AP Seminar

Week 17: 5/25 - 5/29

Due Dates:

Your IRR and IWA need to be completed, converted to PDF, and submitted to your AP Seminar Digital Portfolio by 11:59 PM on Tuesday, May 26th.

Monday May 25

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday May 26

Zoom Time:

10:30 AM

https://us02web.zoom.us/j/84722684331?pwd=a2JTVDZ0R1FkcmxEcWpSQTRLTHN6dz09

Meeting ID: 847 2268 4331
Password: 2yLdBN

Guided Learning:

1.Conferences/Submission Sessions - Sign Up - availability for appointments today.

*Let me know if you would like for me to be on a Zoom with you while you submit. It’s been fun and rewarding to be a part of the process so far.

*If you are submitting independently, please let me know!

*EXPERTS/Helpers: Sydney Maguire, Emma Garner, Riley Perdue, Courtland, Emma Graf, Daniela, Leah, and Lorelai.

2.Reminders:

IWA:

-You can state your research question explicitly and/or answer your research question directly with your thesis statement.

-Let’s take a look at the two exemplary ways to do this (2017 and 2019).

-Create a cover page for your IRR and IWA cover page and model it off of this one.

-When finalizing the formatting of your document (IRR and IWA) make sure to insert page breaks so that your work does not get scrambled when converting to a PDF.

More information on this around 3:30 of the video: https://www.youtube.com/watch?v=4HkAbCtHN_w&feature=youtu.be

-YOUR IRR MUST HAVE YOUR RESEARCH QUESTION EXPLICITLY STATED in the intro.

-Plagiarism/Originality Report on Turnitin.com

Your Originality Report will be high when you submit your IWA and IRR (because you've already turned it into turnitin.com once)

3. Final Checklist

IRR Checklist:

-correctly formatted title page

-research question stated in the introduction

-consistent and correct in-text citations throughout

-consistent font and font size throughout

-correctly formatted works cited page on its own page

-grammar/spell check

-insert page breaks and download/convert document to PDF

IWA Checklist:

-correctly formatted title page

-thesis statement engages with at least two themes from the stimulus source

-at least one stimulus source is used in an essential way

-counterarguments and limitations addressed in body paragraphs

-consistent and correct in-text citations throughout

-consistent font and font size throughout

-insert page breaks and download/convert document to PDF

Required Before Submitting your Final Drafts to the College Board:

Please watch these two videos closely and make the necessary revisions to your work based on their content. At this point, we should be finalizing both our IRRs and IWAs.

https://www.youtube.com/watch?v=4HkAbCtHN_w&feature=youtu.be

https://www.youtube.com/watch?v=_14IGnQPWME&feature=youtu.be

IRR and IWA are due by 11:59 PM via your AP Seminar Digital Portfolio on AP Classroom

*I am not available for assistance after 5 PM.

Wednesday May 27

Start Up:

Guided Learning:

HW:

Thursday May 28

Start Up:

Guided Learning:

HW:

Friday May 29

Zoom Times

Sophomores, we have our last Zoom meeting tomorrow at 11 AM.

https://us02web.zoom.us/j/87918767421?pwd=TXUwNnVPV21BMW5HVHhJODc0Q2w0dz09

Meeting ID: 879 1876 7421
Password: 9gtHLf

Juniors, we have our last Zoom meeting tomorrow at 11:30 AM.

https://us02web.zoom.us/j/87315745491?pwd=TFUyYTJJa0NXSnl0ZWhLN0wzTzNVdz09
Meeting ID: 873 1574 5491
Password: 8uHQqy

Seniors, we have our last Zoom meeting tomorrow at 12 PM.

https://us02web.zoom.us/j/83789402872?pwd=dHR0MzFYTWxkZlRNampkQk12UGNLQT09

Meeting ID: 837 8940 2872
Password: 7Zc8zN

Guided Learning:

1. Expression of Gratitude

2. Farewell

3. Next Year

HW:

1. Read!

2. Be a good human.

3. Pursue interests and passions.

4. Have a good summer.

5. Seniors, reach out to teachers who have had an impact on you throughout your high school experience.

Syllabus

The Norton Reader

Essay Rubric/Grading Scale

AP Essay Template

Tone List & Verbs List

Rhetoric Notes

SOAPSTONE Template

Core Rhetorical Terms

CEJ Protocol & Rubric

Multiple Choice Test Practice

Housing Around

General Test Prep

AP Language Survival Sheet

AP Language Quizlet

AP Langauge Tone Words

AP/ACT/SAT Resources

Multiple Choice Strategies

Writing & Free Response Resources

AP College Credit

General Essay Template

Approaching Rhetorical Analysis

Week 16: 5/18 - 5/22

Due Dates:

Monday May 18

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday May 19

Zoom Time:

9:30 AM

https://us02web.zoom.us/j/86188494515?pwd=YXBaSkhXS3FZbEZ6cjZXSmNzUXNodz09

Meeting ID: 861 8849 4515
Password: 6uyZ3K

Guided Learning:

1.Conferences/Submission Sessions - Sign Up - availability for appointments today and next week.

*Let me know if you would like for me to be on a Zoom with you while you submit. It’s been fun and rewarding to be a part of the process so far.

*If you are submitting independently, please let me know!

*EXPERTS/Helpers: Sydney Maguire, Emma Garner, Riley Perdue, Courtland, Emma Graf, Daniela, Leah, and Lorelai.

2.Notes/Clarification:

IWA:

-You can state your research question explicitly and/or answer your research question directly with your thesis statement.

-Let’s take a look at the two exemplary ways to do this (2017 and 2019).

-Create a cover page for your IRR and IWA cover page and model it off of this one.

-When finalizing the formatting of your document (IRR and IWA) make sure to insert page breaks so that your work does not get scrambled when converting to a PDF.

More information on this around 3:30 of the video: https://www.youtube.com/watch?v=4HkAbCtHN_w&feature=youtu.be

-YOUR IRR MUST HAVE YOUR RESEARCH QUESTION EXPLICITLY STATED in the intro.

-Plagiarism/Originality Report on Turnitin.com

Your Originality Report will be high when you submit your IWA and IRR (because you've already turned it into turnitin.com once)

3.Review Student models:

4. Final Checklist

IRR Checklist:

-correctly formatted title page

-research question stated in the introduction

-consistent and correct in-text citations throughout

-consistent font and font size throughout

-correctly formatted works cited page on its own page

-grammar/spell check

-insert page breaks and download/convert document to PDF

IWA Checklist:

-correctly formatted title page

-thesis statement engages with at least two themes from the stimulus source

-at least one stimulus source is used in an essential way

-counterarguments and limitations addressed in body paragraphs

-consistent and correct in-text citations throughout

-consistent font and font size throughout

-insert page breaks and download/convert document to PDF

Required Before Submitting your Final Drafts to the College Board:

Please watch these two videos closely and make the necessary revisions to your work based on their content. At this point, we should be finalizing both our IRRs and IWAs.

https://www.youtube.com/watch?v=4HkAbCtHN_w&feature=youtu.be

https://www.youtube.com/watch?v=_14IGnQPWME&feature=youtu.be

Wednesday May 20

Start Up:

Guided Learning:

HW:

Thursday May 21

Start Up:

Guided Learning:

HW:

Friday May 22

Zoom Times:

Guided Learning:

HW:

Week 15: 5/11 - 5/15

Due Dates:

5/15 - CLASS SUBMISSION DEADLINE FOR IWA

Monday May 11

Zoom Times:

10:30 AM

https://us02web.zoom.us/j/85629116463?pwd=RmUvRHhHZkdlcGtORmxmU3pERDRRdz09

Meeting ID: 856 2911 6463
Password: 3NDK2W

1 PM

https://us02web.zoom.us/j/89830991957?pwd=bzFEUXM3UksySnJ1ai9HYWdEeGNldz09

Meeting ID: 898 3099 1957
Password: 1agkgi

Guided Learning:

1.Conferences - Still availability for appointments today and I will send out another round of meeting times for next week.

a. I would like to conference with all of you by the end of the week. Please let me know when you are ready to submit your work.

b. Sign Up (if you need to add extra appointment spaces to accommodate a bigger group, please do).

c. Please come prepared to meetings with specific questions that you have about your paper.

Please try to have computer access so that we can utilize the full range of tools available through Zoom.

d. You can sign up with people that you might not know and we have "breakout" room sessions.

*best to sign up for next week’s conferences with your peer review partner/partners

2.College Board:

Please let me and Ms. Morrissey know if you have not been receiving emails from the College Board about available tutorials or how to practice taking your exams.

3.Notes/Clarification:

-You can state your research question explicitly and/or answer your research question directly with your thesis statement.

-Let’s take a look at the two exemplary ways to do this (2017 and 2019).

-Title

-How to ensure that your work is argumentative

-Engagement with the Stimulus sources

4. Create a cover page for your IRR and IWA cover page and model it off of this one.

5. When finalizing the formatting of your document, make sure to insert page breaks so that your world does not get scrambled when converting to a PDF.

More information on this around 3:30 of the video: https://www.youtube.com/watch?v=4HkAbCtHN_w&feature=youtu.be

Moving Forward

If you are planning to submit your IWA before our deadline please watch the last two review videos before doing so. Once you are ready to submit your IRR and your IWA, we can do that together.

https://www.youtube.com/watch?v=4HkAbCtHN_w&feature=youtu.be

https://www.youtube.com/watch?v=_14IGnQPWME&feature=youtu.be

Extra Credit:

Tuesday May 12

Start Up:

Guided Learning:

HW:

Wednesday May 13

Zoom Times:

10:30 AM:

https://us02web.zoom.us/j/86572255611?pwd=R0FiQnA5NjVSTWw1OFlLendkSVc4QT09

Meeting ID: 865 7225 5611
Password: 5mm08k

1:00 PM:

https://us02web.zoom.us/j/88471464736?pwd=VjdqZHFRd3dxRHdnTTd5d2ZmVHJmdz09

Meeting ID: 884 7146 4736
Password: 6ARNwN

Start Up:

If for whatever reason your IRR and IWA are not ready for submission by Friday, you should notify me so we can plan accordingly.

Guided Learning:

1.Conferences - Sign Up - availability for appointments today and I will send out another round of meeting times for next week.

*Let me know if you would like for me to be on a Zoom with you while you submit. It’s been fun and rewarding to be a part of the process so far.

*EXPERTS/Helpers: Sydney Maguire, Emma Garner, Riley Perdue

2.Notes/Clarification:

IWA:

-You can state your research question explicitly and/or answer your research question directly with your thesis statement.

-Let’s take a look at the two exemplary ways to do this (2017 and 2019).

3. Create a cover page for your IRR and IWA cover page and model it off of this one.

4. When finalizing the formatting of your document, make sure to insert page breaks so that your world does not get scrambled when converting to a PDF.

More information on this around 3:30 of the video: https://www.youtube.com/watch?v=4HkAbCtHN_w&feature=youtu.be

5. YOUR IRR MUST HAVE YOUR RESEARCH QUESTION EXPLICITLY STATED in the intro.

6. Plagiarism/Originality Report on Turnitin.com

Your Originality Report will be high when you submit your IWA and IRR (because you've already turned it into turnitin.com once)

Required Before Submitting your Final Drafts to the College Board:

Please watch these two videos closely and make the necessary revisions to your work based on their content. At this point, we should be finalizing both our IRRs and IWAs.

https://www.youtube.com/watch?v=4HkAbCtHN_w&feature=youtu.be

https://www.youtube.com/watch?v=_14IGnQPWME&feature=youtu.be

Thursday May 14

Start Up:

Guided Learning:

HW:

Friday May 15

Zoom Times:

12 PM

https://us02web.zoom.us/j/84376826749?pwd=bWN0dks5bWFJSHN1VzJDZDBQSEo5QT09

Meeting ID: 843 7682 6749
Password: 0zeahT

Start Up:

If you aren't planning to submit today, please email me an action plan and proposed day of submission by 5PM today. In doing this, please CC your parents in the email so they are updated on your progress.

Guided Learning:

1.Conferences/Submission Sessions - Sign Up - availability for appointments today and next week.

*Let me know if you would like for me to be on a Zoom with you while you submit. It’s been fun and rewarding to be a part of the process so far.

*If you are submitting independently, please let me know!

*EXPERTS/Helpers: Sydney Maguire, Emma Garner, Riley Perdue, Courtland, Emma Graf, Daniela, Leah, and Lorelai.

2.Notes/Clarification:

IWA:

-You can state your research question explicitly and/or answer your research question directly with your thesis statement.

-Let’s take a look at the two exemplary ways to do this (2017 and 2019).

-Create a cover page for your IRR and IWA cover page and model it off of this one.

-When finalizing the formatting of your document (IRR and IWA) make sure to insert page breaks so that your work does not get scrambled when converting to a PDF.

More information on this around 3:30 of the video: https://www.youtube.com/watch?v=4HkAbCtHN_w&feature=youtu.be

-YOUR IRR MUST HAVE YOUR RESEARCH QUESTION EXPLICITLY STATED in the intro.

-Plagiarism/Originality Report on Turnitin.com

Your Originality Report will be high when you submit your IWA and IRR (because you've already turned it into turnitin.com once)

3.Review Student models:

4. Final Checklist

IRR Checklist:

-correctly formatted title page

-research question stated in the introduction

-consistent and correct in-text citations throughout

-consistent font and font size throughout

-correctly formatted works cited page on its own page

-grammar/spell check

-insert page breaks and download/convert document to PDF

IWA Checklist:

-correctly formatted title page

-thesis statement engages with at least two themes from the stimulus source

-at least one stimulus source is used in an essential way

-counterarguments and limitations addressed in body paragraphs

-consistent and correct in-text citations throughout

-consistent font and font size throughout

-insert page breaks and download/convert document to PDF

Required Before Submitting your Final Drafts to the College Board:

Please watch these two videos closely and make the necessary revisions to your work based on their content. At this point, we should be finalizing both our IRRs and IWAs.

https://www.youtube.com/watch?v=4HkAbCtHN_w&feature=youtu.be

https://www.youtube.com/watch?v=_14IGnQPWME&feature=youtu.be

Week 14: 5/4 - 5/8

Due Dates:

Monday May 4

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday May 5

Zoom Times:

10:30 AM
https://us02web.zoom.us/j/82526535640?pwd=WnV1Sk1sRUx1bE1hdUtzZ2ROZEQ4UT09

ID: 825 2653 5640
Password: 3ifgWQ

1PM

https://us02web.zoom.us/j/82064720574?pwd=LytqL0l1NkRNOWRkc3V3TlFMMHBrUT09

ID: 820 6472 0574
Password: 1npLHm

Guided Learning:

1.Conferences - Still availability for appointments today!

a. I would like to conference with all of you by the end of the week.

b. Sign Up (if you need to add extra appointment spaces to accommodate a bigger group, please do).

c. Please come prepared to meetings with specific questions that you have about your paper.

Please try to have computer access so that we can utilize the full range of tools available through Zoom.

d. You can sign up with people that you might not know and we have "breakout" room sessions.

*best to sign up for next week’s conferences with your peer review partner/partners

2.College Board:

Please let me and Ms. Morrissey know if you have not been receiving emails from the College Board about available tutorials or how to practice taking your exams.

3.Notes/Clarification:

-You can state your research question explicitly and/or answer your research question directly with your thesis statement.

-Let’s take a look at the two exemplary ways to do this (2017 and 2019).

-Model our cover pages off of this one:

4. Peer review. Use this form to complete peer review.

5. Our class’s submission deadline/celebration is May 15th by 5 PM.

Moving Forward :

If you are planning to submit your IWA before our deadline please watch the last two review videos before doing so. Once you are ready to submit your IRR and your IWA, we can do that together.

https://www.youtube.com/watch?v=4HkAbCtHN_w&feature=youtu.be

https://www.youtube.com/watch?v=_14IGnQPWME&feature=youtu.be

Wednesday May 6

Start Up:

Guided Learning:

HW:

Thursday May 7

Zoom Times:

10:30 AM

https://us02web.zoom.us/j/86133509943?pwd=T3M0TTUwcjIyeUxJcERyT0xmdUk1dz09

Meeting ID: 861 3350 9943
Password: 2C2PQU

1:00 PM

https://us02web.zoom.us/j/88319105192?pwd=SUlLYXBxUm4zTVRIWVQwT2pWV2JkZz09

Meeting ID: 883 1910 5192
Password: 3zP8wK

Guided Learning:

1.Conferences - Still availability for appointments today and I will send out another round of meeting times for next week.

a. I would like to conference with all of you by the end of the week.

b. Sign Up (if you need to add extra appointment spaces to accommodate a bigger group, please do).

c. Please come prepared to meetings with specific questions that you have about your paper.

Please try to have computer access so that we can utilize the full range of tools available through Zoom.

d. You can sign up with people that you might not know and we have "breakout" room sessions.

*best to sign up for next week’s conferences with your peer review partner/partners

2.College Board:

Please let me and Ms. Morrissey know if you have not been receiving emails from the College Board about available tutorials or how to practice taking your exams.

3.Notes/Clarification:

-You can state your research question explicitly and/or answer your research question directly with your thesis statement.

-Let’s take a look at the two exemplary ways to do this (2017 and 2019).

