Tone Round 4 Commences

All hours began with vocabulary, incorporated information about the AP exam, its registration deadline of March 8, and a complimentary power point designed to argue why it would behoove you to sign up for the exam on May 10. After reading such strong argumentative essays from first and seventh hour (third hour, I've got you tomorrow), the majority of you have shown so much growth and purpose with your writing. Three 9's on this prompt so far! At some point in the class, we also worked on our fourth round of tone words. First hour, Jessie, you have callous as your tone word and the topic is the wilderness. Tomorrow will be more fun with tone!

Flaw Part I

Today was the first deadline for the flaw essay's steps 1-4. The next deadline is Wednesday, so you should be immersed in your research at this point. After copying down vocab and discussing your flaws, the rest of the hour was for work.

If you would like to submit a design for the AP Lang shirt for your hour, you will need to do so by Friday.

Time for the Human Flaws!

Seventh hour had their vocabulary today, and all classes completed the analysis of the rangefinders.

And, most importantly, you have been assigned the argumentative research essay for the greatest human flaw. I have sent all students a copy of the assignment (steps 1-4 to be complete by 2:45 p.m. on February 7) and the source pages that you will use to take research notes. You may print out copies to use, write on a Google doc, or write on notebook paper -- depending on your ease and circumstance.

Determinism & Free Will

That first rangefinder seems to be a ringer with its development of determinism, free will, and ethical philosophy. I would love to see the curriculum from that writer's classes!

First and third hour completed the vocab quiz this morning; seventh hour will have the quiz tomorrow.

Meanwhile, we finished reviewing the MC passages to aid your comprehension, understanding of the questions, and confidence for future work. At the end of the hour, we began to look at the rangefinders and analyze the lower level essays.

Tomorrow, we will finish the rangefinders, and your biggest assignment all year (the human flaw argumentative research essay) will assigned. I would suggest you start considering what flaw you feel would be appropriate to argue.

More MC Review

First and third hour reviewed for vocab, which means that you have a quiz tomorrow! Seventh hour finished up the vocab unit today, which means you will review tomorrow!

Meanwhile, we worked with partners to go over passages 2 & 3 on the MC exam.

For homework, correct MC passages 4 & 5 and score the rangefinders. If you were absent, it would be advisable to stop by in the morning and pick up your MC packet and rangefinders so that you can complete this prior to class (if you have an earlier hour) or during a study hall later in the day.

MC Tuesday

My previous blog recapped the MC results, so today's blog will be a quick snippet of what we did in class. At the beginning of the hour, you turned in your certainty/doubt prompt - with your prewriting boxes attached. Then, we resumed vocab experts, which after a four day weekend was quite rough. For the remaining minutes, we began the MC test analysis, in which you worked with a partner (partners) to review your answers. We will continue with this tomorrow.

Multiple Choice Tomorrow

I just finished grading the MC test and, while there is room for improvement, the overall statistics are quite promising with 40 of you making it to goal 1 or higher. During tomorrow's class, we will discuss the four goals for MC testing (50%, 60%, 70%, and an AP 2 score) and how this helps to calculate your score.

If you want a preview, check out this link to the scoring sheet for a 54 question MC exam: http://www.blmcchs.org/common/pages/DisplayFile.aspx?itemId=21715422. We will fill out this handout with a plethora of possibilities (high scoring MC, low scoring writing, and vice versa) to give you a sense of how the overall 5 results from playing to strengths and improving your weaknesses.

As for scores, I did have the highest score on this one. Phew. I figure I have one or two tests left before some of you start outscoring me! While I can revel in this one, I do want to give kudos to our highest student scorer, CL, who reached the fourth goal of an AP 2 score. In addition, we had 4 students reach 70% plus, 10 students reach 60% plus, and 25 students reach 50% plus.

I hope you are ready for some calculating, close reading, process eliminating, and answer explaining!

P.S. Don't forget that the AP exam does not have a penalty for guessing. There were a handful of students who left sections without any answers. If you pick a "letter of the day," you will at least earn a few more points, which could be the difference in your AP overall level.

Allusion Scavenger Hunt Makeups

If you are one of the six people needing to make up the allusion scavenger hunt, you have 2 options: either 7:00 a.m. or 2:30 p.m. on Tuesday.

