Literature Circle Picks

Assuming they are all available (I have a date with the book room on Monday morning), the following titles will be options for our second term literature circles. If you will be out of class on Wednesday, you must email me your rankings (top five, please) by Tuesday evening or I will assign you to whichever group needs another body.

• The Catcher in the Rye by J.D. Salinger
• The Color Purple by Alice Walker
• Ethan Frome by Edith Wharton
• Their Eyes Were Watching God by Zora Neale Hurston
• Farewell to Arms by Ernest Hemingway
• The Grapes of Wrath by John Steinbeck
• Huck Finn by Mark Twain
• Intruder in the Dust by William Faulkner (or The Sound and the Fury?)
• My Antonia by Willa Cather

I will describe each book in class on Wednesday, so if you'll be in school then you don't need to do anything.

Homework: MLA Exercises (Part II)

Note: Some people have pasted the exercises right into an email for me and that's working out fine. I'll send you a confirmation of receipt as usual, if you go that route.

Same deal as before. Click here, navigate to the MLA exercises and complete the following for practice:

• MLA 2-4: Avoiding plagiarism in MLA papers
• MLA 2-5: Avoiding plagiarism in MLA papers
• MLA 4-2: MLA documentation: in-text citations

You can either email or print your results. If you are not scoring near 100% on these quizzes, then I would highly recommend you take a few more between now and your final draft!

Homework: MLA Exercises (Part I)

As you begin drafting, it will be important to review the particulars of MLA citation (it's so, so much better to get it right from the start than to go back and fix it all, trust me).

Click here or navigate to http://bcs.bedfordstmartins.com/writersref6e/Player/Pages/Main.aspx to get to the main page for A Writer’s Reference by Diana Hacker. Click on the link to “Research exercises” and then click “Cancel” to proceed without entering your personal information. Click on the “MLA” tab. You should complete the following three exercises:

• MLA 2-6: Recognizing common knowledge in MLA papers
• MLA 3-3: Integrating sources in MLA papers
• MLA 4-1: MLA documentation: in-text citations

Print your results for me both so I know you finished and so I can identify any lingering points of confusion. Remember that you can print two or more pages per page to save on the paper!

Instructions for instant tree karma improvement follow:

In Internet Explorer, when you are ready to print … select “Print” from the “File” menu to pull up the print options. Choose the tab marked “Finishing.” Look for the option that says “Pages per Sheet and Posters” and select “Two Pages per Sheet.” Miracle of miracles, you’ll use half the paper! If you feel like living on the edge and want to go for four pages per sheet, I’m down.

Model Papers

Drafting is a daunting process. Looking at a couple of model papers can take that edge off.

Diana Hacker's website (surprise!) has several sample papers in MLA format. Click here to go to her site. If this doesn't take you there automatically, click on the "Model Papers" link and select any from the first two sections (make sure you're looking at MLA formatted papers). I would recommend the paper "Performance Enhancement through Biotechnology Has No Place in Sports" for starters; click here to download the .pdf.

You might also want to see an example of a great paper from this class in particular. Click here to learn about universal health care from one of last year's students.

Note that you will need Adobe Reader (it's free!) to open these files. If you need help (or a printed copy), shoot me an email.

Updated Calendar

Wednesday, December 5th: As Time Goes By: Gatsby Meets Daisy (continued)
Finish and perform oral interpretations. Discuss.
Homework (due Thursday, December 6th):
· Read Chapter Six of The Great Gatsby.

Thursday, December 6th: Time, J. G., and the American Dream
Tracing Gatsby’s past. Time as motif and theme in Gatsby.
Homework (due Friday, December 7th):
· Finish timeline and questions if not done in class.

Friday, December 7th: Drafting & Citations
Drafting the research paper: synthesis of sources, integrated quotations, and parenthetical citations.
Homework (due Monday, December 10th):
· Complete first set of assigned MLA exercises (will post URL on blog).
· Email a specific question about your draft for our MLA workshop on Monday. Please try to send your email by Saturday night so that I can set them up for class. Attachments are fine.

Monday, December 10th: Stump the Teacher: More Fun with Responsible Research
Possible quiz on MLA basics. Answering your drafting and citation questions.
Homework (due Wednesday, December 12th):
· Complete second set of assigned MLA exercises.
· Read Chapter Seven of The Great Gatsby and complete email assignment.

