LINCOLN HIGH SCHOOLS.T.E.A.M Middle College

4777 Imperial Ave.San Diego CA, 92113

Course: Advanced Placement English Language and Composition

Instructor: Christopher Dier

Contact Info: (619) 266-6500 x2369, cdier@sandi.net, http://www.saturatedmind.com

Office Hours/Availability: Tuesday – Friday, 2:30pm – 4:00pm, or by appointment

Course Description: An AP English Language and Composition course cultivates the reading and writing skills that students need for college success and for intellectually responsible civic engagement. The course guides students in becoming curious, critical, and responsive readers of diverse texts, and becoming flexible, reflective writers of texts addressed to diverse audiences for diverse purposes. The reading and writing students do in the course should deepen and expand their understanding of how written language functions rhetorically: to communicate writers’ intentions and elicit readers’ responses in particular situations. The course cultivates the rhetorical understanding and use of written language by directing students’ attention to writer/reader interactions in their reading and writing of various formal and informal genres (e.g., memos, letters, advertisements, political satires, personal narratives, scientific arguments, cultural critiques, research reports). Reading and writing activities in the course also deepen students’ knowledge and control of formal conventions of written language (e.g., vocabulary, diction, syntax, spelling, punctuation, paragraphing, genre). – The College Board, 2014

Reading activities will include identifying and explaining an author’s use of rhetorical strategy and technique in non-fiction text, analyzing written text as well as graphics and visual images, and evaluating and arguing citing the text primary source material. Writing activities will require students to write in several forms about a variety of subjects, edit, revise, and rewrite through several stages or drafts, practice informal writing to become aware of themselves as writers as well as the techniques used by other writers, as well as completing formal expository, analytical, and argumentative writing assessments. Listening and speaking activities will ask students to actively listen, be aware of the audience, practice rhetorical strategies and techniques in small group and whole class discussions

The goal, ultimately, is that students will communicate with an appropriate control of vocabulary, a variety of sentence structures, logical organization, a balance of general and specific detail, and an effective use of rhetoric: controlled tone, maintained voice, established emphasis through diction and syntax.

Learning Objectives: Upon completing the AP English Language and Composition course, students must: Analyze and interpret samples of purposeful writing, identifying and explaining an author’s use of

rhetorical strategies. This process includes students’ understanding of what an author is saying, how an author is saying it, and why an author is saying it. Additionally, this process looks at how an author’s rhetorical choices develop meaning or achieve a particular purpose or effect with a given audience.

Analyze images and other multimodal texts for rhetorical features. This goal acknowledges the multiple modes of learning that help students acquire literacy, with attention to the power of visual literacy in understanding an author’s purpose.

Use effective rhetorical strategies and techniques when composing. Students apply their analytical skills to their own writing so that they are reading like writers and writing like readers.

Write for a variety of purposes. Students’ writing experiences in the course must exceed the timed writings that are assessed on the AP English Language and Composition Exam. For instance, students might undertake a lengthy and intensive inquiry into a problem or controversy, consulting and evaluating

arguments and viewpoints presented in a variety of sources, and using those sources to provoke, complicate, and/or support their own responses to the problem or controversy. Students’ writing in the course should also go through a process that includes feedback from other readers, revision, and proofreading. Finally, forms other than the essays featured in the exam have a place in the course, such as personal narrative, letters, advertisements, reviews, etc.

Respond to different writing tasks according to their unique rhetorical and composition demands, and translate that rhetorical assessment into a plan for writing. Different contexts require different choices in creating and delivering texts. This goal addresses the importance of prewriting and planning in the writing process.

Create and sustain original arguments based on information synthesized from readings, research, and/or personal observation and experience. Students learn to see argument as addressing a wide range of purposes in a variety of formats. They should be able to recognize general features of arguments, such as claims, evidence, qualifiers, warrants, and conclusions. Students’ ability to create informed arguments depends largely upon their reading of primary and secondary sources. The more that students discern argument as entering into a conversation with others, the more credible and cogent their own arguments become.