-Title

-How to ensure that your work is argumentative

-Engagement with the Stimulus sources

4. Create a cover page and model it off of this one.

5. Complete peer review. Use this form to complete peer review.

Moving Forward

If you are planning to submit your IWA before our deadline please watch the last two review videos before doing so. Once you are ready to submit your IRR and your IWA, we can do that together.

https://www.youtube.com/watch?v=4HkAbCtHN_w&feature=youtu.be

https://www.youtube.com/watch?v=_14IGnQPWME&feature=youtu.be

Friday May 8

Start Up:

Guided Learning:

HW:

Extra Credit:

Special Week: 4/27 - 5/1

Due Dates:

Your Final Rough Draft - is due at 3:30 PM on Wednesday, APRIL 29th via turnitin.com

*2000 words

*Correctly formatted according to MLA Standards

*Correctly formatted Works Cited Page that corresponds to all referenced sources and evidence in the paper.

Monday April 27

Zoom Meeting Times:

10:30 AM

https://us02web.zoom.us/j/86740283660?pwd=TGxKV2toWmFaQ1Z4WXlkWFFWQUgxUT09

Meeting ID: 867 4028 3660
Password: 7G4DyS

1 PM

https://us02web.zoom.us/j/81610052216?pwd=ZnlpR0g2eGhWQjd3OHZnTU5aLy9jUT09

Meeting ID: 816 1005 2216
Password: 9vvKtc

Guided Learning:

1.Navigating adversity

2.What’s at stake?

https://apcentral.collegeboard.org/courses/ap-capstone

What’s at stake for seniors?

3.Discuss:

Next year?

Academic future?

Academic relationships?

4.To - Do:

-Watch and re-watch the videos closely and follow the feedback/revise your essays accordingly.

-Follow the guidelines set forth by the College Board

-Ask questions when confused

-Reach out for help

-Attend all Zoom meetings

-Schedule/attend personalized conferences

5.Review Model Notes from sessions 4 and 5.

-Addressing Limitations and engaging with the counterargument

-Helpful Outline

6. REVIEW SESSIONS #6 AND #7 NEED TO BE COMPLETED AND SHARED WITH ME BY 3:30 PM ON

MONDAY, APRIL 27th

7. Your Final Rough Draft - is due at 3:30 PM on Wednesday, APRIL 29th via turnitin.com

*2000 words

*Correctly formatted according to MLA Standards

*Correctly formatted Works Cited Page that corresponds to all referenced sources and evidence in the paper.

Resources:

PDF of Stimulus Materials

*Feel free to watch additional AP Seminar review/instructional videos

*Please consult the model essays (2017 and 2019) and the CED if you have questions or need to see examples of quality work.

*Please reach out via REMIND if you have any questions or concerns. We can schedule a group or individual conference as well.

Tuesday April 28

Start Up:

Guided Learning:

HW:

Wednesday April 29

Zoom Times:

10:30 AM

https://us02web.zoom.us/j/84939904196?pwd=YmQzamtldkNYa0xvenRQUFV4OWE2Zz09

Meeting ID: 849 3990 4196
Password: 8hs2nQ

1 PM

https://us02web.zoom.us/j/85177987205?pwd=L2hqMVZuZGxiY1pRWVdTUXVYb0l3UT09

Meeting ID: 851 7798 7205
Password: 4gXnPH

Guided Learning:

1.What's at Stake: https://apcentral.collegeboard.org/courses/ap-capstone

2.update

3.Review model notes from Review Sessions 6 and 7.

4.Discuss Rough draft and moving forward on (peer review on Friday)

*focusing on citations, works cited page, argument and essential use of Stimulus sources.

Your Final Rough Draft - is due today 3:30 PM on Wednesday, APRIL 29th via turnitin.com

*2000 words

*Correctly formatted according to MLA Standards

*Correctly formatted Works Cited Page that corresponds to all referenced sources and evidence in the paper.

HW:

Starting at 17 mins, rewatch review session # 7 to get a refresher on best practices for peer review.

Thursday April 30

Start Up:

Guided Learning:

HW:

Friday May 1

Zoom Times:

10 AM

https://us02web.zoom.us/j/83462701686?pwd=ZmJuTnJkclRQMTF4STN4Z0hwZUJRdz09

ID: 834 6270 1686
Password: 9zR1sw

12:30
https://us02web.zoom.us/j/82906234908?pwd=WkJrQndoYko1eW9VV1FZZzZINW05dz09

ID: 829 0623 4908
Password: 3rte7k

Guided Learning:

1. Notes/Clarification:

-You can state your research question explicitly and/or answer your research question directly with your thesis statement.

-Let’s take a look at the two exemplary ways to do this (2017 and 2019).

2. Model our cover pages off of this one:

3. Review process and expectations for peer review. Use this form to complete peer review.

4. Discuss/Organize partnering for Peer Review

5. I would like to zoom conference with every one of you as we make our way to our final submission.

*Probably best to sign up for next week’s conferences with your peer review partner/partners

6. Discuss Rationale for submission deadline:

We have the necessary skills and all the instructional support that we can receive. Now it is time finalize and finish our work with power, grace, and style.

7. Our class’s submission deadline/celebration is May 15th by 5 PM.

HW:

After making the suggested changes from completing peer review sessions, please reshare your most updated IWA with me by 3:30 PM on Tuesday May 5th.

Moving Forward :

-We will talk about the submission process in more detail next week. If you are planning to submit your IWA before our deadline please watch the last two review videos before doing so. Once you are ready to submit your IRR and your IWA, we can do that together.

https://www.youtube.com/watch?v=4HkAbCtHN_w&feature=youtu.be

https://www.youtube.com/watch?v=_14IGnQPWME&feature=youtu.be

Week # 12: 4/20 - 4/24

Due Dates:

REVIEW SESSIONS #4 and #5 NEED TO BE COMPLETED AND SHARED WITH ME BY 3:30 PM ON THURSDAY, APRIL 23rd.

Your Final Rough Draft - is due at 3:30 PM on Wednesday, APRIL 29th

*2000 words

*Correctly formatted according to MLA Standards

*Correctly formatted Works Cited Page that corresponds to all referenced sources and evidence in the paper.

Monday April 20

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday April 21

Zoom Meeting Times:

10:30 AM

https://zoom.us/j/94109986133?pwd=NFZDaTJPNXVCSzhObS82UE5ndU1hUT09

Meeting ID: 941 0998 6133

Password: 9SxLpw

1 PM

https://zoom.us/j/95329715458?pwd=bGcrZGJtcExpZUR5M0R5WmswYjZNQT09

Meeting ID: 953 2971 5458

Password: 1T7hvG

Guided Learning:

1. In regards to row 1 and row 2 of your rubric, "leave no doubt" about your engagement with the stimulus materials.

For clarification - watch the youtube clip

https://www.youtube.com/watch?v=i8vXroMMGdM

2.After Reviewing your work for Review Assignment 1, 2, and 3 it is evident that you all have a deeper understanding of the stimulus sources and how to use them in the essay.

*Use them as evidence.

*Use them as the basis of counter-arguments.

*Use them to show unique perspectives.

*Use them to show and argue limitations.

3. Complete Review Sessions #4 and # 5 that are focused on building your argument.

While watching, think about what you need to do with your own paper to strengthen your argument based on the criteria in the IWA rubric and the information provided. Please transcribe these thoughts/ideas to the notes section of the document.

*REVIEW SESSIONS #4 and #5 NEED TO BE COMPLETED AND SHARED WITH ME BY 3:30 PM ON THURSDAY, APRIL 23rd.

4. Your Final Rough Draft - is due at 3:30 PM on Wednesday, APRIL 29th

*2000 words

*Correctly formatted according to MLA Standards

*Correctly formatted Works Cited Page that corresponds to all referenced sources and evidence in the paper.

Resources:

PDF of Stimulus Materials

*Feel free to watch additional AP Seminar review/instructional videos

*Please consult the model essays (2017 and 2019) and the CED if you have questions or need to see examples of quality work.

*Please reach out via REMIND if you have any questions or concerns. We can schedule a group or individual conference as well.

Wednesday April 22

Start Up:

Guided Learning:

HW:

Thursday April 23

Zoom Meeting Times:

10:30 AM

https://zoom.us/j/93925904729?pwd=TFR6U01UTVFxOEtha0hWeVFpekR1UT09

Meeting ID: 939 2590 4729

Password: 2Tei4X

1 PM

https://zoom.us/j/92311358674?pwd=QmwrcWE0YUR5UlFsR1F0aUdEa1YxUT09

Meeting ID: 923 1135 8674

Password: 5kGGKH

Guided Learning:

1.Reminder: In regards to row 1 and row 2 of your rubric, "leave no doubt" about your engagement with the stimulus materials.

2.Notes/Updates:

-Know that your reader has an in-depth understanding of the sources. They can tell if you are engaging with them incorrectly or superficially.

-This also means that you merely need to introduce the sources the same way you would introduce one of your own sources. They do not need an extra or special introduction.

Question: How can we engage with themes without mentioning articles?

Answer: Identify their main ideas and engage with those (then cite the sources after engaging with the ideas). Or embed short quotes and cite accordingly.

3. Complete Review Sessions #4 and # 5 that are focused on building your argument.

*REVIEW SESSIONS #4 and #5 NEED TO BE COMPLETED AND SHARED WITH ME BY 3:30 PM ON THURSDAY, APRIL 23rd.

4. REVIEW SESSIONS #6 AND #7 NEED TO BE COMPLETED AND SHARED WITH ME BY 3:30 PM ON

MONDAY, APRIL 27th

5. Your Final Rough Draft - is due at 3:30 PM on Wednesday, APRIL 29th

*2000 words

*Correctly formatted according to MLA Standards

*Correctly formatted Works Cited Page that corresponds to all referenced sources and evidence in the paper.

Resources:

PDF of Stimulus Materials

*Feel free to watch additional AP Seminar review/instructional videos

*Please consult the model essays (2017 and 2019) and the CED if you have questions or need to see examples of quality work.

*Please reach out via REMIND if you have any questions or concerns. We can schedule a group or individual conference as well.

Friday April 24

Start Up:

Guided Learning:

HW:

Extra Credit:

Week # 11: 4/13 - 4/17

Due Dates:

Monday April 13

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday April 14

Start Up:

Guided Learning:

HW:

Wednesday April 15

Class Zoom Times:

10:30

https://zoom.us/j/92411724319?pwd=L1pPS2pIWWxZVVZvQU9aeEdoSU9UZz09

Meeting ID: 924 1172 4319

Password: 9AKw7X

1 PM

https://zoom.us/j/92426705581?pwd=VURuR2g2Z3lyZER3cXhWTUpSTkk4UT09

Meeting ID: 924 2670 5581

Password: 9seT9X

*Choose whichever is most convenient for your schedule

Guided Learning:

1. Greetings/Expression of Empathy/ Checking In:

-If you are struggling, I understand. I am struggling too. We are all struggling in some way or another. Please reach out to me or student services so we can work to find some solutions.

-Keep up the good work.

-Keep up the good communication, it is essential.

-Updates on the Test:

-Never too late

2. Review expectations for AP Seminar Review Assignment # 1 - due 4/16 at 3:30 PM

3. Review Additional AP Seminar review/instructional videos - If you have specific questions or concerns, watch these for assistance.

4.REMINDERS:

-This is an academic essay and should be written in third person.

- MAKE SURE YOUR THESIS IS ARGUMENTATIVE, SPECIFIC, and INTERESTING. MAKE SURE YOUR THESIS IS THE LAST SENTENCE OF YOUR INTRODUCTION.

-This is YOUR opportunity to research and argue something very cool.

- For any information that is not common knowledge, please make sure that you are citing your source WHILE writing your essay. DO NOT WAIT UNTIL YOUR WRITING IS DONE TO GO BACK AND ADD YOUR CITATIONS.

-PLEASE KNOW THAT IT IS NOT TOO LATE TO MODIFY OR CHANGE YOUR THESIS - with extension of the due date and the reduced assignments, time is on our side.

- Update your outline as you make changes and your essay evolves and takes a new direction. With this type of essay, you need to have a sense of where you are taking your argument and how it all relates. When you update your outlines, please share those with me.

5. Pull up your IWAs

-Now highlight every time you are engaging with an idea that thematically relates to two of the stimulus sources

-Highlight your essential use of stimulus sources in your draft. Are you using these sources in a way that is essential? If not, what can you do to amend this?

Continue working on your IWA.

6. While you are working on your rough draft and you cite information from your sources, make sure to add those citations to your Works Cited page.

7. If you encounter a new and useful source while composing your rough draft and you want to use it in your draft, YOU DO NOT HAVE TO ANNOTATE IT. Yet, you should make a citation and place that in your Works Cited page.

8. You should have at least 1500 words of your IWA written by 3:30 PM on Friday, April 17th

*If you have already shared your rough draft with me, there is no need to reshare it. Yet, if and when you update your outline, please reshare that with me

*Please consult the model essays (2017 and 2019) and the CED if you have questions or need to see examples of quality work.

*Please reach out via REMIND if you have any questions or concerns. We can schedule a group or individual conference as well.

HW:

1. AP Seminar Review Assignment # 1 - due 4/16 at 3:30 PM

2. You should have at least 1500 words of your IWA written by 3:30 PM on Friday, April 17th

*Please consult the model essays (2017 and 2019) and the CED if you have questions or need to see examples of quality work.

*Please reach out via REMIND if you have any questions or concerns. We can schedule a group or individual conference as well.

*If you have already shared your rough draft with me, there is no need to reshare it. Yet, if and when you update your outline, please reshare that with me

Thursday April 16

Start Up:

Guided Learning:

HW:

Friday April 17

Class Zoom Times

10 AM

https://zoom.us/j/96315832338?pwd=d1FzRnFRWFNaTzVyMTVjNVFRRjhMUT09

ID: 963 1583 2338

Password: 4sCM0G

12 PM

https://zoom.us/j/94732593421?pwd=NVg4b3U2d2pmdmZNYllRdW02dTE3dz09

Meeting ID: 947 3259 3421

Password: 5MDKWB

Guided Learning:

1.Review Session 1

Notes/Things Learned:

Perspective is synonymous with argument
Claims are debatable
We need to find the themes and connections between the seven stimulus materials
We must use this to convey our own perspective/argument
We need to consistently refine our question to make sure it aligns with our research and analysis
Include limitations, alternate points of view, and acknowledge concessions
We need to have a clear connection between two of the stimulus sources (relationship between question and stimulus materials)
We need to use at least one in our argument
We need to provide specific resolutions, conclusions, or solutions
Our limit is 2,000 words, with 10% leeway on each side
Annotated bibliographies, footnotes, etc. are not included in the word count
If our IWA does not connect to the themes of the stimulus materials (off-topic), we get a 0
Engaging with a stimulus source can be in contextualization or by using it as evidence
It is only labeled as “essential use” if your argument is different without it
You must answer the “so what?” question.
Clear, engaging, and well- organized argument
Must have consistent citation styles
Must be formal and academic

After the first review session, it may be time to make changes to the draft of your IWA, and that is okay.

2. Review your IWA:

-Is your argument/thesis in conversation with a theme from at least two different stimulus sources? Highlight where this occurs in your essay.

-Have you fully included and embedded AT LEAST one source in an essential way?

Highlight where this occurs in your essay

*there is information that comes up around 21 minutes if the instructional video - https://www.youtube.com/watch?v=3GEko1rYVKc&feature=youtu.be

HW:

1. I think we could all agree, that it might be a good idea to revisit the Stimulus Materials and figure out how we could use them as evidence in our work, hence your next review assignment.

PDF of Stimulus Materials

AP Review Assignments #2 and #3 - You can take notes for both on the same document. This is due by 10:30 AM on 4/21

2.At this point, if you are sure that your rough draft meets the requirements of row 1 and row 2 of IWA rubric, then continue drafting (2000 word limit). IF NOT, please make necessary changes or schedule a meeting with me so that we can get you on track.

*Feel free to watch additional AP Seminar review/instructional videos

Extra Credit:

If you are doing something cool, interesting, or productive that is in some way related to school or learning, post it on Twitter with #beyond410. Every Friday we will look through the entries and pick winners!

Week # 10: 3/30 - 4/3

Due Dates:

Monday March 30

Folks, Thank you for persevering during this time of uncertainty. Please keep me up to date with extenuating circumstances, and let me know if you have questions, concerns, or needs.

Guided Learning:

1. Proofread/Revise your Rough Draft of your IWA

a. Make sure that the title of your IWA is punctuated and capitalized correctly.

b. Remove all first and second person and belief statements from your essay.

*This is an academic essay and should be written in third person.

c. MAKE SURE YOUR THESIS IS ARGUMENTATIVE, SPECIFIC, and INTERESTING. MAKE SURE YOUR THESIS IS THE LAST SENTENCE OF YOUR INTRODUCTION.

*This is YOUR opportunity to research and argue something very cool. If you are bored by your topic or uninterested, your reader probably will be too (and more likely than not, this will result in a low score).

d. For any information that is not common knowledge, please make sure that you are citing your source WHILE writing your essay. DO NOT WAIT UNTIL YOUR WRITING IS DONE TO GO BACK AND ADD YOUR CITATIONS.

*PLEASE KNOW THAT IT IS NOT TOO LATE TO MODIFY OR CHANGE YOUR THESIS - with extension of the due date and the reduced assignments, time is on our side.

2. Update your outline as you make changes and your essay evolves and takes new direction. With this type of essay, you need to have a sense of where you are taking your argument and how it all relates. When you update your outlines, please share those with me.