Wednesday, December 12th: Drama at the Plaza
Clip from The Great Gatsby (1974). Discussion.
Homework (due Thursday, December 13th):
· Complete first draft of research paper. You must bring a printed copy to class for credit.

Thursday, December 13th: Peer Consultation
Peer consultation on research paper drafts (high level revising).
Homework (due Friday, December 14th):
· Read Chapters Eight & Nine of The Great Gatsby and complete email assignment.

Friday, December 14th: The Holocaust is Complete
Socratic seminar or class discussion using student questions.
Homework (due Monday, December 17th):
· Revised rough draft of research paper. You must bring a printed copy to class for credit.

Monday, December 17th: Peer Consultation
Peer consultation on revised research paper drafts (close editing).
Homework (due Tuesday, December 18th):
· One-pager responding to literary criticism and The Great Gatsby.

Tuesday, December 18th: Responding to Literary Criticism
Sharing one-pagers; jigsaw with literary criticism. Introduction of literature circles for winter break.
Homework (due Thursday, December 20th):
· Final research paper emailed to skitsis@arlington.k12.ma.us and smkitsis@gmail.com by the end of day. I will send confirmation of receipt.

Wednesday, December 19th: Hollow Men
Wrap up details of literature circles. Connections to The Great Gatsby.

Thursday, December 20th: Class Does Not Meet
But research papers are due to me by email at the end of the day. Unless you preferred Wednesday?

Friday, December 21st: Loose Ends
Self-assessment of research papers. Wrap up the A&E Biography of F. Scott Fitzgerald.

Have a great vacation! Upcoming deadlines to be aware of:

· Wednesday, January 2nd: Read first half of lit circle book with 10 substantial sticky notes.
· Thursday, January 3rd: Begin presenting research briefs to class.

Week of November 26th

Deadlines are subject to change; if you have any questions, please shoot me an email to inquire. I'll do my best to post any modifications as they come up.

Monday, November 26th: Visions of “The Jazz Age”
Using 1920s advertisements and the A&E Biography of F. Scott Fitzgerald to surmise culture, values, and attitudes of America in the 1920s and compare with those of today.

Homework (due Tuesday, November 27th):
• Read Chapter One of The Great Gatsby.
• Complete email assignment on syllabus. Remember to print and bring emails to class.

Tuesday, November 27th: Point-of-View & Character Development
Analysis of narrator and principal characters introduced in Chapter One. Sketching the “Valley of Ashes.”

Homework (due Wednesday, November 28th):
• Complete 30-40 note cards (or equivalent) and bring to class, along with a list of works used. See blog for grading criteria.

Wednesday, November 28th: Note Card Check & Writing the Formal Outline
Note card self-assessment and check-in. Instructions for the formal outline presented in class.

Homework (due Thursday, November 29th):
• Read Chapter Two & Three of The Great Gatsby.
• Complete email assignment on syllabus.

Thursday, November 29th: The Language of Jazz
Rhetorical analysis of Chapter Three (and a preview of Chapter Four) in groups. Report and discuss.

Homework (due Monday, December 3rd):
• Read Chapter Four & Five of The Great Gatsby.
• Complete email assignment on syllabus.

Monday, December 3rd: As Time Goes By: Gatsby Meets Daisy
Share diaries with Daisies and Gatsbys. Introduce and plan oral interpretations of Chapter Five in groups.

Homework (due Wednesday, December 5th):
• Complete formal outline for research paper.

Tuesday, December 4th: As Time Goes By: Gatsby Meets Daisy (continued)
Finish and perform oral interpretations. Discuss.

Wednesday, December 5th: Drafting & Citations
Turn in formal outlines (if possible, please email me a copy as well). Drafting the research paper: synthesis of sources, integrated quotations, and parenthetical citations.

Homework (due Thursday, December 6th):
• Read Chapter Six of The Great Gatsby.
• Complete assigned MLA exercises (will post URL on blog).

Thursday, December 6th: Time, J. G., and the American Dream
Tracing Gatsby’s past. Time as motif and theme in Gatsby.

Homework (due Friday, December 7th):
• Read Chapter Seven of The Great Gatsby.
• Complete email assignment on syllabus.

Friday, December 7th: Drama at the Plaza
Clip from The Great Gatsby (1974). Discussion.

