Coming Soon…Week 3Monday• College Board/Advanced Placement Research Due• Quiz over summer reading stories (return summer reading short stories) - Return short story responses again to use on quiz• Turn Summer Short Story Analysis into Turnitin.com• Read a model college personal statement essay

• College essay – Peer Edit – Revision• Thesis & theme – writing (see model topic sentences from peer SSS analysis, too)

• Tone – Poem “Did I Miss anything?” – AP=Alternate Points of View• Satire – Dave Barry essays

• Address (Unpack) the prompt • “The Story of an Hour” – Tone, theme, lenses (perspectives)

• Questioning • Brainstorm• Categorize

• Multiple Choice Pre-assessment• Begin TEWWG!

Hook, Housekeeping & Homework Monday

How was your weekend?

Please turn in college web quest (yellow homework) to front basket and pick up homework

Find your short short story analysis in the front basket. These have NOT been entered into “Q.” Once you complete the homework below, they will be

entered. If you do not complete the homework, a zero will be assigned Please feel free to make an appointment with me to discuss individually your analysis.We will continue to work on these types of analysis and I will provide more models.

Homework: 1. Turn a copy of your Summer Reading Short Story Analysis (the one you presented and re-wrote) into

Turnitin.com no later than Tuesday evening2. Read at least two sample college essays, write responses to tasks, and complete a

reflection/outcome

Past, Present, Future Monday

• Summer short story presentations• Re-write analysis with other due

• Final notes on summer short stories • Assessment on summer short stories

• College application/personal statement essays

Introduction to AP LiteratureMonday

Standard(s) 2.1. Reading for All Purposes

Objective: you will be able to show what you know about the writing style of the summer short story authors by identifying representational quotes from the stories

Relevance:Essential Question: How do I make meaning when confronted with ambiguous text?

Instruction: ObtainI DO Monday

Purpose: to review the writing styles and literary period characteristics of summer short story authors

Tasks: 1. Have out your notes from last week2. Take additional notes, if needed, from next PPT

• I will move fairly quickly through these

Outcome: Ready for a multiple choice assessment!

Activity: Develop & Apply Monday

Purpose: to show what you know about the writing style of the summer short story authors by identifying representational quotes from the stories

Tasks: 1. Properly head a loose-leaf sheet of paper (right corner, first & last name, my name,

APLit Per__, 8/31/15)2. Assignment Title: SSS MC Assessment (center top line)3. Complete the multiple choice assessment according to directions• Notes: The ONLY resources you may use are the notes you took on the handout I gave

you and your analysis of the short stories. Questions?• #24 and #25 are single-spaced typo

Outcome: Turn into front basket & work quietly on something else

Homework Monday

Homework: 1. Turn a copy of your Summer Reading Short Story Analysis

(the one you presented and re-wrote) into Turnitin.com no later than Tuesday evening!

2. Read at least two sample college essays, write responses to tasks, and complete a reflection/outcome

AP Lit Per 1 – 10550528 – Durland1AP Lit Per 2 – 10550546 – Durland2AP Lit Per 6 – 10550555 – Durland6

Hook, Housekeeping & Homework Tuesday

Period 1= finish assessment

Have out last night’s homework (responses to college application personal statements)

Make sure you select your seat wisely today; I’m making a seating chart for the rest of the quarter!

Homework: Based on class discussions & your peer’s feedback, begin to revise your essay

Past, Present, Future day

• Final notes on summer short stories • Assessment on summer short stories

• College application/personal statement essays• Commonalities• Rubric elements• Revisit, revise

• College application/personal statement essays• Peer feedback• Revisit, revise

Introduction to AP Literatureday

Standard(s)3. Writing and Composition

Objective: you will be able to identify common characteristics in successful personal statements and apply these to your own writing assessment.

Relevance: being able to illustrate your best qualities can help you obtain not only academic success but success in the work place.

Essential/Inquiry Questions: • If you were invited to write a short story about an event in your life or that of another person,

what would you write about and why? • How do writers select appropriate details to develop and support a strong thesis?• Why is it important to identify audience needs and address needs?

Instruction: ObtainI DO Tuesday

3. Writing and Composition1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose• Use a range of elaboration techniques (such as questioning, comparing, connecting, interpreting, analyzing, or describing) to establish

and express point of view and theme• Create a clear and coherent, logically consistent structure appropriate to the chosen literary genre (personal statement)• Develop context, narrator motivation, problem/conflict and resolution, and descriptive details/examples to support and express theme 2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes• Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples• Select appropriate and relevant information (excluding extraneous details) to set context• Address audience needs and anticipate audience questions or misunderstandings• Select and build context for language appropriate to content (technical, formal)• Control and enhance the flow of ideas through transitional words or phrases appropriate to text structure• Revise writing using feedback to maximize effect on audience and to calibrate purpose 3. Standard English conventions effectively communicate to targeted audiences and purposesFollow the conventions of standard English to write varied, strong, correct, complete sentences•

Activity: Develop & Apply Tuesday

Purpose: to identify common characteristics in successful personal statements in order to apply these to your own writing assessment.