3. Continue working on your rough draft.

4. While you are working on your rough draft and you cite information from your sources, make sure to add those citations to your Works Cited page.

5. If you encounter a new and useful source while composing your rough draft and you want to use it in your draft, YOU DO NOT HAVE TO ANNOTATE IT. Yet, you should make a citation and place that in your Works Cited page.

6. You should have your INTRODUCTION and FIRST THREE BODY PARAGRAPHS completed before 3:30 PM on Wednesday.

HW:

1. You should have your INTRODUCTION and FIRST THREE BODY PARAGRAPHS completed before 3:30 PM on Wednesday. If you have already shared your rough draft with me, there is no need to reshare it. Yet, if and when you update your outline, please reshare that with me.

*Please consult the model essays and the CED if you have questions or need to see examples of quality work.

*Please reach out via REMIND if you have any questions or concerns. We can schedule a group or individual conference as well.

Tuesday March 31

Start Up:

Guided Learning:

HW:

Wednesday April 1

Start Up:

Folks, we are going to continue with the A/B day schedule for the rest of the week for the sake of continuity. After Spring Break, we will likely have a weekly agenda posted. This agenda will have daily assignments and due dates. There will also be links for zoom meetings during class time and during office hours to accommodate your needs.Here are the zoom links for tomorrow:

10:30 AP Seminar - https://zoom.us/j/348308802

1:00 AP Seminar - https://zoom.us/j/246470515

Items of discussion:

1. Greetings/Expression of Empathy/ Checking In

2. Updates from the College Board

3. Review role of Teacher

*My responsibility to assign work, set deadlines, and hold you accountable.

*I can’t get direct feedback - I can only question. I promise that I am not trying to be purposefully vague.

4. Communication expectations:

-respond back to emails

-respond to Reminds

-engage with comments in Google Docs

5. Ask Questions

6. Take Ownership of your learning. This is an exciting process, and the final product should be something you are interested in and proud of.

7. Look at the examples from the College Board and model essays for guidance. Asked trusted and accomplished peers for feedback and assistance.

Guided Learning:

1. Proofread/Revise your Rough Draft of your IWA

a. Complete a grammar check with the Grammarly APP/Extension

b. Remove all first and second person and belief statements from your essay.

*This is an academic essay and should be written in third person.

c. MAKE SURE YOUR THESIS IS ARGUMENTATIVE, SPECIFIC, and INTERESTING. MAKE SURE YOUR THESIS IS THE LAST SENTENCE OF YOUR INTRODUCTION.

*PLEASE KNOW THAT IT IS NOT TOO LATE TO MODIFY OR CHANGE YOUR THESIS - with extension of the due date and the reduced assignments, time is on our side.

3. Continue working on your rough draft.

4. While you are working on your rough draft and you cite information from your sources, make sure to add those citations to your Works Cited page.

6. You should have your INTRODUCTION and FIRST THREE BODY PARAGRAPHS completed before 3:30 PM Today.

HW:

*Please consult the model essays (2017 and 2019) and the CED if you have questions or need to see examples of quality work.

*Please reach out via REMIND if you have any questions or concerns. We can schedule a group or individual conference as well.

Thursday April 2

Start Up:

Guided Learning:

HW:

Friday April 3

Start Up:

10:00 AM AP Seminar - https://zoom.us/j/863508624

12:00 PM AP Seminar - https://zoom.us/j/404510505

Guided Learning:

1. Collectively review the IWA Rubric via our Zoom Meeting

2. REMINDERS:

-This is an academic essay and should be written in third person.

- MAKE SURE YOUR THESIS IS ARGUMENTATIVE, SPECIFIC, and INTERESTING. MAKE SURE YOUR THESIS IS THE LAST SENTENCE OF YOUR INTRODUCTION.

-This is YOUR opportunity to research and argue something very cool.

-PLEASE KNOW THAT IT IS NOT TOO LATE TO MODIFY OR CHANGE YOUR THESIS - with extension of the due date and the reduced assignments, time is on our side.

3. Continue working on your rough draft.

4. While you are working on your rough draft and you cite information from your sources, make sure to add those citations to your Works Cited page.

6. You should have your INTRODUCTION and FIRST 4 BODY PARAGRAPHS (1,000 - 1,200 words) completed before 3:30 PM Today.

*If you have already shared your rough draft with me, there is no need to reshare it. Yet, if and when you update your outline, please reshare that with me.

*Please consult the model essays (2017 and 2019) and the CED if you have questions or need to see examples of quality work.

*Please reach out via REMIND if you have any questions or concerns. We can schedule a group or individual conference as well.

HW:

There is no assigned HW over the holiday other than to continue working on your IWA if you can and to catch up on your IWA if you are behind.

Extra Credit:

Week # 9: 3/23 - 3/27

Due Dates:

Monday March 23

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday March 24

Start Up:

Folks, Thank you for persevering during this time of uncertainty. Please keep me up to date with extenuating circumstances, and let me know if you have questions, concerns, or needs.

Guided Learning:

1. Continue working on your rough draft.

2. While you are working on your rough draft and you cite information from your sources, make sure to add those citations to your Works Cited page.

3. If you encounter a new and useful source while composing your rough draft and you want to use it in your draft, YOU DO NOT HAVE TO ANNOTATE IT. Yet, you should make a citation and place that in your Works Cited page.

4. When you have completed your introduction and first body paragraph, please continue on with your next body paragraph.

*Please use your outline as a tool and update it as your essay evolves.

HW:

1. Continue on with your draft. You should have your introduction, and first two body paragraphs written by 3:30 PM on Thursday. *If you like where your IWA is going, continue on!

*Please reach out via REMIND if you have any questions or concerns. We can schedule a group or individual conference as well.

*Please consult the model essays and the CED if you have questions or need to see examples of quality work.

Wednesday March 25

Start Up:

Guided Learning:

HW:

Thursday March 26

Start Up:

Folks, Thank you for persevering during this time of uncertainty. Please keep me up to date with extenuating circumstances, and let me know if you have questions, concerns, or needs.

Guided Learning:

1. Any questions or concerns at this point… especially about the big picture if so, send me a Remind and we can schedule a conference.

2. Please review the expectations for the IWA from the College Board

Task Directions (taken from the CED pages 52-53)

Individual Written Argument (2000 words)

› Read and analyze the provided stimulus materials to identify thematic

connections among the sources and possible areas for inquiry.

› Compose a research question of your own prompted by analysis of the stimulus

materials.

› Gather information from a range of additional sources representing a variety of

perspectives, including scholarly work.

› Analyze, evaluate, and select evidence. Interpret the evidence to develop a

well-reasoned argument that answers the research question and conveys your

perspective.

(continues)

› Throughout your research, continually revisit and refine your original research

question to ensure that the evidence you gather addresses your purpose and

focus.

› Identify opposing or alternate views and consider their implications and/or

limitations as you develop resolutions, conclusions, or solutions to your research

question.

› Compose a coherent, convincing and well-written argument in which you:

-Identify and explain the relationship of your inquiry to a theme or connection

among at least two of the stimulus materials prompted by your reading.

-Incorporate at least one of the stimulus materials.

-Place your research question in context.

-Include a variety of perspectives.

-Include evidence from a range of sources.

-Establish an argument that links claims and evidence.

-Provide specific resolutions, conclusions and/or solutions.

-Evaluate objections, limitations or competing perspectives and arguments.

-Cite all sources that you have used, including the stimulus materials, and

include a list of works cited or a bibliography.

-Use correct grammar and style.

› Do a word count and keep under the 2000-word limit (excluding footnotes,

bibliography, and text in figures or tables).

› Remove references to your name, school or teacher.

› Upload your document to the AP Digital Portfolio.

3. Please review this model IWA from last year, and use it as a guide to follow and as something to emulate with your own work.

https://apcentral.collegeboard.org/pdf/ap19-apc-seminar-pt2.pdf

4. Continue working on your rough draft.

5. While you are working on your rough draft and you cite information from your sources, make sure to add those citations to your Works Cited page.

6. If you encounter a new and useful source while composing your rough draft and you want to use it in your draft, YOU DO NOT HAVE TO ANNOTATE IT. Yet, you should make a citation and place that in your Works Cited page.

7. If you have questions about MLA, please consult OWL Purdue MLA - https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html

*Please use your outline as a tool and update it as your essay evolves.

HW:

1.The INTRO and FIRST TWO BODY PARAGRAPHS ARE DUE BY 3:30 PM TODAY.

*If you have already shared your document with me, no need to reshare it.

2. NOTHING NEW WILL BE DUE BY NEXT MONDAY. I want you to revisit and revise the work you have already completed and shared with me.

*I need to look at your work and assess class and individual needs.

3. If you feel comfortable about proceeding with your rough draft, please continue to work ahead. If you are behind, this is a great time to catch up.

Friday March 27

Start Up:

Guided Learning:

HW:

Extra Credit:

Week # 8: 3/16 - 3/20

Announcement:

As you know, our Governor has suspended all public schools for a MINIMUM of 2 weeks. At this point, you all know as much as I know.

This is a global pandemic and we should treat it as such. Please stay safe, be smart, and look for ways to help people in need.

I am proud of you all and I already miss you.

I am not sure what the next few weeks will look like. But, I imagine that we will be doing some form of distance/remote learning. With that being said, PLEASE LET me know if you lack access to either a working computer or the internet so that the county can amend that situation. Also, if your family is dealing with difficult situations related to health and the stress that this pandemic brings please let me know what I can do to help.

Please take care of yourselves. I will keep you updated as I receive information.

Best,

Mr. Jarman

Monday March 16

Start Up:

N/A

Guided Learning:

1.Review Outlines and Research

2. Answer Questions at the bottom of your outline:

a.What is the theme or connection that you found between sources in the stimulus materials?

b.Which sources speak to that area of investigation?

c. What stimulus source(s) have you incorporated into your argument? Why?

3. Review Model IWAs and IWA rubric

a.Focus on the power of this introduction and how we can borrow from the structure:

https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap17_seminar_pt2_iwa.pdf

b.Let’s also take a look at that works cited page (wow).

4. Discuss questions and concerns

*What can you do to best organize and keep track of your research as you are inserting it into your outline?

5. Independent work

HW:

1. Share annotated Bib and Update outline via google docs by 12 PM on Tuesday (if you have extenuating circumstances, please make me aware).

Due by 5 PM on Thursday.

1. Format your rough draft according to MLA standards and give it a working title:

2. Write your introduction

*Feel free to use Model IWAs as a guide/tool

*Keep the rubric in mind when making decisions about what to write or include.

Extra Credit:

Tuesday March 17

Start Up:

Guided Learning:

HW:

Wednesday March 18

Start Up:

Guided Learning:

1.If you have not already done so, please answer questions at the bottom of your outline:

a.What is the theme or connection that you found between sources in the stimulus materials?

b.Which sources speak to that area of investigation?

c. What stimulus source(s) have you incorporated into your argument? Why?

2. Update your outline as your paper evolves - Throughout this process, it's always important to know where you're going.

HW:

Due by 5 PM on Thursday.

1. Format your rough draft according to MLA standards and give it a working title.

2. Write your introduction (make sure to cite your sources parenthetically).

*Feel free to use Model IWAs as a guide/tool

*Keep the rubric in mind when making decisions about what to write or include.

Thursday March 19

Start Up:

Guided Learning:

HW:

Friday March 20

Start Up:

Folks, Thank you for persevering during this time of uncertainty. Please keep me up to date with extenuating circumstances, and let me know if you have questions, concerns, or needs.

Guided Learning:

1. Please create a Works Cited page on the last page of your rough draft.

2. When you are working on your rough draft and you cite information from your sources, make sure to add those citations to your Works Cited page.

4. When you have completed your introduction, please continue and write your first body paragraph. Please use your outline as a tool and update it as your essay evolves.

HW:

1. Please share your updated Rough Draft (including intro, first body paragraph, and Works Cited page with me via Google Docs by 2 PM on Tuesday.

*Please consult the model essays and the CED if you have questions or need to see examples of quality work.

Extra Credit:

Week # 7: 3/9 - 3/13

Due Dates:

Monday March 9

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday March 10

Start Up:

Guided Learning:

1.Create PT 2 Folders in DOCs.

2.Brief Review of IWA Rubric - https://secure-media.collegeboard.org/ap/pdf/ap18-sg-seminar-pt2.pdf

3.REVIEW DATES!

4.REVIEW EXPECTATIONS:

-high focus

-ask questions in class

-no phones or frivolity

-hold on tightly and let go lightly

-do simple things well

5. Gallery Walk of Research Questions

Conduct research:

a. Consider alternative sources of information

b. Research solutions to problems

c. Research counterarguments

d. Research different perspectives within lenses

e. Research different stakeholders and their perspectives

f. Research the different themes you have identified

g. find additional articles that might be useful for your IWA and IWP

Update your idea web/brainstorm

HW:

1. You will need to have 10 sources read, cited and appropriately annotated before class on March 12th.

2. You will need to have 15 sources read, cited and appropriately annnotated and a Rough Outline of your Argument before the beginning of class on Monday March 16th.

GOAL: To learn as much about your research question as possible from as many different lenses as possible.

Wednesday March 11

Start Up:

Questions?

Guided Learning:

HW:

1. You will need to have 15 sources read, cited and appropriately annotated and a rough outline of your argument before the beginning of class on Monday March 16th.

Thursday March 12

Start Up:

Guided Learning:

1.REVIEW EXPECTATIONS:

-high focus

-ask questions in class

-no phones or frivolity

-hold on tightly and let go lightly

-do simple things well

2.Gallery Walk of Research Questions

3. Conduct research:

a. Consider alternative sources of information

b. Research solutions to problems

c. Research counterarguments

d. Research different perspectives within lenses

e. Research different stakeholders and their perspectives

f. Research the different themes you have identified

g. find additional articles that might be useful for your IWA and IWP

Update your idea web/brainstorm

4. Review outline

HW:

1. You will need to have 15 sources read, cited and appropriately annotated and a rough outline of your argument before the beginning of class on Monday March 16th.

Friday March 1

Start Up:

Guided Learning:

HW:

Extra Credit:

Week # 6: 3/2 - 3/6

Due Dates:

Monday March 2

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday March 3

Start Up:

Guided Learning:

HW:

Wednesday March 4

Start Up:

Good morning! Please make sure your phones are turned off and put away.

1. News Hour - 3-2-1 or https://www.youtube.com/watch?v=z7MGVo26Yz0

Guided Learning:

1.Review expectations for discussion grade: two meaningful and thoughtful comments that demonstrate sophistication and an understanding of the discussed material.

2. Discuss “Story of an Hour” and “Happiness Project” (30 mins)

a. 5-2-1 TQE

b. ACE the argument:

c. Answer the following questions:

-What topics does this work explore?

-What problems does this work engage with, uncover, or examine?

-If you were going to research more about the topics/issues presented in this work, what keywords would you use in a search engine?

-Whose perspective is this information being presented from, and how does this affect your evaluation of the content?

-What lenses would be productive for examining this work further?

3. Review information from the College Board - Students…

-Read and analyze the provided stimulus materials to identify thematic connections among the sources and possible areas of inquiry.

-Compose a research question prompted by analysis of stimulus materials

-Gather additional information through research; analyze, evaluate, and select evidence; and develop a logical well-reasoned argument

*Note, your research question will evolve throughout the process.

4. Review tips for generating good research questions

https://www.quixoticpedagogue.org/ap-seminar/developing-research-questions-for-ap-seminar/

https://guides.library.duke.edu/c.php?g=289688&p=1930772

*uses lenses, stakeholders, and perspectives to refine the questions.

5. Review Annotated Bibliography expectations and template

Practice

EXAMPLE:

Does having children adversely affect American women professionally? (weak – answer implied, too narrow)
Should American businesses be required to provide six-month paid maternity leave? (stronger – no implied answer, broader research potential)

Fix These!

What different attitudes do people around the world have to the relationship between parents and child?
Is euthanasia ever justifiable? If so, when?
What are the advantages and disadvantages of nuclear power stations?
Is cryogenics only an option for the rich as well as an immoral use of resources?
The problems with South American education.

6. Format Annotated Bibliography and begin

HW:

1. You need to have three sources read, cited and appropriately annotated (evaluative) before class on Friday. One of them should be an academic article from a peer-reviewed journal or organization.

*If you are having a difficult time answering your research question, you probably need to change it or modify it.

*approach your question from a variety of different lenses.

2. You will need to have 10 sources read, cited and appropriately annotated before class on March 12th.

GOAL: To learn as much about your research question as possible from as many different lenses as possible.

Thursday March 5

Start Up:

Guided Learning:

HW:

Friday March 6

Start Up:

NPR NEWS NOW # 2 - TQE (5,3,1)

Guided Learning:

1. Any Questions or concerns at this point… especially about the big picture and why of this project.

2. What have been the databases and search engines that have been the most helpful for you at this point?

3. Take your research Question/Topic and do the following

a. copy it down on a blank sheet of paper.

b. Identify the lenses that are useful or related to your area of inquiry

c. Underneath your lenses, identify different perspectives within that lens

d. Then, identify the different stakeholders within the perspectives.

e. What questions might these stakeholders ask about your question/topic?

*These can help you develop helpful research queries and sub questions.

*This might help you modify your research question, but it will also allow you to make your research more specific and useful.