Evaluate and incorporate sources into researched arguments. When entering into a conversation with others, students must comprehend and evaluate (not just summarize or quote) others’ positions. Such a process involves purposeful reading, a wide range of reading, and the ability to credibly support an evaluation of a writer’s position.

Demonstrate understanding of the conventions of citing primary and secondary sources. Students must learn to use the conventions recommended by professional organizations such as the Modern Language Association (MLA), the University of Chicago Press (The Chicago Manual of Style), or the American Psychological Association (APA). Students need to understand that for academic writing, the selection of documentation style depends upon the discipline the writing is intended for; students therefore need to learn how to find and follow style guides in various disciplines.

Gain control over various reading and writing processes, with careful attention to inquiry (research), rhetorical analysis and synthesis of sources, drafting, revising/rereading, editing, and review. This goal emphasizes the importance of the entire process of writing, including teacher intervention in providing useful feedback, along with peer review and publication.

Converse and write reflectively about personal processes of composition. Metacognition, or reflection, is a key component of this course; the practice of describing their own processes helps students internalize standards articulated by local, state, or national rubrics — of effective composition.

Demonstrate understanding and control of Standard Written English as well as stylistic maturity in their own writing. This process clearly relates to the goals of reading rhetorically — the better that students understand how other writers create a particular effect or produce meaning, the more fully their own prose accomplishes such goals.

Revise a work to make it suitable for a different audience. In addition to revision, this goal acknowledges the importance of recognizing a variety of audiences for a piece of writing.

Required Materials: Students will use the following materials daily. 1”-1.5” Notebook 2 Pens (blue or black ink only) and 2 pencils Assigned Text Personal Blog

Texts: Students will be assigned a class textbook/reader. In addition, students will be assigned various AP recommended prose passages including novels, articles, essays, and poetry throughout the year. Students are responsible for the full cost of a replacement if either assigned text is lost or damaged.

McCuen, Jo Ray, Readings for Writers, 11th Edition Peterson, Linda, The Norton Reader, 11th Edition

Instructional Strategies:

Student Facilitated Discussion Socratic Seminar – Students will ask questions of one another in a discussion focused on a topic, essential

question, or selected text. Questions initiate a conversation, series of responses, or other questions. Fishbowl – Students form inner circle discussion group modeling appropriate discussion technique Students in

outer circle listen, respond, and evaluate.

Teacher Facilitated Discussion Shared Inquiry – Students read a provocative text and are asked interpretive questions. Students offer

different response and debate one another supporting their positions with evidence from the text. Debriefing – Student participate in teacher-facilitated discussion leading to consensus understanding or

identifying key conclusions.

Informal Writing Reader Response Blog – Student will informally respond to selected quotations or short excerpts in public

blog. Students read, analyze, and respond to one another about technique and style. Reader Response Journals – Student practice stylistic analysis through activities like SOAPSTone, OPTIC,

Color Marking, RAFT and the use of Kinneavy’s Rhetorical Triangle.

Formal Writing Multi-Draft Essays – Students will participate in writer’s workshop to edit, revise, and re-write multiple essays

(Synthesis, Informative, Analytical, Narrative, Argumentative) Timed Writings – Students will practice writing organized and coherent responses to assigned readings with

time constraints.

Research and Analysis Research – Students will complete a multi-source research paper presenting and maintaining a unique

argument on selected topics. Students will also research and cite primary/secondary source material in informal written responses or Socratic Seminars.

Critical Reading – Student will annotate, question, and interpret non-fiction text beyond a superficial level.

Listening and Speaking Oral Presentations – Students present informal and formal arguments or analysis orally. Students demonstrate

awareness of audience, occasion, and technique. Debate – Student present informal or formal arguments that defends a claim or challenges a claim about a

specific topic or issue without attacking.

