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Sunday, October 28, 2007
Sunday, October 14, 2007
Korre Mitchell
Korre Mitchell
By mrs. bosch
We lost a student today; a Patterson High student died early this morning.
My mentor came to us and stated, “Do you guys want to know who; I am not sure how to tell you.”I held my breath and stopped laughing with the teachers around me.I wondered who it could be ; who passed away? and I waited. The click of silence.
Her words held on elongated breath as she said, “Korre Mitchell.”But, she was mine, my mind raced. Mine. And tears fell to my cheeks almost in mid-laughter. Mine. I had to be walked outside.
I saw her face before me; she had inspired me in our Socratic Circle for Jane Eyre. She kept struggling to say something; she was always getting cut off. Through her stunned thoughts, I saw frustration and angst.So, I paused us, the whole class, because of her and I said…simply, “I see you” and I put my fingers to my eyes and pointed them to hers. “I see you.” And she smiled gently and I smiled back. “I have your points and I feel the frustration, but I see you, I hear you.”
Her shoulders fell back and relieved themselves and her blond hair gently pushed back by the glide of her hand reminded me of mine.Instead of pausing her thoughts, she continued on, and I continued to see her. Truly see her. She is beautiful, bright, and endearing, relating herself to Jane and writing in her journal. I saw her, I heard her, and I was small part of her life and now, she is gone and I am left broken hearted to explain to the rest of the AP students why such things happen and me, with my degrees stand here not knowing.
But, my four year son and seven year old daughter told me this as they held my hands while I cried like a child, “Mommy, she is in a better place; the place where heaven is. And she is looking back down and saying how beautiful and wonderful it was to have friends and great teachers. Korre, has been called to heaven but, she knows how wonderful and grateful she is for the wonderful life she had.”
And I just held my children’s wise hands and continued to be free to cry like a child and say, you are right, you are right. And lord, help me know what to say on Monday, except that she reminds me so much of myself and that I am left broken hearted.
Monday, October 8, 2007
Friday, August 17, 2007
AP WORK
Week 1
- Monday-Syllabus Review and Expecations Due Friday, Aug. 17. 2007
- Tuesday- Full AP Exam Multiple Choice Section Wednesday-Multiple Choice Exam and Full AP Essay 1 Section 2
- Thursday-Full AP Essay 1
- Friday-Review Blogger
- Everyday-Word of the Day
- Friday Work Due:
- Syllabus
- Exam Multiple Choice AP 1
Week 2
August 20-August 24, 2007
Monday-Literary Devices Assignment
- Tuesday-AP Prompt 2
- Wednesday-AP Prompt 3
- Thursday-Review Multiple Choice of AP exam
- Friday-Begin Collibration of AP exam
- ALL WEEK BEGIN READING NOVEL JANE EYRE BY BRONTE
- ALL WEEK JOURNAL
- DUE FRIDAY LITERARY DEVICES TWO PAGES
- JANE EYRE ASSIGNMENT 1
- ANNOTATED JOURNAL ON BLOG
WEEK #3
Monday-Process of AIM through videos of "Hurt"
Tuesday-Essay Prompt #3
Wednesday-Process of AIM
Thursday-Multiple Choice Answers
Friday-Calibration of Essay #1
WEEK #4
Monday-Calibration of Essay #1
Tuesday-Calibration of Essay #1 Discussion and Revision
Wednesday-Calibration of Essay #2, Discussion and Revision
Thursday-Calibration of Essay #3
Friday-Calibration Final Discussion and Revision
Week 5
All Week Calibration of Essays Continues
Due Friday-Calibration for Essay 2, Rough, and Final Essay with Highlighted Thesis and Analysis
WEEK #6
Monday-Creating a AP Rubric
Tuesday Jane Eyre Discussion
Wednesday-More Jane Eyre and Synthesis with Poetry
Thursday-Analysis of Jane Eyre-Setting
Friday -Analysis setting of Poetry and-Jane Eyre Activity
Due: Annotation and Journal on Blog
Thursday, July 26, 2007
Welcome to AP English 12
AP English Literature and Composition Syllabus
2007-2008
2007-2008
Mrs. Bosch
Grade level offered: 12 Prerequisites: Accelerated 11 is highly recommended.