Without a Doubt, You Certainly Have A Prompt To Do

At this point, you should have your box outline for the doubt-certainty prompt completed. (First hour absentees, e-mail me with a request for the digital paperwork. You will need this to complete the homework due on Tuesday.) 

For homework, you are to write the essay as a take-home timed prompt. Time yourself 40-50 minutes and handwrite on notebook paper. You are allowed to use a dictionary for spelling issues, but you are not allowed to use the internet, friends, or random strangers to complete the content of the prompt.

If you are absent on class on Tuesday, you will take a photo of the prompt and e-mail it to me to prove that you have completed this task. This will be e-mailed by the start of your hour.

Leaving CDQ Behind

Now that we have worked with CDQ arguments, it is time to move forward into philosophical arguments, or arguments in which your interpret abstract nouns and ideas and utilize exemplification to explain (or what we have done with our brainstorming this week).

If there is anyone left who needs to take the vocab/tone quiz or full MC test from last week, you will need to complete these this week so that these can be evaluated.

If you have not completed the allusion scavenger hunt, you will need to contact me immediately with preference of morning or afternoon make-up times. I need to hear from all absentees by the end of the day so that I can finalize make-up dates. If you have already signed up on the board, I have your information.

1: Vocab resumed, tone words reviewed, further exemplification brainstorms, CDQ prompt returns with a new chart for your portfolio.

3 & 7: Vocab resumed, tone words reviewed, introduction of philosophical prompts via a prompt and a chart. If absent, stop by tomorrow morning before school to receive the paperwork and instruction on how to do this assignment.

The Allusion Scavenger Hunt

The entire hour was dedicated to a full class scavenger hunt. Absentees from all hours will join together for a group make-up session, which will be determined by availability schedules. We will agree on a date and time (most likely Thursday, Tuesday, or Wednesday after school) before the end of the week.

Updated Seventh Hour Tone Words

• ambivalent
• apathetic
• apathetic
• archaic
• archaic
• audacious
• bellicose
• biting
• callous
• choleric
• choleric
• clinical
• colloquial
• contemptuous
• cynical
• dejected
• dejected
• derisive
• didactic
• disdainful
• empathetic
• empathetic
• eulogize
• facetious
• fatuous
• formal
• idyllic
• incredulous
• irreverent
• jejune
• kowtowing
• laissez-faire
• laudatory
• lugubrious
• macabre
• macabre
• nostalgic
• obsequious
• obsequious
• omnipotent
• partisan
• partisan
• pedantic
• poignant
• poignant
• polemical
• pompous
• pompous
• pretentious
• provocative
• quizzical
• reticent
• scathing
• scathing
• scathing
• sentimental
• sentimental
• simple
• urbane
• vehement
• vituperative
• volatile
• volatile
• whimsical
• whimsical
• wistful

Updated Third Hour Tone Words

• ambivalent
• apprehensive
• bantering
• biting
• candid
• caustic
• cautionary
• choleric
• churlish
• clichéd
• colloquial
• concrete
• cynical
• demoralized
• demoralized
• dejected
• derisive
• diffident
• diffident
• disdainful
• elegiac
• empathetic
• erudite
• facetious
• facetious
• fatuous
• formal
• formal
• forthright
• gothic
• hubristic
• impartial
• incensed
• incredulous
• informal
• jejune
• jingoistic
• jingoistic
• laudatory
• malicious
• nihilistic
• nostalgic
• patronizing
• pretentious
• provocative
• resigned
• resigned
• simple
• trite
• unctuous
• urbane
• vituperative
• whimsical
• wistful

Updated First Hour Tone Words

• abstract
• aloof
• aloof
• bantering
• bellicose
• callous
• candid
• clichéd
• clichéd
• clinical
• colloquial
• concrete
• didactic
• diffident
• earnest
• earnest
• effusive
• effusive
• elegiac
• enervating
• enervating
• erudite
• fatuous
• flippant
• flippant
• forthright
• gauche
• gauche
• gauche
• gothic
• hubristic
• hubristic
• idyllic
• incredulous
• informal
• insolent
• insolent
• irreverent
• irreverent
• jejune
• jovial
• kowtowing
• malicious
• nihilistic
• obsequious
• patronizing
• pedantic
• polemical
• pompous
• provocative
• reticent
• ribald
• sardonic
• sardonic
• seductive
• seductive
• sentimental
• simple
• supercilious
• trite

Brainstroming

When the AP test day arrives, you will not have the opportunity to grab a phone and Google examples for your argumentative essays. Hence, we used today's class to work with the best resource you will have with you on exam day: your brain. Through each example of an abstract noun, you brainstormed as many examples as possible (hopefully pulling from different subjects). The idea behind all this? Every argument relies on exemplification, so this is the opportunity to utilize all the knowledge from your studies, readings, and life experiences. Meanwhile, we are all in some phase of vocab unit 19.

Tomorrow is the allusion class scavenger hunt. There's not much to prepare in advance, but you are welcome to look over your allusion list and see what you know, and you are invited to stop by tomorrow morning and peruse the wall before first hour.

Friday

First hour started with the semester discipline review (if you missed this reminder of what NOT to do at school, you may want to note that your attendance rate now connects with the privilege of a parking space). We then copied down vocab unit 19, which will start up on Monday. Next on the docket, we completed a little speed learning for our third round of tone words and rounded out our tone work with a review. For the last moments of the hour, you found out the rangefinder scores and we began analyzing 1 & 2.

Third hour started with copying down unit 19 vocabulary words, which will begin on Monday. We then reviewed our third round of tone words. To finish up the week, we practiced brainstorming examples for abstract nouns such as achievement, absurdity, and belligerence.

Seventh hour started with a hybrid drill, but then we returned to class to vote on our tone paragraph: the winner this week is children. Emi, you have partisan for your tone paragraph; Michaela, you have urbane.

Seventh Hour Happenings

Today was the full MC test. Any absentees will need to schedule a make-up time after school on Friday or Monday. We heard about the magic 9 essay for the CDQ prompt. Then, you met with similar challengers, defenders, and qualifiers for the mother-daughter CDQ prompt. To finish up class, you composed 2 paragraphs - the introduction utilizing an example for the hook and one body paragraph for this prompt. Tone paragraphs on Friday!

Third Hour Happenings

Today featured the full MC test. Absentees will need to schedule a make up time either after school on Friday or Monday.

Meanwhile, the class voted on the topic of autocorrect for today's tone paragraphs. Natalie, you have cliched as your tone word; Bailey, you have formal; Izzy, you have colloquial.

First Hour Happenings

Today was the full MC test. If absent, you will need to schedule a time after school on Friday or Monday to take the exam.

Afterwards, you turned in your solo CDQ paragraphs, and we worked on our third round of tone words. For this week, the paragraph tone topic is clocks. Sydney, your tone words will be aloof; Adia, your tone word will be fatuous.

CDQ & Rangefinders

In all hours, the classes completed the vocab 18 quiz and the tone round 2 quiz. Afterwards, each class went on its own path.

1: We graded MC passages 4d & 4e with our high-scorers setting the total at 17. Then, you conferred with like CDQ representative on the mother-daughter prompt, individually selected four examples that you could use for a phantom essay, and ordered the examples by earmarking one for the hook and three for the supportive body paragraphs. For homework, compose 2 paragraphs - introduction and one boy - for this prompt.

3: The remainder of the hour centered on the rangefinders and the analysis of successful CDQ compositions. What makes a 9? First, a plethora of specific examples. Second, a thorough explanation of each example in reference to your claim.

7: After vocab/tone quiz, we analyzed the rangefinders for the prompt. For homework, you will need to use your CDQ handout with text 3 and create a thesis statement and a brainstorm of possible examples.

Success & the Mother-Daughter Dynamic

As we continue forward into CDQ-style argumentation, we have 2 prompts to practice this skill prior to the return of your diagnostic essay. (Tomorrow is the last day for students to make-up the prompt from last week.) While all hours are working on tone, argument, and multiple choice passages, each one has reached a different part of our journey.

1: We reviewed vocab and tone words for our quiz tomorrow, recapped the answers for passage 4c - the "Baby Worship" passage, and completed a CDQ on "success" according to Selden's world view.