Grading Policy: Grades will be determined by the accumulation of points on weighted tasks built around the AP English Language and Composition curriculum. The grading scale for student assignments is as follows:

45% Standards Mastery (assessments, publishable drafts/timed writings, projects) 40% Standards Practice (class work, group work, independent practice, quizzes, presentations) 15% Participation (homework, note-taking, discussion, independent reading, deadline timeliness)

Students can regularly check grade updates online via Student Connect. Progress reports will reflect the following academic grading scale as well as the citizenship-grading rubric. (See Student Handbook for Lincoln High School Citizenship Grading Rubric)

A (90-100%) - The “A” Studento An “A” student shows up on time and has consistent attendance because the student takes

responsibility for work and learning. This student turns in assignments early or on time and communicates well with their teacher. They demonstrate critical thought in the classroom. This student reviews and revises work routinely and proactively seeks extra help when needed. They accurately and thoughtfully respond to the assignment given and demonstrate deeper level questioning of class content. They are actively engaged, offer unique insight, and seek knowledge and understanding independently. The “A” student participates in cooperative and meaningful dialogue with peers. They

take notes and demonstrate effective study habits. An “A” student’s work is organized, mechanically sound and they demonstrate mastery of the content.

B (80-89%) - The “B” Student

o A “B” student takes responsibility for missed work and learning. This student turns in assignments early or on time and communicates with their teacher. They demonstrate critical thought in the classroom. This student reviews and revises work when needed and seeks extra help when needed. They accurately respond to the assignment given and ask clarifying questions to understand content. They are actively engaged, may offer some insight, and seek knowledge and understanding. The “B” student participates in dialogue with peers. They take notes and demonstrate effective study habits. A “B” student’s work is organized, mechanically sound and they demonstrate understanding of the content.

C (70-79%) - The “C” Studento A “C” student does not take responsibility for missed work and learning when absent. This student

turns in assignments. They demonstrate recycled thought only. This student does not review and revise work and reactively seeks extra help. They respond to the assignment given; however, they do not ask clarifying questions to understand content. They are a passive learner, offer little insight, and are developing knowledge and understanding. The “C” student participates in limited dialogue with peers. They take notes and may study. A “C” student’s work could benefit from more organization and revision of distracting errors. They are developing understanding of the content.

D (60-69%) - A “D” Studento A “D” student does not take responsibility for missed work and learning when absent. This student is

missing assignments, largely due to frequent absence or tardiness. They demonstrate basic or little thought. This student does not review and revise work and rarely seeks extra help. They may respond to the assignment superficially and do not ask clarifying questions to understand content. They are a passive and disengaged learner, offer little to no insight, and have gaps in knowledge and understanding. The “D” student avoids dialogue with peers. They take incomplete notes and do not study. A “D” student’s work needs heavy revision organization of distracting errors. They are developing understanding of the content.

F (0-59%) - A “F” Studento A “F” student does not take responsibility for missed work and learning when absent. This student is

missing assignments, largely due to frequent absence or tardiness. They demonstrate basic or little thought. This student does not review and revise work and does not seek extra help. They may respond to the assignment superficially or copy demonstrating a lack of content knowledge. They are a passive and disengaged learner, who avoids necessary learning opportunities. They take incomplete notes, if at all, and do not study. A “F” student’s work needs heavy revision organization of distracting errors if completed at all. They are lacking understanding of the content.

Homework Policy: Students will be required to read daily outside of class in order to participate in class. All other homework will be assigned on an as needed basis based on student performance in class and will consist of things like test review, independent practice of content skills, or revision. Failure to complete homework will result in the lowering of points in the participation category of the grading scale in addition to the “0” for missing the assignment.

Revision/Make-Up: Assignments, projects, and tests deadlines are strict. Any work turned in after the established deadline will be penalized 20%. It is the responsibility of the student to complete revision and conference with the teacher to improve scores.

Discipline Policy: In accordance with the philosophy of “The Definite Dozen” students will be taught to, and will be expected to, “discipline yourself so that no one else has to.” These expectations for attitude, behavior, focus, and communication will be discussed regularly and posted in class. In the event these expectations are not being met the

following intervention will be used to redirect: verbal warnings, student/teacher conference, phone calls, removal of privileges, retention, referral, and assignment of Friday Night School.

Attendance/Tardy Policy: Students are expected to attend school regularly and to be on time. Truancy and tardiness to school and/or class will result in a loss of educational opportunity, a decreased level of learning, and a disruption of the learning process for others. Any student who has received a total of 10 absences (excused or not) during the 18-week semester may earn the grade of “F.”