4. Update Research Question

5. Research Question Gallery Walk

6. Independent Work on your Annotated Bibliographies

HW:

1. You need to have five sources read, cited and appropriately annotated (evaluative) before class on Tuesday, ten by Thursday.

Of your ten, at least three of them should be an academic article from a peer-reviewed journal or organization.

*If you are having a difficult time answering your research question, you probably need to change it or modify it.

*approach your question from a variety of different lenses.

*Remember that you stimulus materials can be sources as well.

Extra Credit:

Week # 5: 2/24 - 2/28

Due Dates:

Monday February 24

Start Up:

Good morning! Please make sure your phones are turned off and put away.

1. News Hour - 3-2-1 or https://www.youtube.com/watch?v=z7MGVo26Yz0

*I need volunteers to help lead discussion of stimulus items

Guided Learning:

REVIEW

Task 1:Read PT 2 overview on pages 40-43 of your CED and complete a TQE.

Task 2: Read “Have You Renounced Pleasure?” on pages 5-11 of Stimulus Packet. Then complete

a. 5-2-1 TQE

b. ACE the argument:

c. Answer the following questions:

-What topics does this work explore?

-What problems does this work engage with, uncover, or examine?

-If you were going to research more about the topics/issues presented in this work, what keywords would you use in a search engine?

-Whose perspective is this information being presented from, and how does this affect your evaluation of the content?

-What lenses would be productive for examining this work further?

*generate research questions based on lenses

Utilitarianism:

a.the doctrine that actions are right if they are useful or for the benefit of a majority.

b.the doctrine that an action is right insofar as it promotes happiness, and that the greatest happiness of the greatest number should be the guiding principle of conduct.

Task 3: Read “On Virtue and Happiness” on pages 12 -15 of Stimulus Packet

a. 5-2-1 TQE

b. ACE the argument:

c. Answer the following questions:

-What topics does this work explore?

-What problems does this work engage with, uncover, or examine?

-If you were going to research more about the topics/issues presented in this work, what keywords would you use in a search engine?

-Whose perspective is this information being presented from, and how does this affect your evaluation of the content?

-What lenses would be productive for examining this work further?

*generate questions based on lenses

Final Activity - Identify overlapping themes between articles!

HW:

1. TBD based off class discussion

2. Due at the beginning of class on Friday - Task 8: Read "The Happiness Project" on page 43 of Stimulus Packet:

- Identify the author’s argument, main idea, or thesis.

-Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

-Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

c. Answer the following questions:

-What topics does this work explore?

-What problems does this work engage with, uncover, or examine?

-If you were going to research more about the topics/issues presented in this work, what keywords would you use in a search engine?

-Whose perspective is this information being presented from, and how does this affect your evaluation of the content?

-What lenses would be productive for examining this work further?

Extra Credit:

Tuesday February 25

Start Up:

Guided Learning:

1. Discuss:

-What are some things in our society that are utilitarian?

Utilitarianism:

a.the doctrine that actions are right if they are useful or for the benefit of a majority.

b.the doctrine that an action is right insofar as it promotes happiness, and that the greatest happiness of the greatest number should be the guiding principle of conduct.

Task 3: Read “On Virtue and Happiness” on pages 12 -15 of Stimulus Packet

a. 5-2-1 TQE

b. ACE the argument:

c. Answer the following questions:

-What topics does this work explore?

-What problems does this work engage with, uncover, or examine?

-If you were going to research more about the topics/issues presented in this work, what keywords would you use in a search engine?

-Whose perspective is this information being presented from, and how does this affect your evaluation of the content?

-What lenses would be productive for examining this work further?

*generate questions based on lenses

2. Identify overlapping themes between articles!

3. Discuss Task 4

*generate questions based on lenses

4. Discuss Task 5

*generate questions based on lenses

5. Discuss Task 6

*generate questions based on lenses

6. Identify overlapping themes

HW:

Wednesday February 26

Start Up:

Good morning! Please make sure your phones are turned off and put away.

1. News Hour - 3-2-1 or https://www.youtube.com/watch?v=z7MGVo26Yz0

*I need volunteers to help lead discussion of Stimulus items

Guided Learning:

1. Discuss:

-What are some things in our society that are utilitarian?

Utilitarianism:

a.the doctrine that actions are right if they are useful or for the benefit of a majority.

b.the doctrine that an action is right insofar as it promotes happiness, and that the greatest happiness of the greatest number should be the guiding principle of conduct.

Task 3: Read “On Virtue and Happiness” on pages 12 -15 of Stimulus Packet

a. 5-2-1 TQE

b. ACE the argument:

c. Answer the following questions:

-What topics does this work explore?

-What problems does this work engage with, uncover, or examine?

-If you were going to research more about the topics/issues presented in this work, what keywords would you use in a search engine?

-Whose perspective is this information being presented from, and how does this affect your evaluation of the content?

-What lenses would be productive for examining this work further?

*generate questions based on lenses

2. Identify overlapping themes between articles!

3. Discuss Task 4

*generate questions based on lenses

4. Discuss Task 5

*generate questions based on lenses

5. Discuss Task 6

*generate questions based on lenses

6. Identify overlapping themes

HW:

1. TBD based off class discussion

2. Due at the beginning of class on Friday - Task 8: Read "The Happiness Project" on page 43 of Stimulus Packet:

- Identify the author’s argument, main idea, or thesis.

-Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

-Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

c. Answer the following questions:

-What topics does this work explore?

-What problems does this work engage with, uncover, or examine?

-If you were going to research more about the topics/issues presented in this work, what keywords would you use in a search engine?

-Whose perspective is this information being presented from, and how does this affect your evaluation of the content?

-What lenses would be productive for examining this work further?

Thursday February 27

Start Up:

Guided Learning:

HW:

Friday February 28

Start Up:

1. Watch Stimulus Video

Guided Learning:

1. Identify overlapping themes

2. Review the HW Assignment

3. Discuss Task 4

*generate questions based on lenses

4. Discuss Task 5

*generate questions based on lenses

5. Discuss Task 6 (will finish on Wednesday)

*generate questions based on lenses

6. Discuss Task 7 (will finish on Wednesday)

*generate questions based on lenses

HW:

HW Assignment - due at the beginning of class on Wednesday.

Extra Credit:

Week # 4: 2/17 - 2/21

Due Dates:

Monday February 17

Start Up:

Folks, I hope that you have enjoyed the Stimulus items as much as I have. I am currently on tail end of recovering from the Flu. While the symptoms of the flu are awful, I find myself proud of the work you did for PT 1 and excited about what's to come for PT2.

Guided Learning:

Please complete all of the assignments in the same Google Doc as your other assignments. It's imperative that you keep this information in digital form and organized because it essential for your success in PT2.

Task 4: Read “High income improves evaluation of life but not emotional well-being" on pages 16 - 20 of Stimulus Packet:

a. 5-2-1 TQE

b. ACE the argument:

- Identify the author’s argument, main idea, or thesis.

-Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

-Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

c. Answer the following questions:

-What topics does this work explore?

-What problems does this work engage with, uncover, or examine?

-If you were going to research more about the topics/issues presented in this work, what keywords would you use in a search engine?

-Whose perspective is this information being presented from, and how does this affect your evaluation of the content?

-What lenses would be productive for examining this work further?

Task 5: Read background information on “Big Daddy's Last Dance" and watch the corresponding video on page 21 of Stimulus Packet:

a. 5-2-1 TQE

b. ACE the argument:

- Identify the author’s argument, main idea, or thesis.

-Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

-Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

c. Answer the following questions:

-What topics does this work explore?

-What problems does this work engage with, uncover, or examine?

-If you were going to research more about the topics/issues presented in this work, what keywords would you use in a search engine?

-Whose perspective is this information being presented from, and how does this affect your evaluation of the content?

-What lenses would be productive for examining this work further?

HW:

1. Finalize Task 5 and 6 and Share your Google Doc with me before class on Wednesday.

Extra Credit:

Tuesday February 18

Start Up:

Guided Learning:

HW:

Wednesday February 19

Start Up:

Good morning! Please make sure your phones are turned off and put away.

1. News Hour - 3-2-1 or https://www.youtube.com/watch?v=z7MGVo26Yz0

*I need volunteers to help lead discussion of Stimulus items

Guided Learning:

Task 6: Read "Genes, Economics, and Happiness" on page 22 of Stimulus Packet:

a. 5-2-1 TQE

b. ACE the argument:

- Identify the author’s argument, main idea, or thesis.

-Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

-Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

c. Answer the following questions:

-What topics does this work explore?

-What problems does this work engage with, uncover, or examine?

-If you were going to research more about the topics/issues presented in this work, what keywords would you use in a search engine?

-Whose perspective is this information being presented from, and how does this affect your evaluation of the content?

-What lenses would be productive for examining this work further?

Task 7: Read "Story of an Hour" on page 41 of Stimulus Packet:

- Identify the author’s argument, main idea, or thesis.

-Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

-Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

c. Answer the following questions:

-What topics does this work explore?

-What problems does this work engage with, uncover, or examine?

-If you were going to research more about the topics/issues presented in this work, what keywords would you use in a search engine?

-Whose perspective is this information being presented from, and how does this affect your evaluation of the content?

-What lenses would be productive for examining this work further?

HW:

Finalize Tasks 1-7 in your Google Doc and make sure it is shared with me before class on Monday.

Thursday February 20

Start Up:

Guided Learning:

HW:

Friday February 21

Start Up:

Guided Learning:

HW:

Extra Credit:

Week # 3: 2/10 - 2/14

Due Dates:

Monday February 10

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday February 11

Start Up:

Good Morning! Please have your cell phones put away.

Guided Learning:

1. Expression of gratitude and excitement for the presentations

2. Review how to access and engage with stimulus material

- review long term assignment that is due next Monday

3. Review Presentation Times and what our class period will look like

https://docs.google.com/document/d/1KK_X2nfW1U8_o7tjqURmdsF-qowsxiRBcjLeUA5dJOU/edit?usp=sharing

4. Review attire and etiquette expectations

5. Review Model Presentations (College Board Training)

-CLOSE and In-Depth Review of the Rubric

https://secure-media.collegeboard.org/ap/pdf/ap18-sg-seminar-pt1.pdf

6. HUGE FOCUS ON ENERGY, ENTHUSIASM, and DESIGN!!! We can control these THINGS. Practice will make perfect!

7. Presentation Notes:

No more than four lines/bullets of information per slide.

Charts and Graphs are encouraged, but be prepared to discuss them

8. Independent Work

*Write Passes for students!

HW:

1. Practice as much as possible with your group! Energy, Enthusiasm, and Expertise.

*You can have note cards, but please, no reading off of them.

*Make sure that your presentation is less than ten minutes. Everything you say afterward will not count toward your score.

2. The following Assignment is due on Monday.

Create a New Folder in Google Drive entitled “PT 2”

Create a new doc inside of this folder entitled “Stimulus Analysis and Notes”

Task 1:Read PT 2 overview on pages 40-43 of your CED and complete a TQE.

Task 2: Read “Have You Renounced Pleasure?” on pages 5-11 of Stimulus Packet. Then complete

a. 5-2-1 TQE

b. ACE the argument:

- Identify the author’s argument, main idea, or thesis.

-Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

-Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

c. Answer the following questions:

-What topics does this work explore?

-What problems does this work engage with, uncover, or examine?

-If you were going to research more about the topics/issues presented in this podcast, what keywords would you use in a search engine?

-Whose perspective is this information being presented from, and how does this affect your evaluation of the content?

-What lenses would be productive for examining this work further?

Task 3: Read “On Virtue and Happiness” on pages 12 -15 of Stimulus Packet

a. 5-2-1 TQE

b. ACE the argument:

- Identify the author’s argument, main idea, or thesis.

-Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

-Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

c. Answer the following questions:

-What topics does this work explore?

-What problems does this work engage with, uncover, or examine?

-If you were going to research more about the topics/issues presented in this podcast, what keywords would you use in a search engine?

-Whose perspective is this information being presented from, and how does this affect your evaluation of the content?

-What lenses would be productive for examining this work further?

Wednesday February 12

Start Up:

Guided Learning:

HW:

Thursday February 13

Start Up:

Guided Learning:

Presentations and work on HW.

HW:

Task 1: Read PT 2 overview on pages 40-43 of your CED and complete a TQE.

Task 2: Read “Have You Renounced Pleasure?” on pages 5-11 of Stimulus Packet. Then complete

a. 5-2-1 TQE

b. ACE the argument:

- Identify the author’s argument, main idea, or thesis.

-Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

-Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

c. Answer the following questions:

-What topics does this work explore?

-What problems does this work engage with, uncover, or examine?

-If you were going to research more about the topics/issues presented in this podcast, what keywords would you use in a search engine?

-Whose perspective is this information being presented from, and how does this affect your evaluation of the content?

-What lenses would be productive for examining this work further?

Task 3: Read “On Virtue and Happiness” on pages 12 -15 of Stimulus Packet

a. 5-2-1 TQE

b. ACE the argument:

- Identify the author’s argument, main idea, or thesis.

-Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

-Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

c. Answer the following questions:

-What topics does this work explore?

-What problems does this work engage with, uncover, or examine?

-If you were going to research more about the topics/issues presented in this podcast, what keywords would you use in a search engine?

-Whose perspective is this information being presented from, and how does this affect your evaluation of the content?

-What lenses would be productive for examining this work further?

Friday February 14

Start Up:

Guided Learning:

HW:

Extra Credit:

Week # 2: 2/3 - 2/7

Due Dates:

2/3 - IRR and attached Works Cited Page is due via turnintin.com by 10 PM

2/13 - TMP Presentations

2/17 - TMP Presentations (make up/schedule conflicts)

2/17 - 2/29 - Intro to PT2 and Stimulus Study

3/12 - Annotated Bib for IWA is due at the beginning of class (20 sources)

3/26 - IWA Full Rough Draft and Works Cited Page is due at the beginning of class

4/3 - IWA and Works Cited Page is due via turnitin.com by the beginning of class

4/21-4/23 - IMP Presentations

4/30 -Final PORTFOLIO Submissions

5/12 - AP Seminar Exam

Monday February 3

Start Up:

Good morning! Please make sure your phones are turned off and put away.

Pull up your IRR and remove any self-identifying material from your document.

*I need 6 students who are comfortable with citations and citation structure.

On a separate sheet of paper, answer the following questions:

1. How many sources do you parenthetically cite or appropriately refer to in your paper? How many sources are listed in your works cited page? If these numbers are not the same, this needs to be amended.

2. Is your works cited page formatted correctly?

3. Is the title of your works cited page centered and correctly punctuated? Works Cited

4. Are your citations in alphabetical order?

5. Do all of your citations have hanging indentions?

6. Are all of your citations double spaced?

7. Are there periods at the end of all your citations?

8. Are your URLs hyperlinks? Whatever choice you make, make it consistent throughout your paper.

9. Is the title of your Essay specific to what you are writing about?

10. Are your parenthetical citations correctly formatted? Do your final periods come after your citations?

*print name, sign, and date

Guided Learning:

*If you have any questions or need a model, please review the example from College Board

https://apcentral.collegeboard.org/pdf/ap19-apc-seminar-pt1.pdf

1. All students will share their IRRs with group members. Group members will read the reports and answer the following questions in their 4 square graphic organizer. Take notes as you learn about your group members research:

*What problems with the topic/issue are present?

*What patterns with the topic/issue emerge?

*What solutions emerge?

*In what ways does the information from this IRR overlap with yours?

*** Also, if you see things that your partners could do to improve their IRR, go ahead and make the suggestion.

2. Review expectations for TMP planning

HW:

1. Please submit your IRR and your works cited page to turnitin.com by 10 PM.

*There should be no way to identify you, the school, or the teacher on your document.

*Your word count should be listed at the end of your paper.

2. Your group needs fill out this template in order to develop an outline for the argument you will be presenting for your TMP - This is due at the beginning of class on Wednesday (go ahead and parenthetically cite your evidence).

a.Introduction/Attention Grabber:

b.Background and Context of Topic:

c.Thesis Statement (briefly identify major problem/s and briefly identify solution/s):

d.Problem/s:

*use research and evidence to describe the why and how of issues and problems

e.Solutions

Solution1:

pros:

cons:

limitations:

implications:

Solution 2:

pros:

cons:

limitations:

implications:

*you can have more than two solutions

*use research and evidence to support your solutions

*directly explain how the solutions will address the problems you have described.

*Your focus on solutions should serve as the bulk of your presentation.

Extra Credit:

Tuesday February 4

Start Up:

Guided Learning:

HW:

Wednesday February 5

Start Up:

Good morning! Please make sure your phones are turned off and put away. Please turn to the Start Up Section of your notebook, and quietly get to work.

1. Please gather with your groups and have your four part graphic organizer on your desk.

2. Please plan when and where your group will be meeting outside of school

3. How should you be dressed when presenting?

*We will be signing up for next week’s presentations!

Guided Learning:

1. I will be reviewing group outlines. Please use the following format

a.Introduction/Attention Grabber:

b.Background and Context of Topic:

c.Thesis Statement (briefly identify major problem/s and briefly identify solution/s):

d.Problem/s:

*use research and evidence to describe the why and how of issues and problems

e.Solutions

Solution1:

pros:

cons:

limitations:

implications:

Solution 2:

pros:

cons:

limitations:

implications:

*you can have more than two solutions

*use research and evidence to support your solutions

*directly explain how the solutions will address the problems you have described.