Homework (due Monday, December 10th):
• Work on research paper draft and continue reading The Great Gatsby.
• Email a specific question about your draft for our MLA workshop on Monday. Please send your email by Saturday night so that I can set them up for class. Attachments are fine.

Monday, December 10th: Stump the Teacher
Possible quiz on MLA basics. Answering your drafting and citation questions.

Homework (due Wednesday, December 12th):

• Read Chapters Eight & Nine of The Great Gatsby.
• Complete email assignment on syllabus.

Wednesday, December 12th: The Holocaust is Complete
Socratic seminar or class discussion using student questions.

Homework (due Thursday, December 13th):
• Complete first draft of research paper. You must bring a printed copy to class for credit.

Thursday, December 13th: Peer Consultation
Peer consultation on research paper drafts (high level revising).

Homework (due Friday, December 14th):
• One-pager responding to literary criticism (details to be announced) and The Great Gatsby.

Friday, December 14th: Responding to Literary Criticism
Sharing one-pagers; jigsaw with literary criticism.

Homework (due Monday, December 17th):
• Revised rough draft of research paper. You must bring a printed copy to class for credit.

Monday, December 17th: Peer Consultation
Peer consultation on revised research paper drafts (close editing).

Homework (due Thursday, December 20th):
• Final research paper emailed to skitsis@arlington.k12.ma.us and smkitsis@gmail.com by the end of day. I will send confirmation of receipt.

Tuesday, December 18th: Affluenza
Set up literature circles for winter break. Affluenza and the death of the American dream.

Wednesday, December 19th: Affluenza (continued)
Wrap up Affluenza. Connections to The Great Gatsby.

Thursday, December 20th: Class Does Not Meet
But research papers are due to me by email at the end of the day. Unless you preferred Wednesday?

Friday, December 21st: Affluenza
Self-assessment of research papers. Wrap up the A&E Biography of F. Scott Fitzgerald.

Have a great vacation! Upcoming deadlines to be aware of:

• Wednesday, January 2nd: Read first half of lit circle book with 10 substantial sticky notes.
• Thursday, January 3rd: Research briefs due; begin presentations to class.

Update: Taking Notes

Hey, APES. I hope your Thanksgiving was a tasty one … and now that we’ve all slept off the stuffing-induced stupor, I wanted to follow up with some specifics on taking notes. This is just to communicate expectations and criteria for Wednesday’s check in.

My expectation is that you will have 30-40 note cards (depending on how “information rich” they are) or their equivalent (if you are taking notes electronically). Don’t panic, it goes faster than you might guess, but don’t procrastinate either. I also expect you to use 3-4 different sources. Note that you do not need to FINISH taking notes on one great source before moving on to the next, if it’s longer than an article, and probably shouldn’t. My experience is that students who are still stuck on one source by the note card check-in wind up writing weaker papers: it becomes harder to diversify your sources and the result often winds up being more of a book report than true synthesis.

Please review the grading criteria for Wednesday:

• Required number of note cards (or equivalent) is met: 30-40 cards
  
• Every scrap of information can be clearly tied back to a source (use a code to save yourself work!) and a page number (if applicable)
  
• Clear and systematic topic headings are used, and notes contain sufficient context that you (and I) can make some sense of them
  
• Notes cover appropriate breadth and depth of information: at least 3-4 sources
  
• Notes are legible

Remember what a "finished" note card might look like:


And electronic notes can be taken in PowerPoint or Word:


If you are using any online sources that are not from unquestionably trustworthy sources (organizations that your teacher will have heard of, for example), please check them with me. I am highly skeptical of any website that does not have the oversight of an editor, even if the individual is or claims to be highly qualified. As always, don’t hesitate to drop me an email if you have any questions or concerns!

Enjoy the long weekend, and I’ll see you on the other side …

Literary Magazine

Remember that you can earn extra credit by submitting your work to the literary magazine! Click here to visit the magazine's site for full details.

Week of November 13th

Tuesday, Nov. 13th (H)
• Due: Read and annotate “Why Don’t We Complain” by William F. Buckley, Jr. and “Professions for Women” by Virginia Woolf. Complete one-pager in the argument and persuasion mode.
• Class: Discussion of the research paper process; explanation of the annotated works cited assignment. Share observations on death penalty essays.