Student Fees: The Constitution of the State of California requires that we provide a public education to you free of charge. Your right to a free education is for all school/educational activities, whether curricular or extracurricular, and whether you get a grade for the activity or class. Subject to certain exceptions, your right to a free public education means that we cannot require you or your family to purchase materials, supplies, equipment or uniforms for any school activity, nor can we require you or your family to pay security deposits for access, participation, materials, or equipment. You may be required to attend a fundraising event; however, if you are unable to raise funds for the event, you will not be prevented from participating in an educational activity.

Literary Terms: AP English Language and Composition

Rhetorical Techniques: Alliteration Allusion Amplification Analogy Anaphora Anastrophe Antistrophe (Epistrophe) Antithesis Assonance Asyndeton Chiasmus Climax Connotation Correctio (Metanoia) Denotation Diacope

Diction Distinctio Eponym Euphemism Expletive Hyperbole Hypophora Imagery Irony Litotes Meoisis Mesodiplosis Metabasis Metaphor Metonymy Paradox Parallelism Polysyndeton

Praeteritio Satire Scesis Onomaton Sentenia Simile Syntax Tricolon Tone

Rhetorical Appeals: Pathos Ethos Logos

Rhetorical Fallacies Appeal to Consequences Strawman Appeal to Irrelevant Authority Equivocation False Dilemma Questionable Cause Appeal to Fear Hasty Generalization Appeal to Ignorance No True Scotsman Genetic Fallacy

Ad Hominem Affirming the Consquence Appeal to Hypocrisy Slippery Slope Appeal to Bandwagon Begging the Question Composition and Division Red Herring Non Sequitur

Recommended Authors: AP English Language and Composition

Author’s listed below have been selected for their literary merit, their importance to the evolution of the American canon, and their thematic or stylistic relationship to the course study. While many of these authors are known for their more popular fictional writing, we will focus generally on their non-fiction essays, letters, critiques, and speeches.

Alexie, ShermanAnaya, Rudolfo Angelou, MayaBaldwin, James Bly, RobertBonoBoyle, TC Capote, Truman Cather, Willa Chief JosephCooper, James FenimoreCrane, StephenDillard, Annie Douglass, FrederickDreiser, Theodore Du Bois, W.E.B.Ellison, Ralph Emerson, Ralph WaldoEquiano, Olaudah

Faulkner, WilliamFrazier, Charles Franklin, Benjamin Gaines, Ernest Grimes, WilliamGuterson, David Haley, AlexHawthorne, NathanielHeller, Joseph Hemingway, Ernest Hurston, Zora NealIrving, Washington

James, Henry Keillor, GarrisonKnowles, John Kogawa, Joy KraKauer, JohnLewis, Sinclair

Melville, Herman Miller, ArthurMorrison, ToniO’Brien, TimPlath, Sylvia Poe, Edgar AllenQuindlen, AnnaRodriguez, RichardSalinger, J.D.Sinclair, Upton Smith, BettyStegner, WallaceSteinbeck, John

Stowe, Harriet Beecher Tan, Amy Thoreau, Henry DavidTwain, Mark Vidal, GoreVillasenor, VictorWalker, Alice Welch, JamesWest, CornellWharton, EdithWolff, Tom Wright, Richard

Units of Study: AP English Language and Composition

Unit #1: Defining America Through The Written Word

Unit Focus: Annotating text: subject, purpose, argument Interpreting visual media (graphics, photographs, political cartoons) Synthesis: source based, conceptual, synthesis of voice Critical thinking: synthesizing rhetoric Constructing an argument, organizing structures Making an outline Documenting sources MLA style The process of writing: outlining, thesis development, drafting, editing and revision, publishing Grammatical organization: varying syntax Vocabulary: content vocabulary and from reading selections

Readings: “America,” Claude McKay “I Hear America Singing,” Walt Whitman “Asian American,” Tong Thao Between the World and Me , Ta-Nehisi Coates “Letters From a Birmingham Jail,” Dr. Martin Luther King Jr. “Chomsky: Is the American Dream Dead?” C.J. Polychroniou “A Modest Proposal: For Preventing Mexican Illegal Immigrants Entering the U.S. From the South,” Robert L. “Shame,” Dick Gregory “The Catastrophe of Success,” Tennessee Williams “Is America Falling Apart?” Anthony Burgess “Kill Em! Crush Em! Eat Em Raw!” John McMurty “Democracy,” E.B. White

