important themes across that chapter


 LONG WEEKEND ... IN THIS ORDER:  1) sign up for the AP Language exam via the OHS welcome page ... email me this weekend if you have doubts as to whether you should take that exam, or if you have Q's about the fee reduction process       2) if you missed class Friday, your participation points are earned by reading this essay by Zora  http://xroads.virginia.edu/~ma01/grand-jean/hurston/chapters/how.html   and emailing me your favorite line from this piece AND three connections you see between it and the content in our novel           3) submit this TYPED work (500+ total) on chapters 14-17 @ Turnitin.com by 10 p.m. Tues evening Feb 21 ... read this article  about Zora interacting with other authors   http://www.neabigread.org/books/theireyes/readers-guide/about-the-author/   as a backdrop ... for chap. 14 explain where you think you see Zora's own outlook most poking through; for chap. 15 explain how you think including Nunkie as a character helps Zora in crafting the novel as a whole; for chap. 16 explain where you think Zora would point in this chapter in responding to those critics mentioned in the article; for chap. 17 take up the same explaining task as for chap. 16.  Leave your name off this document when you upload so that on PeerMark you'll be anonymous.  Yes, you should cite very brief bits "of the text" (145) from each chapter.         4) alertly read chapters 18-20 so you have your own opinions in class Wed. about threads Zora resolved well and threads you wish were more resolved


for 17 Feb Fri -- absorb chapters 14-17

for 16 Feb Thu -- with their intellectually stimulating typed charts in hand, the class delves into the text for 37 straight minutes without Mr. U being able, amid the  flurry of their words, even to take a breath

for 15 Feb Wed -- you already Quizletized last evening, so get started on the typed chart for Thursday's Socratic seminar ... your chart will have boxes corresponding to what you see just in chaps. 12-13 as the FIVE stages in their relationship ... instead of you making up labels, though, creatively use bits of cited text itself as both the LABELS (one column of boxes) for these stages and the DESCRIPTIONS (second column of boxes) of these stages ... your chart's third column of boxes contain good-for-discussion questions about the content in the other boxes ... Good-for-discsussion questions are not merely fact-checkable items, do invite multiple perspectives, deepen our understanding of the actual text, arise from genuine curiosity, and do challenge the reader with more than a simple, "What did you like best in this passage?"

for 14 Feb TIMED VALENTINE'S WRITE TUESDAY -- study again (practice at Quizlet.com) "AP Survival Terms terms by destiny 2012" (71 terms ... should be the second set down when you search for that) ... quizzing on these Wednesday 

for 13 Feb Mon -- if you were gone, a classmate has a picture of the fiction starter ideas from Friday ... 525+ words for Monday, typed ... do you as the writer know what your character WANTS, and is there something standing in the way? ... a month from now you'll be delivering some of your written work to the class 

for 10 Feb Fri -- in annotating your 30+ (and numbering them) in chapter 11, notice dialogue strategies ... as always annotations are more than mere labels, they are amazing comments so I see your thoughts about what you see functioning in the text

for 9 Feb Thu -- aside from reading on into the next chapter (11) as I said in class, we'll not collect anything, BUT chapter 11 will be one we ANNOTATE, so starting sooner on those is better than waiting ... if you're among the quieter half of the class, form some opinions for Thursday about the nature of their conversation in this chapter

for 8 Feb Wed (Assignments of The Great Snow) -- since you've been done with the chapter 8 task for days, and are bored, sitting with your fifth cup of hot chocolate waiting, just waiting for me to post these next items ... FIRST, absorb chapters 9-10, both brief, in case we decide to quiz on these Wednesday ... SECOND, craft a TYPED style-imitation of the SECOND PARAGRAPH of chapter 9 (about Janie's face), you pouring your content into this paragraph with contrasts & proper nouns & many intentional fragments, verb for verb, noun for noun, prep for prep, etc. (Place the original text at top of your page and your style imitation at the bottom.)  

for 6 Feb Mon -- camp in chap. 8 again, so that your 400+ typed words explains three or four phases (however brief) you label & explain as to JANIE'S RELATION TO THE COMMUNITY ... yes, cite "small bits of text" (xx) woven into your explanation

for 3 Feb Fri -- absorbing chap. 7-8, watch for symbolic items & actions

for 2 Feb Thu -- your TYPED work consists of: 1) toward the end of chapter six, why so LITTLE about him hitting her? (exactly 42 words)  2) explain how/whether Janie's IQ influences your sympathies toward her (42 words)  3) List the TEN folk tales, fairy tales, legends, or tall tales you found MOST familiar during your childhood.  

for 1 Feb Wed -- "SIX from chapter SIX" ... it's a longer chapter, and your typed product (387+ words total) is SIX clarifying questions about the chapter AND their answers (as best you can, because we want these to be sincere Q's that help you and others better understand the text) 

for 31 Jan Tue -- you are absorbing concrete details as you read chap. 5, so that you can make the case in class that "Joe's positions and possessions" is an appropriate title for this chapter


for 24 Jan Tue -- it's about chapter 4, and your typed paragraph is only 333 words, so stay on target ... in your topic sentence make a DEBATABLE assertion about powerlessness/empowerment in chap. 4 and support that with detail from the chapter ... just a couple BRIEF "citations from the text" (45)

for 23 Jan Mon -- finished your 20+ annotations on chap. 2 ??  ... chap. 3 is short, and you're simply creating a color-key and highlighting FIVE most important themes

~ Thurs. nite deadline for your complete synthesis essay ...

on 18 Jan Wed in class -- we debriefed elements of chap. 1 in Eyes and had annotating time on chap. 2: spread your 20+ amazing annotations while focusing on 1) symbolic items   2) idioms   3) where Janie's from, on a variety of levels

on 17 Jan Tue in class -- we did a PeerMark task at Turnitiin.com that closes at 7 p.m. Wed. evening so that you can all look at peers' comments after 7:30 p.m. ... FINISH YOUR TWO evals of others' work in time to have them readable ... 

 YOUR SYNTHESIS ESSAY ... 24 of 25 people got their first 600+ into the hopper, and I'll be scooping those into a PeerMark task we'll do this week, prior to Thursday's midnight deadline on the final product ... keep working on it ...

for 12 Jan Thu -- finish, if you didn't in class, Richard Wright's "The Ethics of Living Jim Crow" (easy to find online) and spend 20 minutes absorbing info online about the specifics & extent of Jim Crow laws in the United States

for 11 Jan Wed -- at Quizlet.com get ready on "fallacy detective vocabulary pro3128" (29 terms)

for 9 Jan Mon -- take the cool pre-writing you did on your "I Am From" poem in class on Friday and finish it in amazing typed form ...  then play-learn at  yourlogicalfallacyis.com  AND start to Quizletize yourself at  "pro3128 fallacy detective" (29 terms) ... fallacies quiz on Wednesday 

for 6 Jan Fri -- burrow into paragraphs 1-16 of Etzioni's "New Community" (p. 289 ff.) so that you craft fabulous answers to Q's 2,4,7,11 ... 400+ typed .. yes, I know this is not the entire essay, but enough of it

for 5 Jan Thu -- on your first trip through Hardin's "Case Against" essay (p. 324 ff.) you'll notice there's an intro. section and twelve sub-heading sections ... for each you'll simply find, copy, & type what you see as the thesis sentence within that section ... yields one page with thirteen typed statements on it for Thursday's discussion 

for 4 Jan Wed: after digging through Singer's piece again, spread your typed 400+ across: a) your explanation of the Patterns of Development that Singer uses just on page 321, and b) questions 2,3,4 (p. 324) ... need to consult pp. 17-25 again in Larry? ... today: guest speaker on elements of protest at Olympia High School these past twenty years   

Task 1: from your 20 Topics List, what I highlighted on this recent version ... pick one that is new ground for you in writing about yourself ... do multiple drafts so that the final version you submit to Turnitin.com by 11:59 p.m. Friday December 30 (and bring as paper copy to class our first day back) DEMONSTRATES threads of SELF-UNDERSTANDING, experience on which you have obviously reflected ... 500+ typed, with a good lead and at least three trios of parallel structure underlined 

Task 2: in addition to bringing on Tuesday your paper copy of Task 1 that you already submitted at Turnitin, we'll be discussing (find it in Larry) "The Singer Solution to World Poverty" as your first trip through the piece ... bring your typed out answers to these three questions: 1) explain why you were or were not persuaded actually to take action (and actually made a donation) toward world poverty prior to class time  2) explain which two of the classic appeals Peter Singer most clearly utilizes  3) without looking at other authors, from your own mind, make the best case you can as to why Singer's approach is not a good one ... 400+ total words, typed


 practice your poem daily  practice 1st half hourly your amazing poem poem your 2nd half yoda practice  your entire poem often practice  yes practice daily many times find audiences be awesome

Monday and Tuesday Ms. Aardahl will be in for me (a former student of mine!) ... pay attention to the Turnitin.com deadlines in this chronology below, and start on the Quizlet.com practice ASAP (for Friday's quiz) since there are many terms  

ADDITIONAL REHEARSAL TIMES: at 8:10 a.m. Wednesday (classroom) and after school Wednesday (library) and 7:10 a.m. Thursday (library) whoever wants more run-through time standing in front of the microphone is welcome to come! 

    In chronological order for this week ... 

THAT TASK for Fri has now become a TURNITIN.COM TASK, due by 10:00 PM (not midnight) Sun evening Dec. 11 -- (after trudging uphill through the three feet of Olympia snowfall, against the wind ...) you're writing a quiz based on THE LATTER HALF of two articles ... you simply ask and answer FOUR essay questions total (two from each article) ... absorb the articles in their entirety, but use the latter halves ... 400+ words, with no more than 5% being quoted from the articles themselves ... article #1 by David T.Y. Ch'en you find at  http://transcendentalism.tamu.edu/thoreau-and-taoism  (read the first five paragraphs and then onward from "I have pondered over the words ...")  ... article #2 by Bradley Dean at   http://thoreau.eserver.org/career.html  covers Thoreau as a lecturer. 

12 Dec Mon -- two-thirds of you will have microphone time in front of the class (aim to do your second half for us!) ... reviewing in class the format/aims for Tuesday's timed write ... Quizlet practice

Turnitin.com deadline: Monday evening12 Dec 11:59 PM -- start early to absorb Oates' full-of-voice nature essay (841-847 in Larry) ... then spread your 500+ words across Q's 1,3,4,7 on p. 847    

13 Dec Tue -- Timed Write Tuesday (support/refute essay)

Tue evening absorb "Thoreau as Storyteller" (http://thoreau.eserver.org/maddogs.html) and "Pantheist Prophet" (http://thoreau.eserver.org/pantheist.html)

14 Dec Wed -- your poem fully tuned ... plan to deliver us just the end of it in class ... the cards will have already determined Thursday's order ... no written work to collect

15 Dec Thu -- our class Poetry Out Loud performance & judging in the library ... expect guests as a result of my email to parents (yes, it's a good thing)

16 Dec Fri --  READY for the quiz (practice at Quizlet.com) on "AP Survival Terms" 71 terms by destiny 2012 (should be the fourth set down when you search for that)    



for 8 Dec Thur -- I enjoyed hearing your interaction with the text!  For Thursday, use the SAME INSTRUCTIONS again, making it just FOUR questions and 350+ words, still across THREE paragraphs, beginning with "There was an artist in the city of Kouroo ..."

for 7 Dec Wed -- to prepare for Wednesday's Socratic Seminar, dig again into the THREE paragraphs of "Conclusion" that begin with "I left the woods for as good a reason ..."  You'll see why these are sometimes-quoted paragraphs.  PREPARE and ANSWER FIVE good-for-discussion QUESTIONS about this passage, thereby equipping yourself so you have something to say.  TYPED.  400+ words.   Good-for-discsussion questions are not merely fact-checkable items, do invite multiple perspectives, deepen our understanding of the actual text, arise from genuine curiosity, and do challenge the reader with more than a simple, "What did you like best in this passage?"  

for 6 Dec Tue -- flesh out Friday's fiction-starter picture to 500+ typed ... first-person narrator ... why such an attentive expression on her face?  

for 5 Dec Mon -- finished annotating  "Conclusion" (at least 40 numbered, amazing annotations, with up to eight of them being vocabulary) ... yes, use   thoreau.eserver.org   for factual background so your annotation EXTENDS that into insight

for 30 Nov Wed -- you have annotated the last SIX paragraphs of "Pond in Winter" (at least 20 numbered, insightful annotations, with up to four of them vocabulary) 

for 29 Nov Tue -- now that you have the Isaac E. Schore acronym, take the POL poem you chose, paraphrase it (same length, everyday-English re-telling) and then explain which FIVE Isaac E. Schore elements you see most vividly in your poem relating to DELIVERY issues.  TYPED.  400+ total.   

How many words of your poem memorized by Monday?  40. 

for 28 Nov Mon -- your nonfiction piece about your own experiences, 524+ words, typed … with a carefully-crafted lead and three trios of parallelism underlined ... CHOOSE ONE: 

     •  Lost & Found

     •  Re-using what’s old rather than buying new

     •  Learning the value of my next-door neighbor(s)

     •  Hearing him/her read aloud …

     •  Train travel (in North America, though)

     •  My neighborhood is, well, interesting …

for 22 Nov Tue – spread 20+ amazing annotations across the first six paragraphs of “Pond in Winter” (with a few of those annotations on the map of the pond, IF YOUR BOOK INCLUDES THE MAP) …

22 Nov Tue – at the beginning of the period is first-come in claiming the poem you’ll do for Poetry Out Loud … have a backup in mind, in case someone chooses yours ahead of you

for 21 Nov Mon – expand/revise Friday’s fiction to 500+ TYPED … include and underline at least three trios of parallelism and at least three artfully placed questions

Weekend – spend time browsing at  poetryoutloud.org   for a poem you have not written about or memorized previously … you’ll be memorizing a poem of at least 120 words … we’ll talk more on Monday about choosing … 

for 18 Nov Fri -- first sentence (just ONE sentence) of "Baker Farm" gives much layered, specific description ... your STYLE IMITATION will be just as long, noun for noun and verb for verb and proper noun for proper noun and prep phrase for prep phrase, grammatically precise, about a PLACE ... TYPED and amazing

for 17 Nov Thu – in the “House Warming” chapter, wisely & carefully spread TEN annotations across the meaty paragraph which begins with, “The pond had in the meanwhile skimmed …” 

for 16 Nov Wed – re-absorb the three-paragraph section in “Brute Neighbors” about ants … then take up explaining Thoreau’s TONE in that middle paragraph (begins with “I took up the chip”) … use labels from the pink tone sheet and evidence from the paragraph to make your case … TYPED 200-250 words … hint: do NOT say his tone is ‘excited’

for 15 Nov Tue -- (Timed Write Tuesday) color-highlight all the evidence you see of personification in his description of animals in "Brute Neighbors" (this begins with a two-page interior conversation before he gets to the animals) ... watching for Transcendentalist outlook? 

for 14 Nov Mon -- revise your typed "My List of 20" (and attach the first typed draft) so that you have MANY MORE topics that will make the cut this time; recall my advice in class about sharpening the SPECIFICITY ... for the SECOND HALF of "Higher Laws" you will simply type a three-column chart with statements quoted from the text, labeling your columns "I Agree" and "I Disagree" and "Not sure I understand but I'm fascinated anyway" (four statements in each column) ... two colony presentations on Monday

on 11 Nov Fri -- thank at least one veteran this day; no school

by Thurs 11:59 p.m. at Turnitin.com -- submit your 400+ word piece explaining how/where you see the PENCCCDD patterns of development in the first four pages of "Higher Laws" (this takes you up through the paragraph ending "... vast abdomens betray them") ... as I said in class, it's sensible to review Larry 17-25 as you do this, and to think in terms of how Description and Narration do not simply stand alone, but serve other patterns of development ... yes, embed brief snippets of quoted text

(Team Behzad and Team Kaitlyn have presentation pages to email me) ...

Thurs in class -- Cornell notes on Mr. Dallas' presentation/activity; then create the Venn diagram on back, placing either Thoreau or Transcendentalism on the left and Mr. Dallas' material (as you choose to summarize it) on the right ... bring these notes & Venn on Monday

for 9 Nov Wed -- two colony presentations

for 8 Nov Tue -- as your first trip through "Higher Laws," highlight all the "laws" you find in the chapter ... (Team Claire and Team Deborah have presentation pages to turn in)

for 7 Nov Mon -- If your last name is A-L you argue that in "Baker Farm" Thoreau is INSENSITIVE/RUDE toward John Field; if your last name is M-Z you argue that he is APPROPRIATE & HELPFUL toward John Field ... this position piece is 450 words, weaving at least three brief portions of "cited text" (xxx) into your TYPED piece and at least once acknowledging the counter-argument... we'll enjoy TWO COLONY PRESENTATIONS also

for 4 Nov Fri -- color-highlight the relevant sections of "Baker Farm" that provide you the concrete detail showing Thoreau as being SENSITIVE toward Irishman John Field AND being INSENSITIVE toward John Field ... you never know which side you'll be assigned.  (Team Adrian and Team Emi have presentation pages to turn in.)

for 3 Nov Thu -- from the  thoreau.eserver.org  site you can read & prepare for a quiz on just the first paragraph of "Baker Farm" ... be resourceful in re-reading the paragraph so you understand it

for 2 Nov Wed -- place TWO of the comma splice sentences (from the exercises at chompchomp.com) on a quiz you make … the other SIX questions arise from your reading of “The Village” chapter (at thoreau.eserver.org) … make your questions challenging multiple choice (a,b,c,d for each).   TYPED. TYPED.   6 + 2 = 8  total questions.  We will trade and take each other's in class. 

for 31 Oct Mon -- YES, type what we'll call "My 20 Items List" ... remember that SPECIFICTY is key, NONFICTION/memoir topics for pieces only YOU could write well, topics enabling readers to learn about you, topics that maybe only a handful of people in the entire state of WA would be able to write clearly about ... again, we're limiting your traveler's visit items to just FOUR, and that does not include those unique visits to your grandparents' place when you made peanut-butter balls together

for 28 Oct Fri -- be fully re-Quizletized on the Quizlet.com set "Larry's Examples, 58-59" so you are prepared to label as Larry labels them .. yes, we quizzed on this once before

for 27 Oct Thu -- absorb the "Visitors" chapter so you can type your answer to this question: "How does this 'Visitors' chapter address/answer certain stereotypes people may have about Thoreau?"  ... 400+ ... do weave brief portions of "quoted text" (117) into your piece as you make your case

for 26 Oct Wed -- spread your FIFTEEN annotations (and number them) across the last seven paragraphs of "Solitude" (starts with "I find it wholesome to be alone ...") ... in your annotations EXPLAIN allusions (look stuff up!) and EXPLAIN technique

for 25 Oct Tue -- expand/revise to a typed 537+ words your picture-fiction starter from Friday in class ... first-person narrator 

for 24 Oct Mon -- typed SOUNDS assignment … position yourself where you can hear both indoor & outdoor sounds (at a window?) … for 25+ minutes simply LISTEN and LIST what you hear … then rise even above Thoreau in reflecting artfully on what these sounds stir in you, on their significance (draw connections? by way of analogy? via cool personification?) … 400-500 words, TYPED …  YES, keep asking yourself what helps your piece be more than list-like

for 21 Oct Fri – mark/highlight "Solitude" however it helps you toward your typed piece entitled “Five Core Beliefs about Solitude,” in which you provide those most important beliefs Thoreau holds (with an explanatory paragraph for each) … 300 words, typed … be alert to his irony & hyperbole …

for 20 Oct Thur -- on this first trip through "Sounds" chapter, mark your text so as to categorize (at least FOUR categories) of sounds he addresses

for 19 Oct Wed -- mark up the "Reading" chapter in equipping yourself with concrete detail to support this topic sentence: "Thoreau makes the case for absorbing old books."

for 18 Oct Tue -- with the page from today's 9-question mult choice quiz on "Where I Lived" you will type up your reasoning as to WHY the answer for each was X and not Y,Z

for 17 Oct Mon -- FIRST ITEM is a re-read of "Economy" Part E so that you can create a TYPED chart: upper box contains 5+ of his belief statements with which you agree, middle box 5+ with which you disagree, and bottom box 5+ puzzling/confusing to you ... SECOND ITEM can be found on Larry 276-278 but I urge you to mark up this excerpt in your own book to help you examine the text: you'll want to read these paragraphs several times before spreading your type 400+ words across QUESTIONS ON RHETORIC & STYLE #3,4,5,7 on p. 281.  No, these are NOT the Questions for Discussion.  Yes, it's good to quote brief bits from the text, especially on question #3.  Yes, you must pay attention to the word 'effect' in questions #4-5.   

for 13 Oct Thu -- go to   thoreau.eserver.org   and bookmark Walden ... then attentively read Part E of "Economy" (begins with "My furniture, part of which I made myself ...")

for 12 Oct Wed -- reading Part A of Thoreau's "Economy" chapter (up through paragraph 21 ... "I do not mean to prescribe rules ...") ... form opinions about his statement that the "mass of men lead lives of quiet desperation." 

for 11 Oct Tue -- collect your typed 500+ fiction from Friday (this feels like your first 20% of a completed story?) ... incorporate somewhere in the first page ONE of the following phrases (as is, with quotation marks--maybe as part of dialogue, maybe as words your character sees somewhere in print) ... CHOOSE FROM: "Life in a log cabin" or "Change the oil" or "My job at the corn maze" or "The musician called Chubby Checker" or "Bales of hay" or "Take a painting class"  (ASK A CLASSMATE what else we said regarding what to avoid.)