Wednesday, Nov. 14th (F)
• Due: Email to skitsis@arlington.k12.ma.us with two potential topics for the research paper. Be sure to identify which is your stronger preference, if applicable. Please send your email by 11.59pm on Tuesday, Nov. 13th.
• Class: Workshop in the Media Center. Note: We’ll be taking third lunch.

While we are in the Media Center this week, there are several tasks to accomplish:

❏ Investigate sources, electronic and print, for your Annotated Works Cited assignment
❏ Expand and revise your selected one-pager (final should be two to three pages)
❏ Peer consultations on one-pagers (be sure you offer your feedback on at least one essay and you receive feedback from at least one peer in return)
❏ Conference with Ms. Kitsis on research paper topics, writing concerns, etc.

Thursday, Nov. 15th (S)
• Due: Bring a copy of your expanded one-pager if you are planning to peer edit today.
• Class: Workshop in the Media Center.

Friday, Nov. 16th (U)
• Due: Revised and expanded one-pager (now two to three pages) with all drafts.
• Class: Workshop in the Media Center.

Monday, Nov. 19th (M)
• Class does not meet today. I will be available after school if you have questions.

Tuesday, Nov. 20th (T)
• Due: Annotated works cited due.
• Class: Lesson on taking notes for writing from sources.

Wednesday, Nov. 21st (W)
• Due: Work on taking notes.
• Class: TBA. Note: If you are out of class for the math assembly be sure to pick up your annotated works cited before vacation; I will have them ready to return to you today.

Have a great Thanksgiving vacation!

Monday, Nov. 26th (H)
• Due: Continue taking notes; we’ll have a formal note check on Wednesday, Nov. 28th.
• Class: Introduction to The Great Gatsby.

Week of November 5th

The blog posts for Scapin and the research paper are below, keep scrolling. Note the change to the calendar: I do need you to write your one-pager in the argument mode for Tuesday, November 13th as well as reading and annotating the two essays on the initial syllabus for us to keep on track for the week. Thanks for your flexibility.

Monday, Nov. 5th (S-Day)
• Due: Read and annotate “The Men We Carry” and complete one-pager in the division or analysis mode.
• Class: Wrap up discussion of McDonald’s and share your analysis. Trade papers for peer revisions, and trade examples of effective feedback.

Tuesday, Nov. 6th (U-Day)
• Due: Meaningful peer review of example and division or analysis one-pagers.
• Class: Quick discussion of Scapin. Introduction to the appeals.

Wednesday, Nov. 7th (M-Day)
• Class drops. Boo.

Thursday, Nov. 8th (T-Day)
• Due: Your blog post at http://kitsis.blogspot.com.
• Class: Lecture: Logic and argument.

Friday, Nov. 9th (W-Day)
• Due: Read and annotate “Death and Justice” by Edward I. Koch and “The Death Penalty” by David Bruck.
• Class: Discussion of essays.

Monday, Nov. 12th
• No school today. Enjoy!

Tuesday, Nov. 13th (H-Day)
• Due: Read and annotate “Why Don’t We Complain” by William F. Buckley, Jr. and “Professions for Women” by Virginia Woolf. Read the introduction to the argument section and write a one-pager in that mode. Suggested topics are p. 340 #2 or 3; p. 354 #1, 2, or 3, or see the listed topics on p. 367. You are not required to do additional research for this one-pager (if you are personally motivated to do so, I won't stop you!); treat it more like an SAT topic at this stage of the game.
• Class: Discussion of essays. Overview of the research process, preparation for workshop time.

Research Paper Topic: Collective Brainstorm

Important: Whenever you post to a blog for this class, do not use your full name or the full name of any classmate for the sake of privacy. First names or initials only, please. Click "Comment" and select "Anonymous" when you are ready to post, and email me with any technical questions.

Remember: A good topic for this paper is one that could be plausibly argued for either side. If only a crazy person would disagree with you ... what kind of an argument do you have to make?

Part I: Sharing Topics
Your first task for the argumentative research paper – due at the end of the day on Thursday, November 8th – is not for yourself. Rather, it is a gift to your classmates.

Your assignment is to post two high-quality possible research topics to the class blog to help your peers brainstorm some new ideas. These topics are going to be fair game for anyone to pursue, so you might not want to post a topic that you are really excited about researching yourself.