“Enclosed, Encyclopedic, Endured: The Mall of America,” David Guterson “From Speech to Georgetown University on Social Activism and America’s Role,” Bono

Writings: Annotated reading journal for selections by Whitman, Hughes, King, Sparrow, and Williams SOAPSTone for selections by King, Sparrow, Williams, and Robert L OPTIC for selections by Rockwell, and Fly Author assertion analysis short answer for selections by Burgess and White Timed writing on selections by McMurty, Guterson Essay outline Synthesis essay based on arguments of select unit texts Analysis of student writing process by revising Synthesis essay

Assessment:Students will compose one essay that takes a position defending, challenging, or qualifying the argument that “The American Dream is alive and well today,” synthesizing at least three sources from the texts read in this unit for support. In addition, students will participate in a writer’s workshop to evaluate essays for style, logic, varying sentence structure, and use of rhetoric elements.

Unit #2: Origins of the American Literary Traditions

Unit Focus: Annotating text: rhetorical elements Critical thinking: analyzing rhetoric Synthesis: source based, conceptual, synthesis of voice Constructing and argument, organizing structures Making an outline Documenting sources MLA style The process of writing: outlining, thesis development, drafting, editing and revision, publishing Grammatical organization: varying syntax Vocabulary: content vocabulary and from reading selections

Readings: “Genesis” “Coyote Dream,” Franklin Ojeda Smith Black Elk Speaks , John G. Neihardt selections from “Great Speeches By Native Americans,” Bob Blaisdell, Ed. “Lame Deer; Seeker of Visions,” John Fire Lame Deer “I’m Tired of Fighting,” Chief Joseph “Letter to President Pierce, 1855,” Chief Seattle “Cherokee Memorials,” Congressional Petition by the Cherokee Council “The Way to Rainy Mountain,” N. Scott Momaday

Writings: Annotated reading journal for selection by Neihardt Reflection from Socratic Seminar on selection by Neihardt SOAPSTone analysis for selections by Lame Deer, Chief Joseph, Chief Seattle Rhetorical analysis short answer for selections by Cherokee Council, Momaday Essay outline Synthesis essay based on arguments of selections by Blaisdell

Assessment:

Students will compose one essay that takes a position defending, challenging, or qualifying the argument that “The Native American culture is a failed culture,” synthesizing at least three sources from the texts read in this unit for support. This essay will be a timed response without the opportunity to revise through the writing process.

Unit #3: Literary Styles of the American Colonies

Unit Focus: Annotating text: syntax, tone, diction, imagery Critical thinking: analyzing rhetoric Constructing and argument, organizing structure Making an outline Documenting sources MLA style The process of writing: outlining, thesis development, drafting, editing and revision, publishing Grammatical organization: varying syntax Vocabulary: content vocabulary and from reading selections

Readings: “Allegory of the Cave,” Plato The Crucible , Arthur Miller “Debunking America’s Enduring Myths,” David Greenburg “Those Sexy Puritans,” Edmond S. Morgan “What Were the Original Puritans Like?” Leland Riken “The Devil and Tom Walker,” Washington Irving “Resolutions,” Jonathan Edwards “Sinners in the Hands of an Angry God,” Jonathan Edwards “Moral Perfection,” Ben Franklin “A Decade of Fear,” Sam Roberts “Declaration of Independence,” Thomas Jefferson and others “What Democracy?” Richard Rosenfeld

Writings: Author assertion analysis short answer for selection by Plato, Irving Timed writing on selections by Edwards, Jefferson Annotated reading journal for selection by Miller Essay outline Rhetorical analysis essay based on selection by Roberts Analysis of student writing process by revising rhetorical analysis essay

Assessment:Students will compose one essay that analyzes the rhetorical strategies that Roberts uses to convey his view that even though McCarthy got it all wrong he was closer to the truth than those who ridiculed him by explaining the author’s message and showing how it is expressed. In addition, students will participate in a writer’s workshop to evaluate essays for style, logic, varying sentence structure, and use of rhetoric elements.

