5th Week - September 28 through October 4, 2009
"I cans:"
I can identify the important elements of an AP Prompt.
I can tell a classmate on which rubric level he is writing. I can tell her
why.
I can apply rubric elements to a classroom debate.
I can formulate a position on complex issue such as "language and identity."
Homework: Writing responses to Paul Fussell, Gloria Anzaldua and Amy Tan.
Readings: Read junior project novel AND critical material ON RESERVE at the Skyline Library. Ask at the front desk. In Norton read Paul Fussell's "Thank God for the Atomic Bomb." .In 50 Essays read Gloria Anzaldua's "How To Tame a Wild Tongue" and Amy Tan's "Mother Tongue." Read various handout and class pieces from AP timed writing and rubrics. Read the debate rubric before Wednesday. Print a copy.
Writing: The following are ALL formal assignments to be turned in the day following assignment.
Fussell - Outline each step of his argument. In a paragraph, apply Fussell's philosophy to the modern day dilemma of North Korea or Iran from the US point of view.
Anzaldua and Tan - Write a 75 word investigation of each of these writers in which you codify your thoughts USING EVIDENCE in quotation (6-8 word limit) or paraphrase (8 word limit) on this question: How did each writer avoid being stigmatized - stereotyped - because of her "home" language?
In class: Bird discussion; school pictures on TUESDAY, debate on Wednesday, timed writing on Thursday, scoring by rubric on Friday.
Vocabulary quiz by this Thursday. Obtain "Word of the Day" to identify words you need to know for the final NEXT WEEK. No new words this week. Study for the final next week. Study "words from the board," given words and "Words of the Day."
Quizzes: verbal vocabulary quiz as usual.
In Class:
Discussion of AP Timed Writing, rubrics, debate.
Presentation and discussion of JP response form; forming a position on animal treatment, writing a first paragraph, writing a body paragraph, writing a conclusion; "What is an AP prompt like?"