In brainstorming areas of interest, consider issues that have already come up in class – problems that you and your classmates identified in the “Mission Possible” essays, questions that came up in the literacy narratives, debates held over 40 Model Essays. Think about your other courses. While you should not recyle a research topic from another class, there might be other questions raised by your studies that you’d like to explore in more depth (please clear any overlap with me in advance).

Then browse headlines and major publications. Skim quality sources – use this as an opportunity to check out some new, great rhetoric in contemporary nonfiction (see suggestions below). Consider electronic databases available through the Media Center and the public library, and visit either or both in person to browse through back issues of magazines (the reading room at Robbins is the more gorgeous thing in town, in my opinion).

For each topic, post the following:

• A short title, for ease of browsing.
  
  
• Identify the topic in the form of a synthesis essay question: “Defend, challenge, or qualify the claim that . . . ”
  
  
• Then include a potential source to accompany this topic – something you saw in browsing the many available resources. Give the full citation information: title, author, publication, date, URL, etc. Then write a one sentence summary of what the article appears to be about (read the first page and skim the rest quickly).

As you propose topics, keep an eye on scope. For example, researching “educational reforms” would not be an appropriate topic: it’s far too broad. What are you really interested in? Whether affirmative actions really helps minority students? The effects of voucher programs on public schools in states that have them? The efficacy of charter schools? Whether the bilingual program should be reinstated? Then determine a position that a student researcher can “defend, challenge, or qualify.” That statement will likely be revised over the course of the project, but it will be a start.

Part II: Selecting & Refining Topics
As you consider which topic you would like to work with, keep in mind that a good topic meets the following criteria:

1. It’s interesting to you. You’ll be working with this issue for the next two months. The more that it evolves out of a natural and genuine curiosity, the more enjoyable and satisfying the research and writing will be.
   
   
2. You will be able to find reliable and authoritative print sources. Try a subject search on the Minuteman Library Network; you’ll soon find out if there are resources available on your subject.
   
   
3. The scope is appropriate. The topic should be focused enough to be handled in considerable depth in 12-15 pages.

On or before November 12th, email me two high-quality topics that you are interested in pursuing for your paper. Make it clear which one(s) you are most excited about pursuing. You should format these topics the same way, written in the form of a “task” (defend, challenge, qualify) and including at least one good potential source.

Be sure that you’ve identified a topic of appropriate scope – not too broad, not too narrow. If there are a few possibilities you are considering within a certain topic area, that’s fine too; name more than one. You don’t need to know which side you’ll be arguing at this point, since that’s what the research is for. You just need to establish that there’s a debate worth joining.

Resources to Consider

A) Databases in the Media Center
You may need passwords to access these; get a password slip from the Media Center to keep at home.

Opposing Viewpoints
Articles and papers presenting both sides of controversial social and political issues. Great place to go for early brainstorming. Do be cautious about dated or overly broad topics. Count this database as one source in your arithmetic.
http://infotrac.galegroup.com/itweb/arlinghs

Social Issues Resource Series
Full-text articles on social, political, health, mental health, historical, and scientific issues, including special current issues information.
http://ars.sirs.com/

Newsbank/Infotrac Databases
Magazine and newspaper databases.
http://www.mln.lib.ma.us/electronic/arl1.htm

Minuteman Regional Library Database
I adore this database. You can access the historic New York Times, dating back to forever ago (or 1851, which is close). And the Boston Globe, and other great stuff. Does require a public library card, or the passcode from the Media Center.
http://mmrls.org/homeaccess.html

B) A Few Recommended Periodicals
Not only do these magazines have great information, the prose is usually stellar as well.

The Atlantic Online
http://www.theatlantic.com/

The New Yorker
http://www.newyorker.com/talk/

Harper’s
http://www.harpers.org/

The Nation
http://www.thenation.com/

National Review
http://www.nationalreview.com/

FAIR (Fairness and Accuracy in Reporting)
http://www.fair.org/index.php

The New York Review of Books
http://www.nybooks.com/">

The New York Times Magazine
http://www.nytimes.com/pages/magazine/

The Economist
http://www.economist.com/

C) Miscellaneous
Other helpful resources to consider.

Supreme Court Decisions
Browse Supreme Court opinions by topic and use the full text of the opinions as a possible source.
http://www.law.cornell.edu/supct/index.html


Note: If you come across any great resources as you work, include them in your post to share with the rest of us!

Scapin Questions

Consider the following questions from the Scapin study guide prepared by the kind theater folks for tomorrow's performance:

1. Clearly AHS’s production of Scapin isn’t set it the time the play was written. Why has the time of the play been changed? What is gained by this interpretation? Take note of the set and costumes. Do these changes support the play or distract from the play? Support your answer with specifics.
   
   
2. Does this production create a “sense of truth” onstage? Why or why not? Is that a good thing or a bad thing?
   
   
3. In commedia dell’arte, the plot of a play was often just a framework within which the actors could then improvise. After having seen this play, what sections can you imagine would have been left open to improvisation in Moliere’s time? What are the advantages of having the freedom to improve during a play? What do you think are the disadvantages?
   
   
4. Several of the actors in this production have appeared in other shows at AHS. If you have seen them before, discuss what it’s like to see them again in a completely different role. If you haven’t seen them before, can you imagine them playing a character who is very different from the one you saw in the show? Do you feel this makes the case for having troupes of actors who consistently work together on different productions? Why or why not?

Enjoy the show!

Week of October 29th

Monday, Oct. 29th (T-Day)
· Due: Complete a one-pager in the narrative mode (see directions given last week).
· Class: Wrap up Orwell lesson with “interior dialogue” and argument prompt. Trade narrative drafts for peer feedback.

Tuesday, Oct. 30th (W-Day)
· Due: Read and annotate “She’s Your Basic L.O.L. in N.A.D.” by Perri Klass and “Homeless” by Anna Quindlen. Read and complete feedback on narrative draft.
· Class: Discussion: the power of labels. Nickel and Dimed and The New York Times.

Wednesday, Oct. 31st (H-Day)
· Due: Read and annotate “Remembering My Childhood on the Continent of Africa” by David Sedaris and “Black Men and Public Space” by Brent Staples. Read “Little Things Are Big” by Jesus Colon. Prepare discussion questions for class.
· Class: Discussion of essays (“Socratic seminar” or “Fishbowl” methodology).

Thursday, Nov. 1st
· No classes today. Enjoy your day off!

Friday, Nov. 2nd (F-Day)
· Due: Read the introduction to the “Example” section of the anthology. Then complete a one-pager in the example mode on any of the following writing topics: p. 103, #3; p. 107, #1; p. 119, #2 or 3. Read and annotate “Our Barbies, Ourselves” by Emily Prager and “The Ritual of Fast Food” by Margaret Visser.
· Class: Discussion of essays.

Monday, Nov. 5th (S-Day)
· Due: Read and annotate “The Men We Carry in Our Minds” by Scott Russell Sanders. Read the introduction to “Division or Analysis.” Then complete a one-pager in the division or analysis mode on any of the following writing topics: p. 131, #1, 2, or 3; p. 136, #1 or 3; p. 144, #1 or 2. Read and complete feedback on example draft. NB: Tentative deadline!
· Class: Discussion of essays.

UPDATE: For Monday, do all of the reading and the one-pager. We will postpone the feedback on the example draft for a night so that you're not totally overwhelmed. Don't fret, the reading is short, too.

Update

We'll wrap up our study of Orwell on Monday. Do still bring your narrative draft but we won't discuss Quindlen and Klass until Tuesday.

Week of October 22nd

Monday, October 22nd (H-Day)
· Due: Read and annotate “Silent Dancing” Judith Ortiz Cofer and “The Way to Rainy Mountain” by N. Scott Momaday.
· Class: The dominant impression and point of view. Discussion of essays.

Tuesday, October 23rd (F-Day)
· Due: Write a one-pager (see reverse) on any of the following writing topics:
p. 39, #1, 2 or 3; p. 49, #1 or 2; p. 57, #1 or 2.
· Class: Using description as a mode of development. Peer consultation of one-pagers.

Wednesday, October 24th (S-Day)
· Due: Read and annotate “Salvation” by Langston Hughes and “Champion of the World” by Maya Angelou. (Watch out! Essay assigned out of order!)
· Class: Organizing narrative and point of view. Discussion of essays.

Thursday, October 25th (U-Day)
· Due: Read and annotate “The Chase” by Annie Dillard and “Shooting an Elephant” by George Orwell. In addition, watch a TV news program or read the newspaper on the lookout for examples of contemporary face-saving among public officials – be they global, national, or local. Whom can you catch in the act of covering themselves? Bring in an example for discussion. (Be able to talk about the questions outlined in writing topic #2 on p. 90.)
· Class: Discussion of essays.

Friday, October 26th (M-Day)
· Class drops.

Monday, October 29th (T-Day)
· Due: Read and annotate “She’s Your Basis L.O.L. in N.A.D.” by Perri Klass and “Homeless” by Anna Quindlen. Complete a one-pager in the narrative mode on any of the following writing topics: p. 69, #1, 2 or 3; p. 76, #1, 2, or 4; p. 81, #1; p. 90, #1.

Note: When assigned for homework, I expect you to annotate thoroughly. Be sure to address points raised in “Method and Structure” and “Language” questions which follow each essay.

Homework for October 18th

Read the first two essays in the first section of 40 Model Essays, by E.B. White and Joan Didion and annotate thoroughly by writing in the book (if it's your own copy) or using post-its. Through your annotations, try to address the points raised in the "Method and Structure" and "Language" questions following each essay. (The questions are really, really good; it's why we chose this book for our coures reader.) You don't need to CONFINE yourself to those topics, but at least touch base with most of the questions.You may find it helpful to read the essays once through quickly for an overall impression, then read the questions and annotate.

One other thought ... we won't have time in class but I'd recommend checking out the CollegeBoard website on the PSAT if you've never taken it. It's a timed test and you're going to want every minute you've got. If you read through the sample instructions that go with the practice questions (in the "What's on the Test?" section), then you'll already know them for the test itself -- saving several precious minutes. If you have the time, go ahead and do those practice problems -- they give you a clear sense of the KINDS of things that are likely to come up on the exam. That website is:

www.collegeboard.com/psat

See you tomorrow!

Week of October 15th

Tentative calendar for 40 Model Essays Unit coming soon. In the meantime, note that the Elements of Style quiz has been pushed back to Thursday to give us a day of review.

Week of October 12th

Wednesday, October 10 (W)
· Due: Literacy narratives, final draft.
· Class: Begin group work on Elements of Style.

Thursday, October 11 (H)
· Due: Study for vocabulary quiz on Unit #2. Read all the “Elementary Rules” (p. 1-14).
· Class: Vocabulary quiz and complete group work on Elements of Style.

Friday, October 12 (F)
· Due: Come prepared for presentation on Rules #1-5.
· Class: Lessons on Rules #1-5. Practice exercises and discussion.

Monday, October 15 (S)
· Due: Complete the following exercises online and print your results: P1-1, P2-1, P3-1, P5-1.
· Class: Lessons on Rules #6-11. Practice exercises and discussion.

Tuesday, October 16 (U-Day)
· Due: Complete the following exercises online and print your results: P4-1, P7-1, G5-1, G1-3, G3-1, and S3-3.
· Class: Quiz on the “Elementary Rules of Style.”

We’ll start our 40 Model Essays work following the Elements of Style boot camp.

Directions for Online Exercises

To access the online grammar exercises:

· Go to http://bcs.bedfordstmartins.com/writersref6e/Player/Pages/Main.aspx
· Click on “Grammar Exercises”
· When prompted to login, click “Cancel”
· Select the assigned exercises from the menu
· Save paper by printing “two pages per page”

Week of October 1st

Monday, Oct. 1st (H)
· Due: Read over the “literacy narrative” assignment sheet and start thinking of topics.
· Class: Discussion of the assignment and the writing process; timelines. Assign groups for tomorrow’s work; distribute sample essay(s).

Tuesday, Oct. 2nd (F)
· Due: Read and annotate Mike Rose essay and complete vocabulary exercises for Unit #2; review your assigned essay for the panel.
· Class: Review vocabulary answers; preparations for panel discussion.

Wednesday, Oct. 3rd (S)
· Due: Completed timelines (need not be fancy).
· Class: Perform panel discussion; discuss. Log revised AP essays in writing folder.

Thursday, Oct. 4th (U)
· Due: Complete draft of literacy narrative (typed). Please bring three copies.
· Class: Peer revision of literacy narratives. Assign groups for Elements of Style and explain task for Tuesday.

Friday, Oct. 5th (M)
· Class drops. But life will go on.

Monday, Oct. 8th
· No school today. Life, still, marches along.

Tuesday, Oct. 9th (T)
· Due: I’ll be out today, so why not bring your nearly finished literacy narrative for final review by a classmate?
· Class: Group work on Elements of Style in preparation for class presentation.

Note: Literacy narratives will be due in hard copy at the start of class on Wednesday, October 10th. Anticipate a vocabulary quiz on Unit #2 on Thursday, October 11th.

Week of September 24th

Monday, Sept. 24th (S)
· Due: Revised AP practice essay (your choice: argument, synthesis, analysis).
· Class: Wrap up introduction to rhetoric. Application to Tan and Rodriguez.

Tuesday, Sept. 25th (U)
· Due: One page journal on community or college rhetoric (see reverse).
· Class: Share your findings. Lesson on annotation skills; wrap up Tan and Rodriguez.

Wednesday, Sept. 26th (M)
· Class drops. But I’ll be thinking of rhetoric. Won’t you?

Thursday, Sept. 27th (T)
· Due: Close reading and annotation of Malcolm X and Richard Rodriguez, with written response to be announced.
· Class: Discussion of essays: language and power. Practice multiple-choice questions.

Friday, Sept. 28th (W)
· Due: Close reading and annotation of Eudora Welty and David Sedaris, with written response to be announced.
· Class: Discussion of essays: voice and style. Practice questions. Introduction of “literacy narrative” assignment.

Monday, Oct. 1st (H)
· Due: Rough draft of literacy narrative (typed, in hard copy when you arrive in class).
· Class: Peer editing of literacy narratives.

As always, upcoming assignment deadlines are tentative; this calendar is for your planning purposes, but some depends on how things progress in class.

Week of September 17th

Monday, Sept. 17th (M)
· No class today – sniff!

Tuesday, Sept. 18th (T)
· Due: Practice “argument” essay and journal response.
· Class: Rapid fire debrief on vocabulary and summer reading (to be continued); discussion of “argument” essay and graded samples.

Wednesday, Sept. 19th (W)
· Due: Practice “synthesis” essay and journal response.
· Class: Discussion of “synthesis” essay and graded samples.

Thursday, Sept. 20th (H)
· Due: Practice “rhetorical analysis” essay and journal response.
· Class: Discussion of “rhetorical analysis” essay and graded samples.

Friday, Sept. 21st (F)
· Due: Prepare for vocabulary quiz and work on revised AP essay.
· Class: Quiz on vocabulary words (Unit #1). Introduction to rhetoric.

Monday, Sept. 24th (S)
· Due: Revised AP essay. Read and annotate Tan and Rodriguez.
· Class: Introduction to literacy narratives, multiple choice, discussion of Tan and Rodriquez (multiculturalism, bilingualism).

Notice: Class calendars are always subject to change; I will, of course, let you know in the event something is rescheduled, added, or deleted.

Week of September 10th

Monday, Sept. 10th (W)
· Due: Letter to Ms. Kitsis and signature page from syllabus.
· Class: “My Name” by Sandra Cisneros. Our names.

Tuesday, Sept. 11th (H)
· Due: Prepare for summer reading assessments.
· Class: Sign out vocabulary books. Discussion of strategies for Hole In My Life essay and Socratic seminar on Mayflower. Herculean effort to learn names.

Wednesday, Sept. 12th (F)
· Due: Come to class prepared for the Hole In My Life essay. You’ll have the whole period to work. Notes and books are not allowed, though you may wish to use them to prepare.
· Class: Hole In My Life essay in class (11th grade common assessment).

Thursday, Sept. 13th (S)
· Due: Complete Unit One in the vocabulary book (all exercises). Bring your vocab books to class today.
· Class: I’ll be out today. With the substitute, check your answers to the vocabulary exercises (if there’s no sub and you’re sent to Old Hall, compare answers in small groups). I’d like you to spend the remaining time interviewing each other about summer reading choice books – by the end of the period, have listed six books that you might be interested in reading on your own. (See handout.)

Friday, Sept. 14th (U)
· Due: Come to class prepared for the Mayflower discussion. You are encouraged to bring books and notes.
· Class: Socratic seminar on Mayflower. I’ll ask to see the vocab exercises and your work with the sub.

Monday, Sept. 17th (M)
· Due: Preparation of Frederick Douglass (close reading, written response).
· Class: “Learning to Read and Write” by Frederick Douglass. Lesson on annotation.