Unit #4: The Argument for the American Individual

Unit Focus: Annotating text: subject, purpose, audience Inductive and deductive reasoning Rhetorical appeals Critical thinking: analyzing an argument Making an outline Documenting sources

MLA style The process of writing: outlining, thesis development, drafting, editing and revision, publishing Grammatical organization: varying syntax Vocabulary: content vocabulary and from reading selections

Readings: from “Self Reliance,” Ralph Waldo Emerson from “Civil Disobedience,” Henry David Thoreau Into the Wild , John Krakauer “A Noiseless Patient Spider,” Walt Whitman “The Battle of the Ants,” Henry David Thoreau “What Life Means to Me,” Jack London “The Destiny of the Indian,” Louis Henry Morgan “Society,” Eddie Vedder “A Plea For John Brown,” Henry David Thoreau “John Brown’s Body,” Sarah Vowell “The Black Cat,” Edgar Allen Poe “The Minister’s Black Veil, “ Nathaniel Hawthorne “Something Wicked This Way Comes,” Chuck Klosterman

Writings: SEEE analysis for selections by Emerson, Thoreau Author assertion analysis short answer for selections by Thoreau Timed writing on selections by Thoreau, London Annotated reading journal for selection by Krakauer Reflection from Socratic Seminar on text by Krakauer TP-CASTT analysis for selection by Vedder Comparative analysis short answer for selections by Poe, Hawthorne Essay outline Rhetorical essay based on selection by Klosterman

Assessment:Students will compose one essay that analyzes the rhetorical strategies that Klosterman uses to convey his view that alienation leads to disaffection by explaining the author’s message and showing how it is expressed. This essay will be a timed response without the opportunity to revise through the writing process.

Unit #5: Revolutionary American Ideals, Revolutionary American Literature

Unit Focus: The purpose of arguments Argumentation: Classic, Rogerian, Toulmin Rhetorical appeals Critical thinking: developing an argument Making an outline Documenting sources MLA style The process of writing: outlining, thesis development, drafting, editing and revision, publishing Grammatical organization: varying syntax Vocabulary: content vocabulary and from reading selections

Readings: from The Lincoln Douglas Debates “House Divided” Speech, Abraham Lincoln “The Gettysburg Address,” Abraham Lincoln

“Death of Abraham Lincoln,” Walt Whitman “Episode of War,” Stephen Crane “Chickamauga,” Ambrose Bierce “Why Did the Confederacy Lose?” James McPherson Narrative of the Life of Frederick Douglass , Frederick Douglass “Learning to Read and Write,” Frederick Douglass selections from “When I was a Slave,” Norman R. Yetman, Ed. from “Six views on Reparations for Slavery,” Neil Steinberg “Ten Reasons Against Reparations,” David Horowitz “The X is Black,” Amiri Baraka “Ten Reasons for Reparations,” Earl Ofari Hutchinson Political Cartoon “The Case for Reparations,” Ta-Nehisi Coates “The Case Against Reparations,” Kevin Williamson

Writings: Timed writing on selection by Lincoln Comparative analysis short answer for selections by Crane, Bierce Annotated reading journal for selections by Douglass, Yetman, Steinberg, Horowitz, Baraka, Hutchinson OPTIC analysis for graphics/art Reflection from Socratic Seminar on texts by Douglass, Yetman, Steinberg, Horowitz, Baraka, Hutchinson Argumentative essay thesis proposal and outline Argumentative essay based on topics raised in unit readings Analysis of student writing process by revising argumentative essay

Assessment:Students will compose one essay that takes a side of the argument that the descendants of those who were enslaved in the Atlantic Slave trade deserve monetary reparations today and utilizes evidence from readings, observation and/or personal experience for support. In addition, students will participate in a writer’s workshop to evaluate essays for style, logic, varying sentence structure, and use of rhetoric elements.