*Your focus on solutions should serve as the bulk of your presentation.

2. Quick Review of Task - Via EPIC PPT.

3. Brainstorm - What can steps should we take to be successful?

Independent Work on group presentations.

Presentation Notes:

No more than four lines/bullets of information per slide.

Charts and Graphs are encouraged, but be prepared to discuss them

4. Review Rubric

5.Watch model videos (College Board training)

HW:

1. Finalize outline for TMP Speech

2. Have digital presentation built

3. Have a script drafted with everyone’s role identified and what they will be saying.

*Friday and Tuesday will be practice and rehearsal days.

*Once again, your discussion of solutions should serve as the bulk of your presentation.

Thursday February 6

Start Up:

Guided Learning:

HW:

Friday February 7

Start Up:

Lorelai, Noah, and Zac will help with computers in 2nd Block

Courtland, Ayden, and VIto will help out with computers in 4th Block.

*Joey and Chandler please feel free to stop by after school to make sure our room is clean and tidy.

Guided Learning:

1. Finalize outline for TMP Speech

2. Have a digital presentation built

-need a works cited page for your borrowed images and new/additional information.

3. Have a script drafted with everyone’s role identified and what they will be saying.

*Please share/email both your group’s presentation and outline/script by the end of class on Friday.

4. Work on your oral defense questions - https://bayonetenglish.files.wordpress.com/2019/07/ap-seminar-tmp-oral-defense-questions.pdf

HW:

1. Please share/email both your group’s presentation and outline/script by the end of class on Friday.

2. Rehearse and practice your presentation with your group as much as possible.

3. Your responses to your oral defense questions need to be shared with me before the beginning of class on Tuesday.

Extra Credit:

Week # 1: 1/27 - 1/31

Due Dates:

2/3 - IRR and attached Works Cited Page is due via turnintin.com by 10 PM

2/13 - TMP Presentations

2/17 - TMP Presentations (make up/schedule conflicts)

2/17 - 2/29 - Intro to PT2 and Stimulus Study

3/12 - Annotated Bib for IWA is due at the beginning of class (20 sources)

3/26 - IWA Full Rough Draft and Works Cited Page is due at the beginning of class

4/3 - IWA and Works Cited Page is due via turnitin.com by the beginning of class

4/21-4/23 - IMP Presentations

4/30 -Final PORTFOLIO Submissions

5/12 - AP Seminar Exam

Monday January 27

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday January 28

Start Up:

Good Morning! Please have your cell phones put away.

-Please turn to the writing section of your notebook

1.In what ways did act, behave, learn, and interact in accordance with our core values of empathy, effort, inquiry, and honesty throughout last semester? What did this look like in our daily work?

2.Things you would like to do differently this semester? Why? What is this going to look like?

3.What was your moment of greatest accomplishment in AP Seminar?

4.How have you surprised yourself?

5.Good habits, policies, and practices that you can build on?

6.Do you have any questions or anxieties about the IRR?

7. What are you excited about?

Guided Learning:

REVIEW DATES!

REVIEW EXPECTATIONS:

-high focus

-ask questions in class

-no phones or frivolity

-find your part and do your part

-hold on tightly and let go lightly

-do simple things well

1. Turn to your note section and let’s answer the following questions:

a. When should you cite and how should you cite?

b. What is the role and value of your annotated bib?

c. What is the relationship of your bib to your Works Cited Page?

d. What is the role and value of your Works Cited Page?

e. Is your Works Cited page formatted correctly? Let’s take a look!

f.How do you parenthetically cite the following?

https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in_text_citations_the_basics.html

HW:

1. IRR and attached Works Cited Page is due via turnintin.com on 2/3 by 10 PM.

2. Start working on/brainstorming you TMP with your group.

Wednesday January 29

Start Up:

Guided Learning:

HW:

Thursday January 30

Start Up:

Any questions before we begin today?

Guided Learning:

1. Review start up.

2. Part 2

a.IRR: what is it? What should it consist of?

b.Where should you go if you have any questions about what your IRR should consist of?

3. Part 3

a.What is an unsubstantiated belief or opinion statement? Should these be in your IRRs?

b.Highlight unsubstantiated opinion and belief statements (either amend the wording, delete them entirely, or cite whose credible opinion you are citing).

c.Review Plagiarism Policy with students --- Might be worth reviewing the video from the training.

Use Turnitin.com as a pre-submission tool.

d. Citation check - You need to identify a citation expert in your group.

4. Proofreading Protocol

5. Helpful links and resources

Requirements for IRR (page 47) and IRR Rubrics

https://apstudents.collegeboard.org/ap/pdf/ap-seminar-course-and-exam-description.pdf

https://secure-media.collegeboard.org/ap/pdf/ap18-sg-seminar-pt1.pdf

model essays

https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap17_seminar_pt1_irr.pdf

https://thegpindie.files.wordpress.com/2015/04/irr-sample-5-china-in-africa.pdf

HW:

1. IRR and attached Works Cited Page is due via turnintin.com on 2/3 by 10 PM.

2. Start working on/brainstorming you TMP with your group.

Friday January 31

Start Up:

Guided Learning:

HW:

Extra Credit:

Week # 18: 1/13 - 1/17

Due Dates:

Monday January 13

Start Up:

1.Please have your outline and the first 300-600 words of your IRR available for me to review.

*If you have a personal computer, please bring it to class on Wednesday.

Guided Learning:

1.First 20 minutes review, refine, and revise outlines with partners.

2.Review MLA formatting and parenthetical citations.

3.Identify MLA expert in group

4.Review Requirements for IRR (page 47) and IRR Rubrics

https://apstudents.collegeboard.org/ap/pdf/ap-seminar-course-and-exam-description.pdf

https://secure-media.collegeboard.org/ap/pdf/ap18-sg-seminar-pt1.pdf

5. Independent work on IRR

Advice:

correctly parenthetically cite all borrowed information

continuously review the rubric

review model essays

https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap17_seminar_pt1_irr.pdf

https://thegpindie.files.wordpress.com/2015/04/irr-sample-5-china-in-africa.pdf

6. Sign up for individual or group office hours during the testing holiday

HW:

1. Have the first 1000 words of your IRR completed with a correctly formatted works cited page.

*make sure that you have correct parenthetical citations

Extra Credit:

Tuesday January 14

Start Up:

Guided Learning:

HW:

Wednesday January 15

Start Up:

1. Please pull out a blank sheet of paper

Guided Learning:

1.Sign up for office hours over the testing period!

2. The following criteria will be used to assign the participation component of the student’s overall grade:

A: Highly Effective Student: Near perfect attendance; insightful questions and comments; clearly completes the reading and goes beyond by introducing other relevant material. Never on cell phone or on unauthorized websites. Always focused on completing the work and building positive and productive academic relationships and culture.

B: Good Student: Good attendance; thoughtful questions and comments; clearly completes the reading and associated tasks. Usually focused on completing the assigned work and very rarely engages in off task behavior. Yet, doesn’t always actively work to build productive academic relationships and culture.

C: Average Student : Regular attendance; sporadic involvement in discussions that is often based on personal opinion, rather than analysis of class material. Regular cell phone user or gamer during instructional and independent work sessions. Distracts group members with irrelevant conversations and tangents. Not consistently or thoughtfully engaging with the group.

3. Questions?

4. Thoughts:

-your work will continue to evolve

-your outline is a tool

-establish group norms and means of communication for the course of our testing holiday

5.Review Requirements for IRR (page 47) and IRR Rubrics

https://apstudents.collegeboard.org/ap/pdf/ap-seminar-course-and-exam-description.pdf

https://secure-media.collegeboard.org/ap/pdf/ap18-sg-seminar-pt1.pdf

6. Independent work on IRR

Advice:

correctly parenthetically cite all borrowed information

continuously review the rubric

review model essays

https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap17_seminar_pt1_irr.pdf

https://thegpindie.files.wordpress.com/2015/04/irr-sample-5-china-in-africa.pdf

HW:

1. A full rough draft (1200 words) of your IRR and your works cited page is due at the beginning of class on Tuesday, January 28th.

2. If you need assistance or you would like for me to look over your IRR to “question” it - feel free to share it with me over the testing holiday.

3. Feel free to share your IRR with one of our IRR experts.

4. I highly encourage you to access your AP Portfolio and view your Stimulus items for PT2.

Thursday January 16

Start Up:

Guided Learning:

HW:

Friday January 17

Start Up:

Guided Learning:

HW:

Extra Credit:

Week # 17: 1/6 - 1/10

Due Dates:

Monday January 6

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday January 7

Start Up:

Good Morning! Please have your cell phones put away.

*We need a blank sheet of paper for our first activity.

Guided Learning:

1. Reflection

a. what actions have you taken with the project that have been productive for your inquiry and the group’s progress? How can you build on or sustain this?

b. what actions have you taken with the project that have hindered your productivity or the group’s productivity? What can you do to mitigate or negate this type of behavior in the future? What can your group do to hold you accountable?

c. what questions do you have moving forward?

d. what steps can you take to mitigate anxiety and maximize learning?

e. what have you enjoyed or found interesting in the learning process so far?

f. what would you identify as the strengths that you bring to your group?

g. what would you identify as your group’s biggest weakness?

h. what can Mr. Jarman help you with?

2. My expectations:

-high focus

-ask questions in class

-no phones or frivolity

-find your part and do your part

-hold on tightly and let go lightly

-do simple things well

3. One group member at a time will share their information to the group. After completing this, discuss:

-What are some gaps in information?

-What sources do you think your team members could benefit from?

-How could your group or other experts help you better gather your information?

-What other types of sources could be beneficial for your topic?

4. Conduct research:

a. Consider alternative sources of information

b. Research solutions to problems

c. Research counterarguments

d. Research different perspectives within lenses

e. Research different

f. find additional articles that might be useful for your IRR/TMP and organize the links.

5. Update your idea web/brainstorm

HW:

1. Complete ten annotations!

2. Get a loose idea for the structure and content of your IRR.

Wednesday January 8

Start Up:

Guided Learning:

HW:

Thursday January 9

Start Up:

Grab a computer and partner up!

Guided Learning:

1.Review ten annotations and share new findings

2.Discuss: What are some gaps in information?

3.Review Rubric and IRR Requirements

4.Groups will assign IRR focus to members and collaboratively start planning their IRRs on either a shared document or a sheet of poster paper.

5. USE MODEL IRR as a guide

https://thegpindie.files.wordpress.com/2015/04/irr-sample-5-china-in-africa.pdf

HW:

1. Complete Outline for IRR

2.Correctly format your IRR and complete first 300 - 600 words.

Friday January 10

Start Up:

Guided Learning:

HW:

Extra Credit:

Week # Make Up: 12/30- 1/3

Due Dates:

Monday December 30

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday December 31

Start Up:

Guided Learning:

HW:

Wednesday January 1

Start Up:

Guided Learning:

HW:

Thursday January 2

Start Up:

Guided Learning:

HW:

Friday January 3

Start Up:

I missed you all. Please assemble into your groups, log into your computers, and pull up your five correctly annotated sources.

1. Do you have a lap top or personal computer that you could bring to school to complete your Seminar work?

Guided Learning:

*Talking Points:

-high focus and low stress.

-group work/revise and revisit norms

-establish a plan of action for completing research (while you have 30 seat days, reading, analyzing, and annotating sources will require substantial time outside of class).

-Divide roles among group members, you know who can find the good sources!

a. 1 group member at a time will share their information to the group. After completing this, discuss:

-What are some gaps in information?

-What sources do you think your team members could benefit from?

-How could your group or other experts help you better gather your information?

-What other types of sources could be beneficial for your topic?

b. Conduct research

HW:

1. Eight correctly cited and annotated sources

*the majority of your sources should be peer-reviewed or research-based

Extra Credit:

Week # 16: 12/16- 12/20

Due Dates:

-12/20 - 2 sources correctly annotated for new IRR/TMP

Monday December 16

Start Up:

Good morning! Please make sure your phones are turned off and put away. Please turn to the start up section of your notebook, and correctly label and date this week’s start up assignment - Week 16.

1. On a scale of 1-10, how would you rank your interest and excitement in regards to the current topic your group is exploring? Please explain.

2. What is the difference between a lens and a perspective?

Guided Learning:

***FOCUS on establishing group norms and lines of communication***

1. Use the “grid” to share information and annotations from your research.

2. Decide on topic

3. Develop research question through brainstorming lenses, stakeholders, and perspectives

4. Assign lenses or perspectives

-Start annotating the selected and chosen articles of merit

HW:

1. If your group has found a topic, generated a question, and assigned lenses/perspectives please start researching. If not, you need to have this finalized by Wednesday.

2. You need two sources correctly and fully annotated by Friday at the beginning of class.

Extra Credit:

Tuesday December 17

Start Up:

Guided Learning:

HW:

Wednesday December 18

Start Up:

Good morning! Please make sure your phones are turned off and put away. Please turn to the Start Up Section of your notebook, and quietly get to work.

Guided Learning:

*We are now working on PT 1 for your AP Exam. Your group should have a research question and group members should be assigned a research focus based off of a lens or perspective. This is the learning/information gathering stage. Before you write your IRR, you should have 10-20 annotated sources. Your job is to become an expert on your assigned focus.

Are there any questions before we begin?

1.Revisit and establish group norms --- commit these to a public handout.

2.Commit to question/topic and organize research documents

3.Create a shared document and exchange phone numbers

4.Revisit expectations for formatting and structure of the annotated bibliography.

5.Review model student annotated bibs

6.Get your research on!

*Feel free to print articles

HW:

1. If your group has found a topic, generated a question, and assigned lenses/perspectives please start researching. If not, you need to have this finalized by Wednesday.

2. You need two sources correctly and fully annotated by Friday at the beginning of class.

Thursday December 19

Start Up:

Guided Learning:

HW:

Friday December 20

Start Up:

1. Quick Win: What accomplishment or event has been the highlight of your week? Please explain! Be prepared to share.

*have your annotated bibs pulled up

Guided Learning:

-White Elephant Swap

-Group work/Revise and revisit norms

-Establish a plan of action for completing research

HW:

1. Five correctly cited and annotated sources

*the majority of your sources should be peer-reviewed or research-based

Extra Credit:

Week # 15: 12/9- 12/13

Due Dates:

-12/9 - School Poetry OutLoud Contest

Monday December 9

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday December 10

Start Up:

Please have your cell phones put away, and last week’s HW on your desk.

1. What does engaging with the artistic and philosophical lens look like for us?

Guided Learning:

1. Finish TMP presentations

2. Review PT2 and field questions

Very Easy Overview - https://apcentral.collegeboard.org/pdf/ap-seminar-course-overview.pdf?course=ap-seminar

3. We officially start our AP Exam on Thursday with the real IRR

4. On a separate sheet of paper, please:

List two people that you would like to work with and explain why.

Identify one student you don't want to work with and explain why.

5.Review responses to HW

HW:

1. Brainstorm a list of 5 TOPICS you are interested in exploring and learning more about. Please explain why for each.

2. Listen to the following podcast https://radiopublic.com/SongExploder/s1!3ce6c

a.Complete a Brief TQE (5,2,1)

b.What topics does this podcast explore?

c.What problems does this podcast engage, uncover,or examine?

d.If you were going to research more about the topics/issues presented in this podcast, what keywords would you use in a search engine?

e.Whose perspective is this information being presented from, and how does this affect your evaluation of the content?

Wednesday December 11

Start Up:

Guided Learning:

HW:

Thursday December 12

Start Up:

1. Review role of Teacher Requirements and generate any questions that you have about these guidelines.

*Have your HW available for me to grade

Guided Learning:

-Announce Groups

-Introduce List of Topics/allow groups to convene and discuss topics

-Students will complete article summary assignments for topics of interest

-Discuss HW

HW:

1. Complete two article summary assignments for assigned/chosen topic.

*1 journalistic

*1 peer-reviewed/research-based

2. Artistic and philosophical exploration: find a song that comments on an issue in a unique way.

*Copy down the artist and the title and on a separate sheet of paper answer the following questions:

a.What topics does this song explore?

b.What problems does this song engage with, uncover, or examine?

c.If you were going to research more about the topics/issues presented in this podcast, what keywords would you use in a search engine?

e.Whose perspective is this information being presented from, and how does this affect your evaluation of the content?

Friday December 13

Start Up:

Guided Learning:

HW:

Extra Credit:

Week # 14: 12/2- 12/6

Due Dates:

-12/9 - School Poetry OutLoud Contest

Monday December 2

Start Up:

Good morning! Please make sure your phones are turned off and put away. Please turn to the Start Up Section of your notebook, and correctly label and date this week’s start up assignment - Week 14.

1. What are some questions that you have about the process moving forward?

2. Do I need to review the presentation outline/presentation details with you?

3. How should you dress for your practice TMP?

4. What is the purpose of the TMP?

5. My personal philosophy is: High expectations and outcomes for students are only possible when teachers are willing to give high levels of assistance and students work hard to help themselves.

*What does this look like in our classroom? What could this look like? What should this look like?

Guided Learning:

1. Review Rubric TMP and Watch Videos

Rubric: https://secure-media.collegeboard.org/ap/pdf/ap18-sg-seminar-pt1.pdf

What do you notice?

What does the college board value?

2. Watch model Presentation and Evaluate

With the rubric in mind, what did these students do particularly well?