Course Description
AP English Literature and Composition will give students a learning experience equivalent to a typical undergrad introduction to literature class. Through close reading of literary texts, students will come to understand how writers use language to provide meaning and to answer the big questions in life. We will "measure" literature against the history of philosophy to understand how literature fits into its own time as well as in all time. We will ask, "What is art?" and try to determine the qualities of great literature. Our literary analysis will look through the lenses of style and structure, rhetorical strategies, diction, figurative language, imagery, selection of detail, language and syntax. Vocabulary study is important. Students will also master literary terms. Writing well about literature is a key component of the class. In addition to writing a variety of essays, students will keep a writing log over the course of the year to document their progress and to engage themselves in thinking about their writing. It is expected that students will take both the AP English exams in May. Students should check with various colleges to see what credits they offer for each or both tests.
Course Outcomes
In this course students will
• improve close reading and analytical strategies; while texts are provided, students are strongly encouraged to buy their own copies of each text for ease in close reading and annotating text.
• stretch their imaginative abilities in reaction to literature
• improve their ability to find and explain (through discussion and writing) what is of value in literature
• revisit the purposes and strategies of rhetoric in order to
o develop an effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure
o improve organization in writing through techniques to improve coherence, such as repetition, transitions, and emphasis
o effectively state, support and explain their claims in their arguments
• advance vocabulary skills to cope with unfamiliar language
In this course students will
• improve close reading and analytical strategies; while texts are provided, students are strongly encouraged to buy their own copies of each text for ease in close reading and annotating text.
• stretch their imaginative abilities in reaction to literature
• improve their ability to find and explain (through discussion and writing) what is of value in literature
• revisit the purposes and strategies of rhetoric in order to
o develop an effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure
o improve organization in writing through techniques to improve coherence, such as repetition, transitions, and emphasis
o effectively state, support and explain their claims in their arguments
• advance vocabulary skills to cope with unfamiliar language
Methods of Instruction
Discussion is the primary way in which students come to understand a particular text. Discussion is both large group and small group. Discussions are sometimes student led. Discussions are sometimes conducted online. Cooperative learning groups are also used extensively in this class. Direct Instruction will be used along with discussion. Projects/assignments will be done individually as well. Some assigned texts are to be read independently, in addition to other course texts.
Discussion is the primary way in which students come to understand a particular text. Discussion is both large group and small group. Discussions are sometimes student led. Discussions are sometimes conducted online. Cooperative learning groups are also used extensively in this class. Direct Instruction will be used along with discussion. Projects/assignments will be done individually as well. Some assigned texts are to be read independently, in addition to other course texts.
Writing about Literature
• Students will write a variety of AP style essays over the course of the year, most timed and in class. While all essays expect general rhetorical excellence, each one has a particular thematic or analytical focus (see essay summary below).
• Students will be writing to understand, writing to explain, and writing to evaluate. Quality of interpretation comes from depth of insightful understanding.
• Students are encouraged to revise essays. (All revisions are due one week after originals are returned).
• In addition to writing a variety of essays, students will keep a writing log over the course of the year to document their progress and to engage themselves in thinking about their writing. Students will also write reflective, more personal responses to literature throughout the year in study guides, etc.
• Students will analyze two published critical essays in order evaluate professional models.
• Students will write a variety of AP style essays over the course of the year, most timed and in class. While all essays expect general rhetorical excellence, each one has a particular thematic or analytical focus (see essay summary below).
• Students will be writing to understand, writing to explain, and writing to evaluate. Quality of interpretation comes from depth of insightful understanding.
• Students are encouraged to revise essays. (All revisions are due one week after originals are returned).
• In addition to writing a variety of essays, students will keep a writing log over the course of the year to document their progress and to engage themselves in thinking about their writing. Students will also write reflective, more personal responses to literature throughout the year in study guides, etc.
• Students will analyze two published critical essays in order evaluate professional models.
Required Materials for the course
Composition book
Paper
3 ring binder
Pens, blue or black
Pencil and eraser
Necessary school provided text. You will know in advance what book to bring.