Tasks:• In groups of 4, share information about the essays you read last night• Based on these essays’ content, come up with 3 criteria you believe they have in

common, that make these “essays work” (stand out to college admissions)• Write your groups list on the board

Outcome: What do our lists have in common? (What stands out?) What content should we be looking for in our own and other’s essays?

Purpose & AudiencePURPOSE OF COLLEGE APP ESSAY:• an "anchor" for the whole application, to expound on your achievements

opportunity to demonstrate your ability to write well. • showcase your personality innermost thoughts, aspirations, dreams, and personal

realities, the intangible characteristics: honesty, integrity, commitment, ethical choices, perseverance, empathy, and leadership

• Old adage “show, don’t tell” - show them who you are• Tell: “I was really inspired by my second grade teacher who made sure I learned how to read.”• Show: “My second grade teacher, Mrs. Hurley, mesmerized me with her home spun stories of

adventure and magic that she read out loud during story time. I’ve been an avid reader of fiction ever since.”

• on the line between acceptance and rejection, the essay can be the deciding factor. AUDIENCE:College admissions office

Ideas from other sources• Insight into the writer's experience is shown through rich detail• Thoughtful & Insightful: an unusual perspective or unique experience• Purpose is clearly conveyed; desired outcome is communicated.• Addresses the prompt• Effectively develops a picture of who writer is• Clear & appropriate examples, reasons, & other evidence supports this picture• Cited accomplishments, talents, qualities with concrete examples• Essay tells a story and brings out the characteristics & qualities of the person• Vivid Language, paints a picture• Elaboration• Memorable essay; creative discussion of topic• Details makes statement (Show vs. tell), but do not overly repeat• Avoids slang, clichés, contradictions, excessively casual tone• All content is pertinent: no “filler” or cliché statements• Effectively distinguishes the author from others; the author is memorable and remarkable for the right reasons.• I feel as though I know this person better after the essay

Standards & Objectives3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose e. Critique own writing and the writing of others from the perspective of the intended audience to guide revisions, improve voice and style (word choice, sentence variety, figurative language) and achieve intended purpose and effect

• You will be able to provide written (and oral) feedback to a peer in order to guide essay revisions focused on a well-organized statement that achieves an intended purpose and effect

• written feedback = complete peer editing sheet + write on drafts• well-organized statement = intro/thesis, body, conclusion/theme• purpose – to expound on achievements, to showcase unique interests/personality/traits• effect – emotional and/or intellectual response

You Do• Tasks:

• Read essay “aloud” to yourself for first impression• Re-read silently• Respond to the questions on the peer feedback sheet• Use the peer feedback sheet as a guide to make notations on the draft

• Be prepared to briefly conference with the author

Feedback: What would be most helpful?1. Good job!2. I like the way you used the same metaphor throughout your essay. The flower comparison pulled me in and allowed me

something to visualize - you as a growing, evolving student.3. Good effort.4. I’m wondering if “Don’t judge a book by it’s cover” is too cliché? What item or idea might represent you more?5. It’s kinda confusing; you might want to re-organize it. 6. I think if you switch these paragraphs, it will make more sense because then I’ll have some background information.7. I don’t really see anything wrong.8. Could you tell me a bit more about this situation or what you were trying to say here? ….Maybe you could add in what you just

told me because it is hard to understand without that information. 9. You should check your spelling.10. I marked some commas in the text, but you may want to double check with Ms. Durland.11. Wow, mine sucks. Yours is much better.12. I understood where paragraph 2 was headed because of your topic sentence, but paragraph 3 seems less organized.

Feedback: What would be most helpful?1. You used the words get/got often, so I highlighted them all, and I tried to suggest a few more

powerful verbs or the correct linking verb where appropriate.2. Do you have a theme? I couldn’t figure it out.3. I think you were trying to say that you are a person that is always up for a challenge, but I don’t see

that stated. Is there a way you can make that more explicit?4. Great story!5. I like the story you shared about your car accident; it was very descriptive. I’m trying to understand,

though, what it shows the reader about who you are as a person; in other words, what is the point of telling that story?

6. I don’t have much to tell you… looks good.7. You started 5 out of 8 sentences in paragraph 2 almost exactly the same way. I noted how you might

re-word one sentence to add variety and make connections.8. Wow! You write really well!9. I like the imagery and bit of dialogue you used; it makes the essay come alive.10. I like it. 11. Have you considered adding an anecdote or example here to show a time when your grandmother

modeled love for you? How does she show you love?12. I felt happy when I finished reading your essay. I underlined specific lines that really evoked that

mood, that showed your joy for life.

This is what I want to “hear”• I like the story you shared about your car accident; it was very descriptive. I’m trying to understand, though, what it

shows the reader about who you are as a person; in other words, what is the point of telling that story?• I think if you switch these paragraphs, it will make more sense because then I’ll have some background information.• Have you considered adding an anecdote or example here to show a time when your grandmother modeled love for

you? How does she show you love?• I understood where paragraph 2 was headed because of your topic sentence, but paragraph 3 seems less organized. • I think you were trying to say that you are a person that is always up for a challenge, but I don’t see that stated. Is

there a way you can make that more explicit?• I like the way you used the same metaphor throughout your essay. The flower comparison pulled me in and allowed

me something to visualize - you as a growing, evolving student.• I’m wondering if “Don’t judge a book by it’s cover” is too cliché? What item or idea might represent you more?• Could you tell me a bit more about this situation or what you were trying to say here? ….Maybe you could add in what

you just told me because it is hard to understand without that information. • I marked some commas in the text, but you may want to double check with Ms. Durland.• You used the words get/got often, so I highlighted them all, and I tried to suggest a few more powerful verbs or the

correct linking verb where appropriate.• You started 5 out of 8 sentences in paragraph 2 almost exactly the same way. I noted how you might re-word one

sentence to add variety and make connections.• I felt happy when I finished reading your essay. I underlined specific lines that really evoked that mood, that showed

your joy for life.

You Do – We Do

Tasks:

• Conference with the author• Return draft and give peer feedback notes to the author

Reflect - Apply• How was today’s session helpful? What is the most important piece of information

you learned to day? What was the best advice you gave your peer or that you received? Why was it good advice?

• What will you do tonight?

Homework Application • Revise & Edit • Write a maximum 2 page personal statement • Typed = Times New Roman, 12 point, double spaced• Proper MLA heading = upper right-hand corner of the first page, list your name, your

instructor's name, the course & period, and the date

After hearing from your peer….• Are these the three words that you would hope would come to mind? If not, how

can you adjust your essay?• Was this your intended theme or purpose? If not, how can you adjust your essay? • Are there any additions or subtractions that need to be made to your essay?• More unique to self• More information about what was gained from experience• More showing vs. telling• Less “filler” or extraneous information• Fewer clichés• Closer connection to specific prompt

• How can you make your your essay even better, more persuasive, more appealing?

Homework day

Coming Soon…

MondayTuesdayWednesdayThursdayFriday

Coming Soon…Week 2Monday• Review Ordeal by Cheque: annotations and responses – Model & discuss their responses• Summer Reading Short Story Group Assignments (draw a story) – Theme homework??• Summer Reading Short Story Group Work (return packets, re-work your entry for your assigned story)Tuesday• Summer Reading Short Story Group WorkWednesday• Writing Center Information, Mrs. Donovan, Tutors Needed• Summer Reading Short Story Group Presentations (10-15 minutes each = 2-3 presentations) - Turn in short story responses againThursday• Summer Reading Short Story Group Presentations (10-15 minutes each = 2-3 presentations) – Turn in short story responses again• If time allows, pie graph grade of group• Homework: AP/ College Board Web Hunt– Due Monday!FridayNo School for Students

Week 3Monday• College Board/Advanced Placement Research Due• Quiz over summer reading stories (return summer reading short stories) - Return short story responses again to use on quiz• Read a model college personal statement essay

• Theme • College essay – Peer Edit – Revision• Thesis & theme - writing• Tone – Poem “Did I Miss anything?” – AP=Alternate Points of View

• Satire – Dave Barry essays• Address (Unpack) the prompt • “The Story of an Hour” – Tone, theme, lenses (perspectives)

• Questioning • Brainstorm• Categorize

• Begin TEWWG!

AP =

Ambiguity PossibleAddress the Prompt

Analysis, PleaseAlways Poetry

Also ProseApplied Practice

“Anything’s” Possible?Absolute Paradise

Colorado Academic StandardsOral Expression and Listening 1.Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness2.Effective collaborative groups accomplish goals

Reading for All Purposes1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies2.Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills

Writing and Composition1.Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose2.Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes3.Standard English conventions effectively communicate to targeted audiences and purposes

Research and Reasoning1.Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes2.Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment

I DO - Tone

What is the tone at the beginning of the story “Ordeal by Cheque”? Identify: joyful, hopeful

Exemplify/Explain• A check is written to a toy company, a bicycle company, & a Cadillac company. These

are “luxury items” and show a progression from childhood to adult.• The first check is written to a baby shoppe. People are usually excited about

pregnancies and go shopping for the baby’s room, clothing, etc. and throw baby showers.

• The first page of checks are from 1903-23 from Hollywood State Bank. The U.S. was growing/prospering in the early 1900s & the entertainment industry was blossoming in Hollywood

Reflection• Due Tuesday