3. Time to work within your groups.

4. Reflection: What does real learning look consist of?

HW:

1. Share your final presentations with me via email before class on December 6th - please include a works cited page as your last slide.

2. We will be presenting on December 6th and December 6th and December 10th

3. Review videos of exemplary practice performances online. If you have specific questions, please consult the CED and the TMP Rubric for guidance/direction.

Extra Credit:

Tuesday December 3

Start Up:

Guided Learning:

HW:

Wednesday December 4

Start Up:

1. Any final questions before we begin today?

2. What should today look like?

3. What should your works cited page for your presentation consist of?

4. Does anyone have access to a clicker?

Guided Learning:

1. Submit most recent draft of IRR to turnitin.com

class id: 23162144

enrollment key: ncskates

2. Quick review of rubric and quick Godin reading

3. Practice

HW:

1. STUDY and REFINE your Oral Defense Questions - Share your final presentations with me via email before class on December 6th - please include a works cited page as your last slide.

2. We will be presenting on December 6th and December 6th and December 10th

3. Review videos of exemplary practice performances online. If you have specific questions, please consult the CED and the TMP Rubric for guidance/direction

4. Review AP Seminar CED to learn about PT2. Develop a list of topics you would be interested in exploring.

Thursday December 5

Start Up:

Guided Learning:

HW:

Friday December 6

Start Up:

1. Quick Win: What accomplishment or event has been the highlight of your week? Please explain! Be prepared to share.

2. What does being a good audience member consist of?

Guided Learning:

1.Presentations!

Audience Activity:

Write down the group members' names and their focus.

-For each group's presentation complete a TQE (5,2,1)

-Develop one specific compliment.

-Would you be interested in learning more about their topic? If so, what aspect(s)?

2. News Review or Review PT 2

HW:

1. Read the following article https://www.theatlantic.com/ideas/archive/2019/11/obituary-ok-boomer/602656/

and then answer the following questions on a separate sheet of paper:

a. Identify the author’s argument, main idea, or thesis.

b. Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

c. Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

2. Familiarize yourself with PT 2 by reading through the handout.

http://msalbasclass.com/wp-content/uploads/2018/02/AP-Capstone-Seminar-Handouts-1-and-2.pdf

a.Complete a TQE (5-2-1) in your RNB Section

b. What will the practice PT2 looks like for us?

Extra Credit:

Week # SPECIAL: 11/25- 11/29

Due Dates:

-11/25 and 11/26 - Poetry Out Loud Performances

Monday November 25

Start Up:

Good morning! Please make sure your phones are turned off and put away. Please turn to the Start Up Section of your notebook, and correctly label and date this week’s start up assignment - Week Special.

1. What are some questions that you have about the process moving forward?

2. Do you feel that your group will need to complete any additional research?

3. On a scale of 1-10, how has your group been communicating outside of class? What can you do to enhance this communication

4. How much text should be on your power point/slide presentations?

Guided Learning:

1.Notes Section: on NPR NEWS NOW # 2 - TQE (5,3,1)

2. Review Rubric TMP and Watch Videos

Rubric: https://secure-media.collegeboard.org/ap/pdf/ap18-sg-seminar-pt1.pdf

What do you notice?

What does the college board value?

3. Watch model Presentation and Evaluate

With the rubric in mind, what did these students do particularly well?

4. Individual conferences with groups about their presentation outlines.

HW:

1. You need to answer all of the Oral Board Discussion Questions (located on page 50 of CED). Please share your responses via Google Docs before class on December 2nd.

2. Share your final Presentations with me before class on December 4th. Please include a works cited page.

3. We will be presenting on December 4th and December 6th.

Extra Credit:

Tuesday November 26

Start Up:

Guided Learning:

HW:

Wednesday November 27

Start Up:

Guided Learning:

HW:

Thursday November 28

Start Up:

Guided Learning:

HW:

Friday November 29

Start Up:

Guided Learning:

HW:

Extra Credit:

Week # 12 : 11/18- 11/22

Monday November 18

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday November 19

Start Up:

Good Morning!

Please have your cell phones put away, and last week’s HW on your desk.

1. Throwback: What does the acronym ACE stand for?

2. Kick on over to page 47 of CED and review this portion of PT 1:

https://apcentral.collegeboard.org/pdf/ap-seminar-course-and-exam-description-0.pdf?course=ap-seminar

*Due to scheduling constraints, the Poetry Out Loud Project has been canceled. Yet, If students want to perform a poem individually on Monday for extra credit, that would be awesome!!!

Guided Learning:

1.Review CED

2.Presentation from Guidance

3.Groups Teaching - Take notes as you learn about your group members research:

*What problems with the topic/issue are present?

*What patterns with the topic/issue emerge?

*What solutions emerge?

*In what ways does the information from this IRR overlap with yours?

*** Also, if you see things that your partners could do to improve their IRR, go ahead and make the suggestion.

4.Discuss Podcast

-how does the content of this podcast relate to our current work with PT 1

-develop research questions using lenses

HW:

*What problems with the topic/issue are present?

*What patterns with the topic/issue emerge?

*What solutions emerge?

*In what ways does the information from this IRR overlap with yours?

*** Also, if you see things that your partners could do to improve their IRR, go ahead and make the suggestion.

2. Create a template for your digital presentation

Wednesday November 20

Start Up:

Guided Learning:

HW:

Thursday November 21

Start Up:

Good morning! Please make sure your phones are turned off and put away. Please turn to the Start Up Section of your notebook, and quietly get to work.

1. Please grab a computer and pull up your IRR, your digital presentation, and the AP SEMINAR CED.

*Have your HW on your desk

Guided Learning:

1. Catching Up

2. Quick Review of Task - Via EPIC PPT.

3. Brainstorm - What can steps should we take to be successful?

Independent Work on group presentations.

Presentation Notes:

No more than four lines/bullets of information per slide.

Charts and Graphs are encouraged, but be prepared to discuss them

4. Review Rubric

5.Watch model videos.

HW:

1. Complete your Group’s Presentation Outline. Please share that and your Presentation before class on Monday.

2. Update your works cited page!

3. You need to answer all of the Oral Board Discussion Questions (located on page 50 of CED). Please share your responses via Google Docs before class on December 2nd.

4. Share your final Presentations with me before class on December 4th. Please include a works cited page.

5. We will be presenting on December 4th and December 6th.

Friday November 22

Start Up:

Guided Learning:

HW:

Extra Credit:

Week # 11 : 11/11- 11/15

Due Dates:

Monday November 11

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday November 12

Start Up:

Guided Learning:

HW:

Wednesday November 13

Start Up:

Good morning! Please make sure your phones are turned off and put away. Please turn to the Start Up Section of your notebook, and quietly get to work.

Please grab a computer and have your completed IRR with your correctly formatted annotated bibliography attached.

1. What is the rationale for having you continuously annotate the new sources you are finding?

Guided Learning:

1.Notes Section: on NPR NEWS NOW # 2 - TQE (5,3,1)

2. Download Grammarly and apply it to your essay.

3. Double check MLA formatting and include word count at the bottom of essay.

4. Briefly review the rubric - Rows and zeroes

5. Read and annotate/explain for each row.

*I recommend that you do them separately.

6. Revise

7. After your revision, update your annotations.

8. Write your name on your IRR rubric and score your report with pencil.

9. Share your IRR with the attached and updated annotated bib to me.

10. Juice and donuts on Friday? Any takers?

HW:

1. Wear flannel on Friday. It's about time for a group picture.

2. Using the AP Seminar CED -https://apcentral.collegeboard.org/pdf/ap-seminar-course-and-exam-description.pdf

Complete aTQE -Review PT 1 Group Presentation information on pages 47 - 50. Complete TQE (5-2-1) in your notes section and generate two quiz questions.

Thursday November 14

Start Up:

Guided Learning:

HW:

Friday November 15

Start Up:

1. Quick Win: What accomplishment or event has been the highlight of your week? Please explain! Be prepared to share.

2. Rank your understanding of the Impeachment Process that is currently taking place on a scale of 1-10.

Guided Learning:

1.SNACKS/GROUP PHOTO/and discuss TQE.

2.Revisit Group Rolls

3.Sheets of Paper folded into four sections

*Take notes as you learn about your group members research

*What problems are present?

*What patterns emerge?

*What solutions emerge?

HW:

1. Work on Group Project via Shared Document

2. Listen to the following podcast: https://www.nytimes.com/2019/11/13/podcasts/the-daily/impeachment-hearings.html

a. After listening to the podcast, what do you want to know, learn, or understand?

b. How does the context of the problem explored in the podcast affect how it is interpreted or presented?

c. What questions have yet to be asked?

d. What is the argument’s main idea and what reasoning does the author use to develop it?

e. How does the content of this podcast affect you or your community?

f. From whose perspective is this information being presented, and how does this affect your evaluation of this issue?

g. Identify at least two-three moments and or elements of bias in this podcast.

3. Browse the Poetry Out Loud Website to find a poem that you would like to memorize and perform -https://www.poetryoutloud.org/search/?type=poem

Select a poem and have two hard copies of the poem that you would like to work with.

Extra Credit:

Week # 10 : 11/4- 11/8

Due Dates:

-11/13 - IRR is due

Monday November 4

Start Up:

Good morning! Please make sure your phones are turned off and put away. Please turn to the Start Up Section of your notebook, and correctly label and date this week’s start up assignment - Week 10.

a. On a scale of 1-10, how comfortable do you feel with embedding and incorporating quotes in your writing?

b. On a scale of 1-10, how comfortable do you feel with parenthetical citations inside your writing?

c. What are some questions that you have about the process moving forward?

*Please have your annotated bibliography pulled up and ready to share.

*I need a student to help with an annotated bib poster and a works cited poster.

Guided Learning:

Notes on Embedding and incorporating quotes/citations if needed.

1.Notes Section: on NPR NEWS NOW # 2 - TQE (5,3,1)

*Open a Google Doc and label it PT 1 Notes

2.Review IRR Rubric: https://secure-media.collegeboard.org/ap/pdf/ap18-seminar-pt1.pdf

What do you notice?

What does the college board value?

3.Scan through the model essay.

What do you notice about the citations?

What do you notice about the formatting?

4. Visit the CED for an explanation of IRR on page 46 of CED - WE ARE GOING TO REVIEW THIS TOGETHER.

https://apcentral.collegeboard.org/pdf/ap-seminar-course-and-exam-description.pdf

With your Individual Research Report:

› Identify an area of investigation and explain its relationship to the overall problem or issue.

› Summarize, explain, analyze and evaluate the main ideas and reasoning in the chosen sources.

› Evaluate the credibility of chosen sources and relevance of evidence to the inquiry.

› Identify, compare and interpret a range of perspectives about the problem or issue.

› Cite all sources that you have used, and include a list of works cited or a bibliography.

› Use correct grammar and style.

*This report should be 1200 words

*You will attach your correctly formatted annotated bibliography to the document as opposed to your works cited page.

5. You can also use this model as a guide. https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap17_seminar_pt1_irr.pdf

6. I want to encourage you to borrow from the STRUCTURE of the successful models. As you write, constantly look back to the rubric to make sure that you are following the guidelines.

7. If you have completed your annotated bibliography, the hard part is done!

8. If you are a student who benefits from having hard copies of directions to read and annotate, please feel free to print them out at the library. I will happily write you a pass.

***Email from Mr. Saunders:

Dear Mr. Jarman,

I want to thank you again for hosting me at Ashley High School last week. I was so impressed with your students and look forward to visiting again soon.I apologize for it taking a week to get these links to you, but I hope you and your students still find them helpful.

Government Information: https://www.govinfo.gov/

This website contains a wealth of information from across the federal government. Coverage is especially good for the last twenty-five years, but GPO is always adding more content.

North Carolina State Government Publications: http://ncgovdocs.org/

This site is the state equivalent of govinfo.gov, and so provides a more local perspective on the topics the students might be researching.

Historic North Carolina Newspapers: https://www.nclive.org/browse#H

This site provides access to over a thousand North Carolina newspapers. Coverage usually ends around 1923, and so is an excellent historical resource.

North Carolina State Archives Digital Collections: http://digital.ncdcr.gov/

This site is quite eclectic. Unlike other sites, it does contain some oral histories. It also contains a collection on the so-called “Speaker Ban” on UNC campuses during the 1960s.

Digital NC: https://www.digitalnc.org/

This site is similar to the North Carolina State Archives site, but draws on a wider variety of libraries. It also includes some more obscure newspapers (religious, company, student, etc.).

Chronicling America: https://chroniclingamerica.loc.gov

Like the NCLive site described above, coverage generally stops around 1923. There are however some titles from slightly more recent times. Chronicling America has over 100 titles from North Carolina and tens of thousands from around the country.

UNCW Digital Collections: https://digitalcollections.uncw.edu/

Last but not least! The best collections on this page are, in my opinion, the Civil Rights in Southeast North Carolina Collection and the Seahawk newspaper. The former collection contains papers from US Congressman Alton Lennon, former school superintendent Heyward C. Bellamy, and local lawyer and activist Wallace Murchison. As for the Seahawk, there is absolutely no telling what you’ll find in a search. There are also hundreds of good oral histories on the site as well.

If your students have more specific needs, let me know. We have access to a much larger collection of databases on campus and are more than happy to help.

Sincerely,

Nathan Saunders

HW:

1. Have 1-2 pages of your IRR done before class on Friday. When drafting, make sure to include parenthetical citations.

2. Your Complete IRR and Annotated Bibliography are due on Wednesday, 11/13

*Needs to be formatted according to MLA Standards

*Assignment information is on page 46 of the CED - https://apcentral.collegeboard.org/pdf/ap-seminar-course-and-exam-description.pdf

*Model IRR -

https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap17_seminar_pt1_irr.pdf

Extra Credit:

Tuesday November 5

Start Up:

Guided Learning:

HW:

Wednesday November 6

Start Up:

Guided Learning:

Open Workshop on IRR

HW:

1. Have 1-2 pages of your IRR done before class on Friday. When drafting, make sure to include parenthetical citations.

Thursday November 7

Start Up:

Guided Learning:

HW:

Friday November 8

Start Up:

1. Quick Win: What accomplishment or event has been the highlight of your week? Please explain! Be prepared to share.

*Please have the first 1-2 pages of your IRR ready for me to review.

Guided Learning:

1.MAKE SURE Annotated Bib is formatted correctly

2.Reminders:

-Update your annotated bib as you take on new sources

-Revisit and update your work on your Shared Drive

3.Review IRR Handout - https://thegpindie.files.wordpress.com/2015/04/irr-sample-5-china-in-africa.pdf

4. Writing Workshop

HW:

1. Your IRR and Annotated Bibliography are due on Wednesday, 11/13

*Needs to be formatted according to MLA Standards

*Assignment information is on page 46 of the CED - https://apcentral.collegeboard.org/pdf/ap-seminar-course-and-exam-description.pdf

*IRR Handout - https://thegpindie.files.wordpress.com/2015/04/irr-sample-5-china-in-africa.pdf

*Model # 1 IRR -

https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap17_seminar_pt1_irr.pdf

*Model # 2 IRR -

https://secure-media.collegeboard.org/ap/pdf/ap18-seminar-pt1.pdf

Extra Credit:

Week # 9 : 10/28 - 11/1

Due Dates:

-10/30 - Deadline for missing or makeup work

Monday October 28

Start Up:

Good morning! Please make sure your phones are turned off and put away. Please turn to the Start Up Section of your notebook, and correctly label and date this week’s start up assignment - Week 9.

a. On a scale of 1-10, how was your weekend? Why? Please explain in TAEAC form.

b. What do you know about the Salem Witch Trials?

c. Take notes on NPR NEWS NOW - TQE (5,3,1)

Guided Learning:

1. Feedback on annotations and works cited

2. Model Evaluative Annotation using MycoToxin article

*Post questions for students to complete

HW:

1. Four correctly annotated sources on your annotated bibliography.

2. Update your works cited page! - Mycotoxin article

Extra Credit:

Tuesday October 29

Start Up:

Guided Learning:

HW:

Wednesday October 30

Start Up:

1. Please grab a computer and have your four annotations out for me to review.

* Please have your startups ready to be turned in.

Guided Learning:

1. Review Annotations, discuss the next step…

2. Review findings from meeting with AP Research Leads:

Govinfo.gov

Historic North Carolina Newspapers (access it through NC Live)

Federal Government

Use the NC Census

Pew Trust

3. Touch Base with your group (make changes on your shared document)

4. Reflection

a. what actions have you taken with the project that have been productive for your inquiry and the group’s progress? How can you build on or sustain this?

c. what questions do you have moving forward?

d. what steps can you take to mitigate anxiety and maximize learning?

e. what have you enjoyed or found interesting in the learning process so far?

f. what would you identify as the strengths that you bring to your group?

g. what would you identify as your group’s biggest weakness?

h. what can Mr. Jarman help you with?

5. Review Reflection with note cards.

6. Grade Defense:

The following criteria will be used to assign the participation component of the student’s overall grade:

A: Highly Effective Participant: Near perfect attendance; insightful questions and comments; clearly completes the reading and goes beyond by introducing other relevant material.

B: Consistent Participant: Good attendance; thoughtful questions and comments; clearly completes the reading.

C: Occasional Participant: Regular attendance; sporadic involvement in discussions that is often based on personal opinion, rather than analysis of class material.