For homework, complete the 2 passages 4d and 4e, which will be graded tomorrow. Then, using the mother-daughter prompt, construct a thesis statement and brainstorm a list of possible examples for tomorrow's class. Make sure you complete all parts of this homework assignment so that you are prepared for tomorrow's class. Any absentees, I only have hard copies of these assignments, so you will most likely be in the hall for a portion of the class tomorrow.

3: We reviewed vocab and tone words for our quiz tomorrow, graded the MC passages 1d & 1e, which will be worth 20 points as one of your classmates scored perfectly on this assignment! Afterwards, you worked on a solo CDQ, which is on the back of your handout from last week (the prompt about mothers and daughters). If absent today, you will need to construct 2 paragraphs for this prompt - an introduction and a body paragraph. Remember, you should be using specific examples (that includes one in your hook to start off the essay with exemplification).

For homework. score the rangefinders for the CDQ diagnostic essay.

7: We reviewed vocab and tone words for our quiz tomorrow, graded the MC passages 4d & 4e. The highest score was 19 on this passage pair, which will be the value of the assignment. Afterwards, you worked with a team to construct a CDQ for Selden's definition of success. Absentees, I only have hard copies of this assignment, and you will have to wait to complete this task.

For homework, score the rangefinders for the CDQ diagnostic essay.

More MC

1: Vocab + team summation of MC Passage 3. For homework, finish up the passage questions and review vocab/tone words for quiz on Tuesday.

3: Vocab + team CDQ for "success" prompt. For homework, complete passages 1d & 1e. This should take you 20-30 minutes. I highly recommend you review your vocab and tone words for next week.

7: Vocab + team summation and completion of MC Passage 3. For homework, complete passages 3d & 3e. This should take you 20-30 minutes. Also, study up on those vocab and tone words!

Any absentees who have not taken the CDQ diagnostic prompt will need to have this completed by Tuesday.

CDQ Prompt Day

All hours began with a timed CDQ prompt. Absentees will need to make this up either during a study hall or after school on Friday.

After our timed prompt, we shared our last allusion posters, added vocab words, and reviewed vocab and tone words.

Third hour finished up their third MC passage.

Seventh Hour Tone Words Version 2.0

The updated list of your tone words - including the repeated ones!

• ambivalent

• apathetic

• apathetic

• archaic

• archaic

• biting

• callous

• choleric

• colloquial

• dejected

• dejected

• derisive

• didactic

• disdainful

• empathetic

• eulogize

• facetious

• fatuous

• formal

• jejune

• kowtowing

• laudatory

• lugubrious

• macabre

• macabre

• obsequious

• partisan

• pedantic

• poignant

• polemical

• pompous

• pretentious

• provocative

• scathing

• scathing

• sentimental

• sentimental

• vehement

• vituperative

• volatile

• volatile

• whimsical

• whimsical

• wistful

Third Hour Tone Words Version 2.0

Check out the updated list of tone words from our tone study thus far. Note the repetition of tone words from both weeks.

• ambivalent

• apprehensive

• bantering

• candid

• caustic

• choleric

• churlish

• concrete

• cynical

• demoralized

• demoralized

• derisive

• diffident

• disdainful

• empathetic

• erudite

• facetious

• fatuous

• formal

• forthright

• gothic

• impartial

• incredulous

• informal

• jejune

• jingoistic

• jingoistic

• laudatory

• malicious

• nihilistic

• nostalgic

• resigned

• resigned

• simple

• trite

• urbane

First Hour Tone Words Version 2.0

The following list contains your tone words from the first two weeks of tone study. Note the repeated tone words that occurred during both weeks.

• aloof
• bantering
• bellicose
• clichéd
• clichéd
• clinical
• colloquial
• diffident
• earnest
• earnest
• effusive
• elegiac
• enervating
• erudite
• flippant
• gauche
• gauche
• gothic
• hubristic
• hubristic
• idyllic
• incredulous
• insolent
• insolent
• irreverent
• irreverent
• jovial
• kowtowing
• nihilistic
• obsequious
• patronizing
• pompous
• provocative
• reticent
• ribald
• sardonic
• seductive
• simple
• supercilious
• trite