Unit #6: The Times They Are A-Changing in American

Unit Focus: Annotating text: rhetorical elements Rhetorical appeals Critical thinking: developing an argument Making an outline Documenting sources MLA style Research The process of writing: outlining, thesis development, drafting, editing and revision, publishing Grammatical organization: varying syntax Vocabulary: content vocabulary and from reading selections

Readings: Their Eyes Were Watching God , Zora Neal Hurston “Incident,” Countee Cullen “Salvation,” Langston Hughes “The Negro Artist and the Racial Mountain,” Langston Hughes “Stranger in the Village,” James Baldwin Select works from Aaron Douglas Excerpts from “The Talented Tenth,” W.E. B. Du Bois “Who Really invented the Talented Tenth,” Henry Louis Gates Jr.

Excerpts from “The Atlantic Compromise,” Booker T. Washington

Writings: Annotated reading journal for selection by Hurston TPCASTT analysis for selection by Cullen Timed writing for selection by Hughes Author assertion analysis short answer for selections by Hughes, Baldwin OPTIC analysis for graphics/art by Douglas SOAPSTone analysis for selections by Du Bois, Gates Argumentative essay based on topics raised in selections by Du Bois, Gates, Washington

Assessment:Students will compose one essay that takes a side of the argument that social change will be brought about by concentrating on elevating oneself through hard work and material prosperity, and utilizes evidence from readings, observation and/or personal experience for support. This essay will be a timed response without the opportunity to revise through the writing process.

Unit #7: The Here and Now

Unit Focus: Annotating text: narrative methods Critical thinking: using rhetoric The process of writing: outlining, thesis development, drafting, editing and revision, publishing Grammatical organization: varying syntax Vocabulary: content vocabulary and from reading selections

Readings: The Things They Carried , Tim O’Brien “Bilingual in a Cardboard Box,” Javier Pina “Legal Alien,” Pat Mora “Everyday Use,” Alice Walker “Superman and Me,” Sherman Alexie “Sure You Can Ask Me a Personal Question,” Diane Burns “When I Was Growing Up,” Nellie Wong “The Concrete River,” Luis Rodriguez “How to Argue Effectively,” Dave Berry “A Modest Proposal,” David Sedaris Stanford Commencement Speech, Steve Jobs “Mother Tongue,” Amy Tan “The Myth of the Latin Woman: I Just Met a Girl Named Maria,” Judith Ortiz Cofer “Black Men in Public Spaces,” Brent Staples

Writings: Annotated reading journal for selection by O’Brien Rhetorical analysis short answer for selections by Pina, Mora, Walker, Alexie, Burns, Wong, Rodriguez Timed writing comparing selections from this unit to selections from previous units Narrative/Personal Statement based on themes from selections from this unit

Assessment:Students will compose two personal narratives based on the themes of Modern American writers that emulate modern styles and composition. In addition, students will participate in a writer’s workshop to evaluate essays for style, logic, varying sentence structure, and use of rhetoric elements.

Expectation Contract: By initialing the expectations and signing below, we recognize and agree to comply with the rigorous academic and behavioral expectations as stated and all other school wide regulations.

_____ My child and I understand that students are expected to refrain from using profanity and gang related language toward teachers, other students, or other adults while on campus and on field trips.

_____ My child and I understand that students are expected to arrive to class on time, and will not be admitted to class without a pass.

_____ My child and I understand that students are expected to behave exceptionally well while in class, especially since they represent our school, our family, and our community. This includes respecting themselves, their peers, teachers and adults on campus, as well as the property of Lincoln High School

_____ My child and I understand that student responses and final drafts of written work will be published online through a student blog and that it is the student’s responsibility to set and maintain privacy settings for their own blog if desired by parent/guardian.

Parent/Guardian Signature: ___________________________________ Date: ____________

Student Name (Print): __________________________________________________________

Student Signature: __________________________________________ Date: ____________

Preferred Method of Contact: Please identify and note the preferred method of communication below. Feel free identify multiple numbers if necessary.

Contact Name: _________________________________________________________________

Phone: _______________________________________________________ (Cell, Work or Home)

Email: ________________________________________________________________________

Return this page, completed, to Mr. Dier in 369