D: Observer: Regular attendance, but does not get involved in class discussions.

F: Occasional Observer: Sporadic attendance; no participation in class.

7. Discuss HW

HW:

1. TQE - review exemplary PT 1 Report on Seminar page and complete a brief TQE (5-2-1) in your RNB- https://secure-media.collegeboard.org/ap/pdf/ap18-seminar-pt1.pdf

2. Six correctly annotated sources on your annotated bibliography.

3. Update your works cited page!

Thursday October 31

Start Up:

Guided Learning:

HW:

Friday November 1

Start Up:

Guided Learning:

HW:

Extra Credit:

Week # 8 : 10/21 - 10/25

Due Dates:

-10/24 - Works Cited Page Due

Monday October 21

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday October 22

Start Up:

Good Morning!

Please have your cell phones put away, and last week’s HW on your desk.

1. Throwback: What does the acronym ACE stand for?

2. On a scale of 1-10, how would you rate your understanding of the Patriot Act? Explain.

3. On a scale of 1-10, how would you rate your understanding of Performance Task 1? Explain.

Guided Learning:

1. PT 1 Powwow

a. Review TQE with group

b. Construct a handout!

c. Generate a genuine question.

2. Every group member needs to create an AP Seminar Folder in their Drive. Then, create a collaborative document entitled Practice Exam Performance Task 1.

Question:

Lenses:

Group Members:

Group Members responsibilities:

*I am going to approve lenses

3. Have students identify the different stakeholders within their lens and perspectives within those stakeholders

*A formal and comprehensive diagram will be the expectation for tonight’s homework.

4. Brief discussion of Patriot Act Findings

5. Discuss the Facebook Article

6. Introduction to Annotated Bib if there is time

https://columbiacollege-ca.libguides.com/mla/annot_bib

HW:

1. Complete a FORMAL and COMPREHENSIVE DIAGRAM of the different stakeholders and perspectives within your assigned lens.

*more likely than not, this is going to require additional research.

2. Update your Works Cited Page and share it with me via Google Docs before class on Monday.

*Our research meeting is after school on Thursday.

Wednesday October 23

Start Up:

Guided Learning:

HW:

Thursday October 24

Start Up:

Respond to this image

1. What is the argument?

2. What are the claims that this work is making in support of the larger argument?

*I need a student volunteer to create a poster of the items we should have on our works cited page.

*Researchers, out after school meeting with the folks from UNCW is tomorrow.

Guided Learning:

1. Introduction to Annotated Bib via strange Video if there is time

https://columbiacollege-ca.libguides.com/mla/annot_bib

2. Review Annotated Bib Notes

3. Copy and Paste the annotated bib template into a Google Doc and begin!

4. The goal is to have 1 source correctly cited and annotated by the end of the class period.

5. Discuss FACEBOOK if there is time.

HW:

1. You need to have 2 sources correctly formatted and annotated for Performance Task 1 Project - all MUST be CREDIBLE.

2. Finalize your CLASS Works Cited Page (16 sources total)

Friday October 25

Start Up:

Guided Learning:

HW:

Extra Credit:

Week # 7 : 10/14 - 10/18

Due Dates:

No Skills Quiz this week

Monday October 14

Start Up:

Good morning! Please make sure your phones are turned off and put away. Please turn to the Start Up Section of your notebook, and correctly label and date this week’s Start Up assignment - Week 7.

a. On a scale of 1-10, how was your weekend? Why? Please explain in TAEAC form.

b. Are you taking th PSAT on Wednesday? Yes or No

Guided Learning:

1.Review Start Up

2.Discuss 8 Chan questions

3.Convene in groups and present findings on your articles through your lens.

*all group members must speak.

4. Group members will share articles on topics of interest

and refine their research questions.

*Should the entire group adopt one of the sub-questions?

5. Post research questions and complete a guided scavenger hunt.

6. Group discussion:

Do we have the best lenses? Is there something that we have to add?

HW:

1.Read pages 47-51of the CED:

https://apcentral.collegeboard.org/pdf/ap-seminar-course-and-exam-description-0.pdf?course=ap-seminar

In your Notes Section, title the entry: Notes on PT 1

and transcribe the ten most important things to know about PT 1

2.Read the following information about the Patriot Act

https://www.crf-usa.org/america-responds-to-terrorism/the-patriot-act.html

Then in your RNB:

a. complete a brief TQE (5 Thoughts/Things learned, 1 question, and 1 epiphany)

b. In this a biased source? Why or why not?

c. Is this a credible source? Why or why not?

3. Update your works cited page!

Extra Credit:

Tuesday October 15

Start Up:

Guided Learning:

HW:

Wednesday October 16

Start Up:

N/A

Guided Learning:

*Second Block will be held in the Media Center

*Fourth Block will meet in 410. The students will rearrange the desks to their normal state, and head to the media center for the rest of class.

1. Students will receive instruction from Mrs. Herman on how to best utilize our NCLive database for finding peer-reviewed academic articles.

2. After Mrs. Herman’s lesson, students will receive their group research packets from Mrs. Golonka.

3. Students will meet in their groups and assign lenses to each other: ethical, futuristic, political/historical, social/cultural, and economic.

4. Students will research their question through their assigned lens using the database.

5. Students will need to find 2 different peer-reviewed articles and complete the summary worksheet for each one of these articles.

*add these two different sources to your works cited page

Second Block will have the entire class period on Friday to finalize their work.

Fourth Block - our class will be cut short due to the pep rally, so use your time wisely.

HW:

1.Read pages 47-51of the CED:

https://apcentral.collegeboard.org/pdf/ap-seminar-course-and-exam-description-0.pdf?course=ap-seminar

In your Notes Section, title the entry: Notes on PT 1

and transcribe the ten most important things to know about PT 1

2.Read the following information about the Patriot Act

https://www.crf-usa.org/america-responds-to-terrorism/the-patriot-act.html

Then in your RNB:

a. complete a brief TQE (5 Thoughts/Things learned, 1 question, and 1 epiphany)

b. In this a biased source? Why or why not?

c. Is this a credible source? Why or why not?

3. Update your works cited page!

Thursday October 17

Start Up:

Guided Learning:

HW:

Friday October 18

Start Up:

Good Morning. It is a basic expectation that I do not see your cell phone or earbuds during class. Your phones should be turned off and put away.

1. Quick Win: What accomplishment or event has been the highlight of your week? Please explain! Be prepared to share.

2. Any ideas or suggestions for how we can make this classroom more conducive for group work?

*When you are done, please obtain a computer and continue with your research from Wednesday.

Guided Learning:

*transcribe any new words into your word log!

1. Explain HW for the weekend.

2. Students will meet in their groups and assign lenses to each other: ethical, futuristic, political/historical, social/cultural, and economic.

3. Students will research their questions through their assigned lens using the database.

4. Students will need to find at least 2 different peer-reviewed articles and complete the summary worksheet for each one of these articles.

*If you are struggling to find information, you might need to change an element of your research question.

HW:

1. Finalize your group work (everyone needs to have 2 articles summarized from their lenses)

2. Update your Works Cited Page!

3. Listen to the following podcast and answer the following questions. Always cite textual evidence.

https://www.nytimes.com/2018/11/16/podcasts/the-daily/facebook-zuckerberg-sandberg-russia-election-data.html

a. After listening to the podcast, what do you want to know, learn, or understand?

b. How does the context of the problem explored in the podcast affect how it is interpreted or presented?

c. What questions have yet to be asked?

d. What is the argument’s main idea and what reasoning does the author use to develop it?

e. How does the content of this podcast affect you or your community?

f. From whose perspective is this information being presented, and how does this affect your evaluation of this issue?

g. Identify at least two-three moments and or elements of bias in this podcast.

Extra Credit:

Week # 6 : 10/7 - 10/11

Due Dates:

-10/10 - Skills Quiz

Monday October 7

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday October 8

Start Up:

Good Morning!

Please have your cell phones put away, and last week’s HW on your desk.

1. Hypothesize: What does the acronym ACE stand for?

2. Based off of our conversations on Friday, what is a current conundrum in American Society

3. On a scale of 1-10, How closely are you following the “impeachment process” right now? Please explain.

*Add arbitrary to your word log. Definition: based on random choice or personal whim, rather than any reason or system.

Guided Learning:

1.Review Start Up

2.Review HW - In fourth block, Vito, Ayden, Grant and Alana will lead the class through discussion.

a. What voices or perspectives are missing from their arguments?

b. What biases do the authors have that influence their perspectives?

c. What are the implications of their arguments?

d. What patterns or trends can be identified among the arguments about this issue?

e. Explain contradictions within or between their arguments.

f. What other issues, questions, or topics do their arguments relate to?

3.Read “Prison Book Bans” article from NYT. Add the citation to your Works Cited Page and

answer the following questions on a separate sheet of paper. This will be turned in at the end of class.

a. Identify the author’s argument, main idea, or thesis.

b. Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

c. Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

d.Why might the author view the issue this way? What biases may the author have that influence his or her perspective?

e.What are the implications of their argument? AKA SO What? Why does this argument matter?

f.complete an ARGUMENT, STAKEHOLDER, and PERSPECTIVE tree chart for both sides of the argument presented.

4. Work on the 8Chan podcast assignment

*John, Vito, and Jack: you need to make sure the computers go back in their correct place and properly reconnected at the end of class.

HW:

1. Complete work from class

2. Listen to the following podcast and answer the following questions. Always cite textual evidence.

https://www.nytimes.com/2019/08/06/podcasts/the-daily/8chan-el-paso-shooting.html

a. After listening to the podcast, what do you want to know, learn, or understand?

b. How does the context of the problem explored in the podcast affect how it is interpreted or presented?

c. What questions have yet to be asked?

d. What is the argument’s main idea and what reasoning does the author use to develop it?

e. How does the content of this podcast affect you or your community?

f. From whose perspective is this information being presented, and how does this affect your evaluation of this issue?

3.Update Works Cited Page

Wednesday October 9

Start Up:

Guided Learning:

HW:

Thursday October 10

Start Up:

*First 15 - Please have your HW on your desk and your phones put away.

1. Read the following poem a few times

https://poets.org/poem/september-1-1939

a. Complete a brief SOAPSTone

b. What’s the argument of this poem?

c. In what ways does the content of this poem relate to our lives today?

*for all responses, please add textual evidence.

Guided Learning:

Review Start Up

1.Review Prison Article

a. Identify the author’s argument, main idea, or thesis.

b. Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

c. Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

d.Why might the author view the issue this way? What biases may the author have that influence his or her perspective?

e.What are the implications of their argument?

f.complete an ARGUMENT, STAKEHOLDER, and PERSPECTIVE tree chart for both sides of the argument presented.

2.Review 8 Chan Article Findings

a. After listening to the podcast, what do you want to know, learn, or understand?

b. How does the context of the problem explored in the podcast affect how it is interpreted or presented?

c. What questions have yet to be asked?

d. What is the argument’s main idea and what reasoning does the author use to develop it?

e. How does the content of this podcast affect you or your community?

f. From whose perspective is this information being presented, and how does this affect your evaluation of this issue?

3. Choose your own groups (no groups can’t be grade homogenous) - group members need to exchange phone numbers, email addresses, maybe even establish a group chat.

With your group, generate 1 research question around the topics of censorship, the first amendment, privacy, and technology. THEN assign each group member a lens and make them generate their own sub-question using that lens.

HW:

1. With Google Scholar, SSRN, or other credible research-based source:

Please use the search query that your group assigned you based on your lens and locate/summarize an academic article that helps you answer your question.

*add the source to your works cited page

2. Your group will be assigned an article and a presentation topic for one of these two articles

https://www.brookings.edu/research/why-protecting-privacy-is-a-losing-game-today-and-how-to-change-the-game/

https://www.newyorker.com/culture/cultural-comment/instagram-facebook-and-the-perils-of-sharenting

Your group will present their answer/findings to the class on Monday

Friday October 11

Start Up:

Guided Learning:

HW:

Extra Credit:

Week # 5 : 9/30 - 10/4

Due Dates:

-10/2 - Works Cited Page Due

Monday September 30

Start Up:

a. On a scale of 1-10, how was your weekend? Why?

b. What was the process like for finding a credible, researchh-based article for your topic of interest?

c. Humor me: Please redraw the diagrams for Argument, Stakeholder, and Perpective then redraw the diagrams for Argument, Claim, and Evidence.

Guided Learning:

1.Review Start Up and Latework/Homework/Absence Expectations

2. Review HW:

a. come to a consensus on central argument

b. draw argument, claim, and evidence diagrams in groups

c. generate research questions

3. Hypothesize: What does MLA stand for and why do we use it?

Just for fun: What version of MLA should we be using?

4. Review Works Cited Formatting

a. Correctly Format a Works Cited Page

b. Introduce students to Owl Purdue and Citation Machine

c. Cite the New Yorker Article together

d. Students will create a citation for every article, reading, podcast, or film clip that we have engaged with thus far.

HW:

1. Create a folder in your Google Docs entitled AP SEMINAR

2. Using Google Docs, Create a Works Cited Page, and a citation for every source we have worked with thus far in AP Seminar. In doing this, use OWL Purdue as a reference and Citation Machine as a tool for building citations.

*This includes the articles that you have selected for our summary assignments.

*Your Citations need to have hanging indentions

*Your Citations need to be in alphabetical order

*You can use Citation Machine to manually build your citations, yet no copy and paste.

*NO EASY BIB

Extra Credit:

Tuesday October 1

Start Up:

Guided Learning:

HW:

Wednesday October 2

Start Up:

Good morning! Please make sure your phones are turned off and put away. Please turn to the Start Up Section of your notebook, and quietly get to work.

1. On a scale of 1-10, what is your comfort level with MLA Citations?

2. On a scale of 1-10, how comfortable are you with incorporating and embedding quotations?

3. Who would be interested in serving as citation experts? I can give you service hours for your services and assistance with peers!

* When you complete your start up, please check obtain a laptop. Pull up your works cited page and head to our class website.

*assign students support tasks

Guided Learning:

1. Review quotation introduction and embedding notes.

2. Identify experts and review citations and model works cited page.

-alphabetical order

-hanging indentions

-correct punctuation

-access date as opposed to date of publication.

3. Greta Work: Stakeholders, Perspectives, and Research questions

4. Review and share summary articles

HW:

1. Read Pat Conroy’s Letter and the Washington Post article. For each piece of writing:

a. Identify the author’s argument, main idea, or thesis.

b. Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

c. Evaluate the effectiveness of the evidence the author uses to support the claims made in the

argument.

2. Create citations for both sources and add them to your works cited page.

Thursday October 3

Start Up:

Guided Learning:

HW:

Friday October 4

Start Up:

Good Morning. It is a basic expectation that I do not see your cell phone or earbuds during class. Your phones should be turned off and put away.

1. Quick Win: What accomplishment or event has been the highlight of your week? Please explain! Be prepared to share.

2. When creating citations for digital sources, why is the access date so important?

*When you are done, please obtain a computer and get to work

Guided Learning:

*transcribe any new words into your word log!

1. Complete Greta analysis independently on a separate sheet of paper.

a. Identify stakeholders that side with Greta’s argument or stakeholder in opposition to Greta’s argument. a/b

b. Identify different perspectives within that argument

c. Develop a research question based off of your assigned lens

2. Collaborate on research questions as a group.

2. Re-read the Charles article and come to a consensus on Charles's and Conroy’s central argument.

HW:

1. Due at the beginning of class on Tuesday: Charles and Conroy Comparison Assignment:

a. What voices or perspectives are missing from their arguments?

b. What biases do the authors have that influence their perspectives?

c. What are the implications of their arguments?

d. What patterns or trends can be identified among the arguments about this issue?

e. Explain contradictions within or between their arguments.

f. What other issues, questions, or topics do their arguments relate to?

2. This Assignment is due in CLASS on Thursday! Listen to the following podcast and answer the following questions. Always cite textual evidence.

a. After listening to the podcast, what do you want to know, learn, or understand?

b. How does the context of the problem explored in the podcast affect how it is interpreted or presented?

c. What questions have yet to be asked?

d. What is the argument’s main idea and what reasoning does the author use to develop it?

e. How does the content of this podcast affect you or your community?

f. From whose perspective is this information being presented, and how does this affect your evaluation of this issue?

*Add the podcast to your Works Cited! This puts us at 11 Sources!

Extra Credit:

Week # 4 : 9/23 - 9/27

Due Dates:

-9/24 - F. Scott Fitzgerald's Birthday

-9/28 - Skills Quiz

Monday September 23

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday September 24

Start Up:

1. What is your favorite word that you have learned in Seminar so far?

Guided Learning:

Revisit work with New Yorker Assignment:

1.Review AP Exam Stock Questions:

a. Identify the author’s argument, main idea, or thesis.

b. Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

c. Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

2. Deeper Inquiry

a.Why might the author view the issue this way? What biases may the author have that influence his or her perspective?

b.What are the implications of their argument?

3. From the high school student perspective, what "rings true" and what does "not ring true" from the article?

4. Reflect in Writing Section - Perspectives Reflection

What is an argument?

What is a stakeholder?

What is a perspective?

How are they similar and how are they different?

5. Who are the different stakeholders aligned with the argument? How are their perspectives different?

6. Computer Work - Using Google Scholar, find a research-based article that defends, challenges, or is in conversation with Tolentino’s central argument. Please complete the following summary assignment while reading the article.