School Planner
Essay Summary using various literatures
1. First AP essay:
2. Setting:
3. Tone:
4. AP essay:
5. Short Fiction: Compare & Contrast (three options)
6. Satire:
7. Diction & Imagery:1984
8. AP essay:
9. AP essay:
10. Responding to a critical analysis (first of two): partner
11. Responding to a critical analysis (second of two): individual
“AP essay” signifies that the essay prompt is from an actual previous AP exam.
Resources/Texts (Texts listed below are generally included in course, but will vary from year to year).
Composition book
Paper
3 ring binder
Pens, blue or black
Pencil and eraser
Necessary school provided text. You will know in advance what book to bring.
School Planner
Essay Summary using various literatures
1. First AP essay:
2. Setting:
3. Tone:
4. AP essay:
5. Short Fiction: Compare & Contrast (three options)
6. Satire:
7. Diction & Imagery:1984
8. AP essay:
9. AP essay:
10. Responding to a critical analysis (first of two): partner
11. Responding to a critical analysis (second of two): individual
“AP essay” signifies that the essay prompt is from an actual previous AP exam.
Resources/Texts (Texts listed below are generally included in course, but will vary from year to year).
Primary text:
The Language of Literature, California Edition (McDougal Littell)
And various literary pieces.
Assessment:
• Assessment of understanding of literature is done primarily through essays.
• Knowledge of literary terms is tested.
• Students are expected to be active participants in discussions.
• An exam is given at the end of the first semester.
• Students who take the AP test in May are not required to take the second semester exam.
• Students will create a writing log to help with self-assessment of writing.
The Language of Literature, California Edition (McDougal Littell)
And various literary pieces.
Assessment:
• Assessment of understanding of literature is done primarily through essays.
• Knowledge of literary terms is tested.
• Students are expected to be active participants in discussions.
• An exam is given at the end of the first semester.
• Students who take the AP test in May are not required to take the second semester exam.
• Students will create a writing log to help with self-assessment of writing.
Grading:
• Standard English Department Scale
o A: 100-90
o B: 89-80
o C: 79-70
o D: 69-60
o F: 59-0
• Grades are calculated using total points.
• AP Rubric is used for scoring essays (all essays worth 50 points)
• Standard English Department Scale
o A: 100-90
o B: 89-80
o C: 79-70
o D: 69-60
o F: 59-0
• Grades are calculated using total points.
• AP Rubric is used for scoring essays (all essays worth 50 points)
TOTAL GRADE: 100 PERCENT OF THE FOLLOWING BREAKDOWN:
15%= Participation
5%= Vocabulary Quizzes
25%= Grammar & Writing
25%= Journaling, Study guide, Classwork
25%= Final Tests, Final Essays
For all other assignments, there is no late work accepted without prior consent through me or an extreme situation. I will give an amnesty every once in a while. On this day I will allow you to make up an assignment.
It is your responsibility to make up your work when you are absent. There is a make up folder located by the homework folders, you can look up all the missed work you need.
If you are caught cheating you will receive a zero for the assignment and you will be sent to the office.
Rules:
Treat everyone with respect.
Use appropriate language.
Be in your seat, ready to work when the bell rings. Bring everything you need with you to class.
Turn in all assignments on time.
Participate in class discussions. Disruptive behavior (sleeping, taking, or working on other assignments) will not be tolerated.
15%= Participation
5%= Vocabulary Quizzes
25%= Grammar & Writing
25%= Journaling, Study guide, Classwork
25%= Final Tests, Final Essays
For all other assignments, there is no late work accepted without prior consent through me or an extreme situation. I will give an amnesty every once in a while. On this day I will allow you to make up an assignment.
It is your responsibility to make up your work when you are absent. There is a make up folder located by the homework folders, you can look up all the missed work you need.
If you are caught cheating you will receive a zero for the assignment and you will be sent to the office.
Rules:
Treat everyone with respect.
Use appropriate language.
Be in your seat, ready to work when the bell rings. Bring everything you need with you to class.
Turn in all assignments on time.
Participate in class discussions. Disruptive behavior (sleeping, taking, or working on other assignments) will not be tolerated.
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