for 10 Oct Mon -- Scarlet Letter piece ... Of the many story line threads which could be tied up & resolved in chapter 24 … explain 2 threads satisfyingly tied up for you, 2 left irritatingly untied for you, and 1 irony most fascinating to you ... a three-paragraph structure is fine ... 400+ total words, TYPED


      ~ ANNOTATION reminders: indicate precisely where on the page you see this item ... mere labeling will not suffice; explain the EFFECT or the IMPORTANCE of that item/tool/scheme ... write legibly, of course, for your target audience  ...  


for 6 Oct Thu -- 20+ legible, fascinating annotations on Sc. Letter chap. 24 ...  no more than 5 of them can be vocab. ... number them 1-20

for 5 Oct Wed -- 25+ legible, moving annotations on Sc. Letter chap. 23 ...  no more than 5 of them can be vocab. ... number them 1-25

for 4 Oct Tue -- 35+ legible, inspiring annotations on Sc. Letter chap. 22 ...  no more than 13 of them can be vocab. ... number them 1-35


for 3 Oct Mon -- 30+ legible, amazing annotations on Sc. Letter chap. 21 ...  no more than 13 of them can be vocab. ... number them 1-30

for 30 Sep Fri -- as per handout in class, typed prep for our double-horseshoe on the chapter 13 passage

for 29 Sep Thu -- collect the typed (300 max) support/refute intro. & body one from yesterday's peer feedback

for 28 Sep Wed -- bring your handwritten 250+ based on the practice support/refute timed essay from Sc Letter: "Those who speculate ..."

for 27 Sep Tue -- absorb Larry pp. 17-25 on Patterns of Development … PENCCCDD

for 26 Sep Mon -- fully Quizletized on "Larry's Examples, 58-59" while making sure you can label them AS LARRY DOES ... 'parallelism' as a label will not be one of the options

for 23 Sep Fri -- re-read Kennedy's speech OUT LOUD; based on pp. 55-56 spread your 400+ TYPED words across Diction questions 1,3 and Syntax questions 3,4,5 (see what help Larry gives you & EXPAND ON THAT) 

for 22 Sep Thu -- from Kennedy's speech (JUST the pp. 52-53 portion in Larry) type & arrange so that I can SEE that you SEE the plethora of parallelism 

for 21 Sep Wed -- finish your amazing TONE paragraph (about Serena) at Turnitin.com; after your dozen annotations fill out the SOAPStone chart on back of your Dasani piece

for 20 Sep Tue -- finish revising your Serena paragraph (especially explain TONE) at Turnitin.com if you have not, and prepare for another quiz like we took on Sept. 12

for 19 Sep Mon -- VERBS: absorb Larry 498-501 before doing Ex. #1 (revised sentences) and Ex. #2 (501-502 ... be specific in labeling TONE as you explain HOW ... )  Typed. 

for 16 Sep Fri -- turn our POND WRITE into two or three typed letters (yes, in the form of letters) as per the half sheet you received at the pond 

for 15 Sep Thur -- we will (hooray!!) MEET AT THE POND (end of hall 4) and there turn in your task on CONCISE DICTION, in which you absorbed Larry 592-594 & TYPED your revised sentences & paragraph for Exer #1,2 

for 14 Sep Wed -- think about the quiz format we took Monday, except this time it's TYPED and you bring it to class ... PERSUADE ME (regarding the topic). Fill your paragraph (around 120 words) with the appeal to PATHOS on the topic of WYOMING.  Add flair by using and underlining parallel structure. 

for 13 Sep Tue -- Larry (pp 40-47) wants to help you think toward your T.W. Tuesday (prompt given in class Monday)

for 12 Sep Mon --  be ready to quiz on Kairos, Ethos, Logos, & Pathos from the Forest of Rhetoric site ("Trees" side) AND from Larry 4-6    


for 9 Sep Fri -- Google "Forest of Rhetoric" or go to  http://rhetoric.byu.edu  and spend no more than 25 minutes in the "Flowers" section corresponding to first letter of your last name (and of your first name?) ... yes, you may jot the front side of a 3x5 notecard so you have something to say about it 


for 8 Sep Thu -- collect the handwritten "About You" survey and your typed 400-450 "Repeatedly Do" piece  






     INCOMING STUDENTS for AP English 11 ... the summer assignment (click here) and the annotation example (click here) are still and have been outside Room 107 and Room 507 in hard copy since June, were given out in Honors 10 classes, were given to English 10 teachers, and were given to the Counseling Center for students transferring to OHS.