7. Practice creating citations if there is time!!!

HW:

Listen to episode 4.1 and episode 4.2 of Malcolm Gladwell's Revisionist History. Then on a separate sheet of paper, please answer the following questions:

1. Based off of your understanding of Gladwell’s description, come up with a working definition of a “tortoise” and a “hare.” Please use direct textual evidence to develop these definitions.

2. What is problematic about Gladwell’s examples?

3. How is Gladwell’s idea that people are either a tortoise or a hare problematic? What has Gladwell either oversimplified or not taken into account?

4. What sources does Gladwell use to support his claims?

5. Based off of your understanding of your definitions, and your personal academic history, are you a tortoise, hare, or combination of both? Please use concrete examples from your personal life to support your argument.

6. What’s Gladwell’s cultural bias coming into this endeavor? How does he address this cultural bias or limitation?

7. What are two things that Gladwell learn about the LSAT and Law School Admissions in these episodes? What are five things that you learned during these episodes?

8. Based off the content of this podcast, please develop three AP Seminar research questions.

Wednesday September 25

Start Up:

Guided Learning:

HW:

Thursday September 26

Start Up:

Please have your HW on your desk and your phones put away.

1. Are you a tortoise or a hare? Please explain using TAEAC and supporting evidence from both your life and the content of the podcast.

2. Identify the stakeholders that side with Gladwell’s argument in the podcasts.

Guided Learning:

1. Share paragraphs

Review Teamwork Protocol:

The following criteria will be used to assign the participation component of the student’s overall grade:

A: Highly Effective Participant: Near perfect attendance; insightful questions and comments; clearly completes the reading and goes beyond by introducing other relevant material.

B: Consistent Participant: Good attendance; thoughtful questions and comments; clearly completes the reading.

C: Occasional Participant: Regular attendance; sporadic involvement in discussions that is often based on personal opinion, rather than analysis of class material.

D: Observer: Regular attendance, but does not get involved in class discussions.

F: Occasional Observer: Sporadic attendance; no participation in class.

2. Team Work - STOCK QUESTIONS:

a. Identify the author’s argument, main idea, or thesis.

b. Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

c. Evaluate the effectiveness of the evidence the author uses to support the claims made in the

argument.

3. Discuss HW/Poke holes in Gladwell’s logic.

4. Stakeholders and Perspectives

5. Computer Work - Using Google Scholar, find a research-based article that defends, challenges, or is in conversation with Gladwell or Tolentino's central argument. Please complete the following Summary Assignment while reading the article.

HW:

1. Finish Article Summary Assignment.

2. Watch the following speech and read the transcript. Then on a separate sheet of paper, complete the following tasks, using textual evidence to support your responses.

a. Identify the author’s argument, main idea, or thesis.

b. Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

c. Evaluate the effectiveness of the evidence the author uses to support the claims made in the

argument.

Friday September 27

Start Up:

Guided Learning:

HW:

Extra Credit:

Week # 3 : 9/16 - 9/20

Due Dates:

-9/18 - Skills Quiz

Monday September 16

Start Up:

Thank you for your good behavior and hard work in my absence.

Good morning! Please make sure your nametags are out and your phones are turned off and put away. Please turn to the Start Up Section of your notebook, and correctly label and date this week’s start up assignment - Week 3. I will be taking your Start Ups on Friday for a grade.

a. On a scale of 1-10, Your experiences with “Restless Americans”? Why?

b. On a scale of 1-10, how was your weekend? Why?

c. What is an easy way to find a credible article for your topic of interest?

d. What should you do for your start up if you are absent?

*I’ll be checking your paragraphs from last Tuesday.

*I’ll be coming around to check your Start Up responses for general formatting and correctness.

Guided Learning:

1. Share paragraphs from Tuesday:

a. In your experience, are Americans happy people? Why or why not?

b. Is legal, constitutional, and political equality of Americans more likely to lead them to be happy or unhappy?

2. Split into groups to discuss detailed Toqueville response.

Task A

1. What is the author’s main argument or thesis?

2. Explain the author’s reasoning by identifying claims used to build the argument and the connections between them.

3. Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

Task B

1. Why might the author view the issue this way? What biases may the author have that influence his or her perspective?

2. What are the implications of their argument?

Task C

Please answer the following two questions in TAEAC format in the third person:

1. According to Tocqueville, why are Americans so restless in the midst of their prosperity?

2. What does Tocqueville mean by restless? What could potentially ease this restlessness.

3. Explain the purpose and complete article summary activity

HW:

1. Finish side one of your summary activity worksheet

2. Study for your skills quiz on Wednesday QUEST, Lenses, Definition of Argumentation, TAEAC, Google Scholar

3. The following assignment is due Friday:

Read the following article:

https://www.newyorker.com/magazine/2018/05/14/the-promise-of-vaping-and-the-rise-of-juul

Complete the following task on a separate sheet of paper:

1. Locate five words that you don’t fully understand the meaning of, look up the definition and copy it down.

2. TQE = 10 thoughts or things learned, 2 questions (use lenses), and 1 epiphany.

3. AP Exam Stock Questions:

a. Identify the author’s argument, main idea, or thesis.

b. Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

c. Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

4. From the high school student perspective, what "rings true" and what does "not ring true" from the article?

Extra Credit:

Tuesday September 17

Start Up:

Guided Learning:

HW:

Wednesday September 18

Start Up:

Good morning! Please make sure your phones are turned off and put away. Please turn to the Start Up Section of your notebook, and quietly get to work.

1. In the excerpt from Tocqueville’s “Restless Americans”, we collectively agreed that his evidence was compelling. Yet, we also agreed that it was limited. What were the limitations of his evidence? Please explain your answer.

2. Do the limitations of his evidence affect the persuasiveness of his argument? Please explain.

3. Do the limitations of his evidence affect the validity of his argument? Please explain.

*Study for your skills quiz!

Guided Learning:

1.Skills Quiz

2.Discuss Start Up and Inquiry Question

3.If we are writing a research paper, could we cite Toqueville’s work as evidence?

4.Article sharing (groups of four rotating)

5.Review Computer Protocol/Assign computers/create citations

https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html

6.Begin New Yorker Assignment

HW:

The following assignment is due Friday:

Read the following article:

https://www.newyorker.com/magazine/2018/05/14/the-promise-of-vaping-and-the-rise-of-juul

Complete the following task on a separate sheet of paper:

1. Locate five words that you don’t fully understand the meaning of, look up the definition and copy it down.

2. TQE = 10 thoughts or things learned, 2 questions (use lenses), and 1 epiphany.

3. AP Exam Stock Questions:

a. Identify the author’s argument, main idea, or thesis.

b. Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

c. Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

4. From the high school student perspective, what "rings true" and what does "not ring true" from the article?

Thursday September 19

Start Up:

Guided Learning:

HW:

Friday September 20

Start Up:

Good Morning. It is a basic expectation that I do not see your cell phone or earbuds during class. Your phones should be turned off and put away.

1.Quick Win: What accomplishment or event has been the highlight of your week? Please explain! Be prepared to share.

2. If we were hypothetically interested in exploring more about vaping, how could we use this article as a jumping off point to get more factual information on the topic?

Guided Learning:

1. Share and transcribe found words to your “word log.”

2. Share my perspective and bias on the issue. - https://www.youtube.com/watch?v=vkrdtg1eBz0&list=PLj51eDT11UTp3RJwCCC531g6kg0ba0yfm&index=6

3. Review New Yorker Article

a. Discuss Thoughts

b. Generate/Revise Discussion Questions

c. Share Epiphanies

HW:

Listen to episode 4.1 and episode 4.2 of Malcolm Gladwell's Revisionist History. Then on a separate sheet of paper, please answer the following questions:

2. What is problematic about Gladwell’s examples?

3. How is Gladwell’s idea that people are either a tortoise or a hare problematic? What has Gladwell either oversimplified or not taken into account?

4. What sources does Gladwell use to support his claims?

6. What’s Gladwell’s cultural bias coming into this endeavor? How does he address this cultural bias or limitation?

7. What are two things that Gladwell learn about the LSAT and Law School Admissions in these episodes? What are five things that you learned during these episodes?

8. Based off the content of this podcast, please develop three AP Seminar research questions.

Extra Credit:

Week # 2 : 9/9 - 9/6

Due Dates:

-9/5 -NB Check

-9/5 -Skills Quiz

Tuesday September 3 (last week)

Start Up:

Good Morning!

Please have your name cards out, your cell phones put away, and your HW on your desk.

1. On a scale of 1- 10, please rate your weekend and offer a brief explanation.

2. On a scale of 1- 10, how was your experience with the Amazon podcast.

3. Based on your experience with the podcast, identify some key problems with the burning of the amazon, and hypothesize some solutions.

PLEASE MAKE SURE THAT YOUR QUEST AND LENS HANDOUT is taped/stapled into your notes/handouts section of your notebook.

Guided Learning:

1.Argument Revisited:

argument — a claim or thesis that conveys a perspective developed through a line of reasoning and supported by evidence.

2. View Monty Python Clip - https://www.youtube.com/watch?v=ohDB5gbtaEQ

-Does the speaker present an argument?

-Argument v. Arguing

3. Review Incentives:

-every 100 books we read, we will have a pizza party.

-checks (group)

-blue tickets (individual)

4. Review Amazon Podcast: Full Class Discussion about Central Argument

Writing Section:

What patterns or trends can be identified among among the arguments about this issue?

5. Group Work:

a. Assemble into groups based off of your assigned perspective.

b. Share three thoughts and formulate a discussion question (youngest oldest)

5. Practice developing research questions

How could we turn these questions into research questions?

How do we narrow our focus?

*An argument is a perspective, but there are many perspectives within an original argument.

6. Friends or Seinfield? - False Dichotomy

HW:

1. View the following clip from Friends https://www.youtube.com/watch?v=Iy2BcY0Drws

On a separate sheet of paper, answer the following questions in complete sentences. USE TEXTUAL EVIDENCE.

Ross’ Argument:

a.What’s main argument and what evidence does the speaker use to develop it?

b.What biases may the speaker have that influence their perspective?

c.Does their argument acknowledge other perspectives? If so, what are they?

Phoebe’s Argument:

a.What’s main argument and what evidence does the speaker use to develop it?

b.What biases may the speaker have that influence their perspective?

c.Does their argument acknowledge other perspectives? If so, what are they?

2.Study for your Skills Quiz: QUEST Framework Acronym, Definition of Argumentation, the 8 different lenses.

3.Register for AP Classroom using the following codes:

Second Block: RPEK2V

Fourth Block: 4P29AK

Extra Credit:

Tuesday September 10

Start Up:

Good Morning!

Please have your name cards out, your cell phones put away, and your HW on your desk.

1. On a scale of 1- 10, how was your experience with the Friends Assignment.

2. Friends or Seinfeld? Please explain your preference!

*Study for your first skills quiz:

QUEST

Lenses

Definition of Argumentation

Guided Learning:

1. Skills Quiz

2. Have we reviewed incentives and have we reviewed safety protocols?

3. Divide into 6 groups, collaborate and present answers.

Ross’ Argument:

a.What’s the main argument and what evidence does the speaker use to develop it?

b.What biases may the speaker have that influence their perspective?

c.Does their argument acknowledge other perspectives? If so, what are they?

Phoebe’s Argument:

a.What’s the main argument and what evidence does the speaker use to develop it?

b.What biases may the speaker have that influence their perspective?

c.Does their argument acknowledge other perspectives? If so, what are they?

*may send ambassadors

4. LEARN TAEAC

Notes on Argumentative Paragraph Structure - Notes Section

Topic Sentence - introduce the subject of the paragraph in a relevant and compelling way.

Assertion - make a clear and concise statement in support of thesis that someone could disagree with.

Example - provide a real or hypothetical example from history, popular culture, literature, or your personal life that helps you effectively prove your assertion. If you are making a textual reference in the form of a quotation, make sure to correctly introduce it.

Analysis- explain and show how your example proves your assertion. This should serve as the bulk of your paragraph.

Concluding sentence - finalize the analysis and wrap up any “loose ends.”

*Sometimes the T and A can be blended into one sentence

*If you have a lot to write about with a specific device, you can add an extra EA.

*If you can make a natural transition to the next body paragraph with your C, go ahead and give it a try.

5. Restless Americans Pre-Learning activity:

Identify issues endemic to American Society that the following film clip alludes to.

HW:

1. On a separate sheet of paper, answer the following two questions in paragraph form. USE TAEAC! *You should have two separate paragraphs.

a. In your experience, are Americans happy people? Why or why not?

b. Is legal, constitutional, and political equality of Americans more likely to lead them to be happy or unhappy?

2.Register for AP Classroom using the following codes:

Second Block: RPEK2V

Fourth Block: 4P29AK

Wednesday September 11

Start Up:

Guided Learning:

HW:

Thursday September 12

Start Up:

1. When completing the Friends analysis assignment, what lenses did you engage with? Please explain your responses.

*Please have your HW out so that it can be stamped.

Guided Learning:

Background for the Reading Assignment:

In 1831, a young Frenchman named Alexis de Tocqueville toured the United States. The result was Democracy in America, which still might be the most profound analysis of American society and character available. A selection from this classic, “Why Americans Are So Often Restless in the Midst of Their Prosperity,” is the focus of this assignment.

Directions:

Read and annotate the excerpt and complete the following assignment on a separate sheet of paper. Please use direct textual evidence to support all of your answers.

Task A

1. What is the author’s main argument or thesis?

2. Explain the author’s reasoning by identifying claims used to build the argument and the connections between them.

3. Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

Task B

1. Why might the author view the issue this way? What biases may the author have that influence his or her perspective?

2. What are the implications of their argument?

Task C

Please answer the following two questions in TAEAC format in the third person:

a. According to Tocqueville, why are Americans so restless in the midst of their prosperity?

b. What does Tocqueville mean by restless? What could potentially ease this restlessness?

*This assignment will be collected at the end of the class period

HW:

1.Find a substantial article (from a trustworthy source) that you feel is important. Read it, print it (or have it easily accessible), and bring it to class on Monday.

2. This article needs to be read by Wednesday - https://www.newyorker.com/magazine/2018/05/14/the-promise-of-vaping-and-the-rise-of-juul

Friday September 13

Start Up:

Guided Learning:

HW:

Extra Credit:

Week # 1 : 8/26 - 8/30

Due Dates:

-8/29 -Signed Parent Letter

-8/29 -NB Check

-8/29 -Register for AP Classroom

Monday August 26

Start Up:

Guided Learning:

HW:

Extra Credit:

Tuesday August 27

Start Up:

Welcome to AP Seminar!

As you enter, please find a seat. I will be placing you in alphabetical order for the first portion of the semester in order to learn your names. You will not need your phones for today, so there is no need for them to be out.

Once you locate your seat, please take out a blank sheet of notebook paper and a writing utensil.

Please Think about the following questions and await further instruction.

1. What is an argument?

2. What are five words that come to your mind when you see the word QUEST

Guided Learning:

1. Attendance andd name card

2. Introduction to QUEST FRAMEWORK (handout)

3. Argument Revisited

argument — a claim or thesis that conveys a perspective developed through a line of reasoning and supported by evidence.

4. Group of Six: Borrow the Car?

5. QUEST Metacognition Activity

6. Why? Independence, Rigor, and Inquiry

HW:

1. Introduce yourself to AP Seminar via your first research assignment - Read Pages 5-26 and 35-45 of the AP Seminar CED (30 minutes max)

On a separate sheet of Paper complete a TQE that consists of: ten most important things learned, two questions, and one epiphany.

*please reference the page numbers when completing this activity.

2. Register for AP Classroom using the following codes:

Second Block: RPEK2V

Fourth Block: 4P29AK

3. Have parents read syllabus and sign/fill out the information sheet.

4. Obtain 5 subject Notebook

Wednesday August 28

Start Up:

Guided Learning:

HW:

Thursday August 29

Start Up:

Please have your name card on your desk. Also, please have your 5 subject notebook on your desk. In the Start Up Section of your notebook:

1. What is something that you are curious about? Wby?

Bookmark my class website, Register for REMIND, and Register for AP Classroom if you if you have not done so!

AP Seminar Remind:

Text @9add93 to 81010

AP Classroom:

Second Block: RPEK2V

Fourth Block: 4P29AK

Guided Learning:

*Review emergency procedures

*Review AP Classroom enrollment.

1.Syllabus Review

-Talking Points:

a. Respect via our core values: Effort, Empathy, Honesty, Inquiry

b. High Focus, Low Stress

c. Presence

d. Phone/Bathroom/Language

e. Emergency Route and Protocol

f. Five Subject notebooks

2. Review Incentives:

-every 100 books we read, we will have a pizza party.

-checks (group)

-blue tickets (individual)

4.Explain and practice routines

5. TPS information from CED. Students will narrow their finding to 3-2-1.

6. Introduction to lenses (handout)

HW:

1. Listen to the following podcast. https://www.nytimes.com/2019/08/28/podcasts/the-daily/amazon-rainforest-fires-brazil.html

On a separate sheet of paper, complete the following assignment:

a. What is the central argument of this podcast? Please identify 3 claims that support the argument along with the supporting evidence used.

b. Complete a TQE through the perspective of your assigned lens that includes: five most important things learned, two questions, and one epiphany.

2. Make sure to register for AP CLASSROOM by Friday!

Friday August 30

Start Up:

Guided Learning:

HW:

Extra Credit: