AP Seminar
Your Future Starts Now
Don’t tell me the moon is shining; show me the glint of light on broken glass. - Anton Chekhov
Your Future Starts Now
*MANY assignments in this class are designed for THINK * SHARE * PAIR (collaborative) groups. So, ATTENDING CLASS is PARAMOUNT and can/will likely affect the grade! PLEASE review the "Attendance, Participation, and In-Class Assignments" and the "Classroom Expectations & Managing Personal Needs" sections noted at the bottom of the page.
Please know that I am supportive of you.
I will always do my best to meet your emotional and academic needs, including providing accommodations and modifications that comply with Section 504 Accommodation Plans and the ADA. As such, please feel free to email me if you have questions or have additional information that would help improve the climate in the classroom. My email is richard.ehrlich@palmbeachschools.org .
After you review the following policies and course information, complete and return the following form (please, print and send with your young adult): Welcome to Ehrlich’s English: SYLLABUS and Procedures Acknowledgment Letter
Course Description, from the College Board
AP Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives.
Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundational, literary, and philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and performances.
Students learn to synthesize information from multiple sources, develop their own perspectives in research-based written essays, and design and deliver oral and visual presentations, both individually and as part of a team.
Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments.
Advanced Level Course
Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Students who earn scores of 3 or higher in AP Seminar and AP Research and on four additional AP Exams of their choosing will receive the AP Capstone Diploma™.
Students who earn scores of 3 or higher in AP Seminar and AP Research but not on four additional AP Exams will receive the AP Seminar and Research Certificate™.
Ongoing Assignments: Checkpoints, reflections, and practice tasks to build skills gradually.
Performance Tasks:
Team Projects (report + multimedia presentation).
Individual Research-Based Essays & Presentations
End-of-Course AP Exam: Administered by the College Board, ensuring standardized assessment.
Main Objectives / Assessments
Team Project and Presentation | 20%
■ Individual Research Report
■ Team Multimedia Presentation and Oral Defense
Individual Research-Based Essay and Presentation | 35%
■ Individual Written Argument
■ Individual Multimedia Presentation
■ Oral Defense
End-of-Course Exam (2 Hours) | 45%
■ Analyzing an argument (3 short-answer questions); suggested time 30 minutes
■ Synthesizing and creating an evidence-based argument (one essay question); suggested time 90 minutes
Parents, guardians, and students can sign up for emergency alerts by sending a text to 484848 with the school's keyword: jaguars
Ever thought about how social media impacts teen mental health? Do you think rules around college sports should be changed? In AP Seminar, you choose what real-world or academic topics to investigate. AP Seminar teaches you how to find and use evidence from experts, and how to present the case from your own perspective effectively, both through writing and multimedia presentations.
Course Overview
AP Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Students learn to investigate a problem or issue, analyze arguments, compare different perspectives, synthesize information from multiple sources, and work alone and in a group to communicate their ideas
Essentially, AP Seminar is a project-based course where students develop critical thinking, research, and communication skills by investigating real-world topics from multiple perspectives. Students work individually and in teams to
analyze sources,
write academic arguments,
and deliver multimedia presentations.
The course culminates in a final exam and two performance tasks.
Skills You'll Learn
Reading and analyzing articles, studies, and other texts
Gathering and combining information from sources
Viewing an issue from multiple perspectives
Crafting arguments based on evidence
College Course Equivalent
AP Capstone asks students to learn how to think, research, and communicate. The program emphasizes analysis, synthesis, and creation over content absorption.
As noted on the College Board site, "AP Seminar is an interdisciplinary course that encourages students to demonstrate critical thinking, collaboration, and academic research skills on topics of the student’s choosing. To accommodate the wide range of student topics, typical college course equivalents include interdisciplinary or general elective courses."
AP Seminar is a foundational year-one AP Capstone course for 11th graders (often taken in 10th) that teaches research, collaboration, and argument construction. It focuses on real-world topics, culminating in two performance tasks and a May exam, providing college-level academic skill preparation. It is the prerequisite for AP Research.
Recommended Prerequisites
None
Skill Development: Focuses on evaluating multiple perspectives, analyzing sources, creating evidence-based arguments (via written essays), and delivering team/individual presentations.
Course Flow: It does not focus on a single subject, but rather skills required for university research, often serving as a flexible, inquiry-based course.
Students typically use this course to enhance their college applications, as it demonstrates academic rigor and prepares them for the AP Capstone Diploma program.
Teaching from well-written, grade-level instructional materials enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any purpose. Using the following instructional practices also helps student learning.
Reading assignments from longer text passages, as well as shorter ones when text is extremely complex.
Making close reading and rereading of texts central to lessons.
Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
Requiring students to support answers with evidence from the text.
Providing extensive text-based research and writing opportunities (claims and evidence).
Students will need-- almost DAILY-- the following materials:
BINDER OR NOTEBOOK, filled with PAPER
CHROMEBOOK
Permanent pens (dark blue or black ink only), not erasable
NOTE: I do not accept written work in ANY other colors but BLUE or BLACK.
If you have ever tried to read an essay written in green or orange, you'd understand.
College-ruled paper (lots)
Several #2 pencils
Assortment of color pencils (yes, we draw in here, too)
Glue stick(s)
Highlighters (different colors for claim, evidence types, reasoning)
Sticky notes
Markers
NOVELS, DRAMAS, etc, (TBA?)
NO CELL PHONES, AIR PODS, etc. should be out in class.
Unlike those in Honors and Conventional English courses, students in Advanced Placement courses are REQUIRED to take a comprehensive examination (generally in May), graded mainly by college instructors and AP Teachers.
AP Live review sessions are being launched through learning videos. These learning videos for students will be available for every topic and skill in every unit. More information is available at AP Daily.
Please note that the following concerns will be reported to the ADMINISTRATION:
Attendance issues
Excessive Tardies
Behavior/Conduct issues
Leaving class without permission
MISC. (wandering?)
RULES FOR THE CLASS
Be on time.
Come prepared.
Stay engaged.
Be respectful.
Also, Please sit ONLY in the assigned SEATS.
We are a Google Classroom and use Chromebooks. Students are expected to bring their fully charged Palm Beach Schools District issued Chromebook to school daily (and use the district's WIFI rather than personal hotspots). Otherwise, may result in loss of quarterly participation points.
Students will receive a 10% grade reduction for assignments not completed on a school district issued chromebook.
Homework & Assignments
Participation is an essential component of evaluation for this course.
Students will be introduced to the Socratic discussion style and will be expected to contribute with questions, comments, and connections as well as note-taking/ responding and preparing for, then leading or facilitating class or small group discussions.
Critical thinking and attentive listening are demonstrated both in written reflections and verbal responses.
Daily work includes reading and annotating articles and other topical works, completion of other formative assignments, and other activities to assess progress on skills.
AP Capstone Reasoning Processes
The AP Capstone program allows students to develop and practice reasoning processes that help them to make intentional, strategic decisions. It is important for teachers to understand these reasoning processes, which are embedded within the learning objectives:
Situating — being aware of the context of one’s own as well as others’ perspectives, realizing that individual bias can lead to assumptions;
Choosing — making intentional and purposeful choices, realizing that choices have both intended and unintended consequences;
Defending — being able to explain and justify personal choices, logic, line of reasoning, and conclusions; and
Connecting — seeing intersections within and/or across concepts, disciplines, and cultures.
AP Capstone™ is an innovative diploma program from College Board that equips students with the independent research, collaborative teamwork, and communication skills that are increasingly valued by colleges. AP Capstone is built on the foundation of two AP® courses—AP Seminar and AP Research—and is designed to complement and enhance the in-depth, discipline-specific study experienced in other AP courses.
In AP Seminar, students investigate real-world issues from multiple perspectives, gathering and analyzing information from various sources in order to develop credible and valid evidence-based arguments. AP Seminar is a prerequisite for AP Research. Completing AP Seminar and all its required assessment components is necessary for students to develop the skills to be successful in AP Research. In AP Research, students cultivate the skills and discipline necessary to conduct independent research and inquiry in order to produce and defend their scholarly work.
Transferable Skills
Analyze Sources and Evidence
Construct an Evidence-Based Argument
Understand Context and Perspective
Communicate (interpersonal and intrapersonal)
Key Points
The AP Seminar exam is part of the AP Capstone program and combines two performance tasks with an end-of-course written exam.
Performance Task 1 involves team research, individual reports, a multimedia presentation, and oral defense.
Performance Task 2 involves individual research, an essay, a presentation, and an oral defense.
The end-of-course exam is a written exam with analysis and synthesis of provided sources.
The AP Seminar exam is scored using College Board rubrics that assess research, argument, evidence integration, and written and verbal communication.
Please note that this course has been implemented using selected resources from the College Board as well as Cambridge International, in addition to the resources referenced in the Palm Beach County Scope and Sequence for ELA. The Scope and Sequence has been reviewed and approved by Teaching and Learning. That approval does not extend to any additional content that may be found within the StudySync platform.
NOTE: Lessons, updates, notes, assignments, etc. will be posted on the GOOGLE CLASSROOM, under the TAB at the top marked CLASSWORK. Students should not rely the STREAM to keep track of class activities. The AGENDA option on the STREAM may also change without due notice. So, again, students should check the CLASSWORK tab each class for lessons, updates, notes, assignments, etc.
The College Board has made major leaps forward in providing informative and directed resources for you to use. As such, you will be REQUIRED to sign-in to the AP CLASSROOM regularly for class resources and progress checks.
Learning and development opportunities are available on the AP Classroom. AP Classroom is a dedicated online platform designed to support teachers and students throughout their AP experience. The platform provides a variety of powerful resources and tools to provide yearlong support to teachers and enable students to receive meaningful feedback on their progress.
The course is organized around five big ideas [QUEST] that incorporate the AP Capstone skills:
You’ll learn about the first step of doing research: inquiry and investigation.
You’ll practice:
Identifying a problem or issue and developing a question about it
Finding and organizing the information you need to answer the question
Evaluating the sources of information you use
Looking at the problem or issue from different perspectives
Inquiry and investigation begin when students encounter information about ideas, complex issues and problems that stimulates their intellectual curiosity.
They then continue the research process by developing a critical question about one or more of those complex issues or ideas. Seeking answers to such questions requires exploration of numerous, often competing perspectives; the context surrounding those perspectives; and the reliability and credibility of the perspectives.
Through this exploration, students begin to develop their own perspectives, rather than simply accept those of others.
They consider the purpose of their research — what is supposed to be achieved and why. Ideally, they also develop additional questions that lead to further inquiry. The intrinsic value of asking and answering questions cannot be overstated. Giving students the opportunity to dig deeper and feed their curiosity makes for meaningful discoveries and discussions.
ESSENTIAL QUESTIONS
How does the context of a problem or issue affect how it is interpreted or presented?
How might others see the problem or issue differently?
What questions have yet to be asked?
What voices or perspectives are missing from my research?
What do I want to know, learn, or understand?
How does my research question shape how I go about trying to answer it?
What information do I need to answer my question?
What keywords should I use to search for information about this topic?
You’ll learn to read, comprehend, and explain a perspective or argument.
You’ll practice:
Reading critically for a purpose
Explaining and analyzing the line of reasoning of an argument
Evaluating the evidence an author uses to support their argument
Assessing potential resolutions, conclusions, or solutions raised by an argument
Developing understanding starts with comprehension of the concepts and perspectives under examination. Being able to summarize by identifying and explaining the salient ideas in a text is foundational. When students summarize and explain an author’s perspective to others, they are building understanding.
Students must comprehend a perspective or argument in order to be able to analyze it. That analysis — including consideration of the author’s point of view and purpose, the reasoning and details the author selects, develops, and conveys, and the way the author chooses to situate those details — in turn leads to greater understanding of the topic or concept being explored.
Students evaluate the validity of an argument by examining the strength of the line of reasoning and the quality of the evidence the author uses. This level of understanding allows students to recognize the implications and predict the consequences of an argument.
ESSENTIAL QUESTIONS
What strategies will help me comprehend a text?
What is the argument’s main idea and what reasoning does the author use to develop it?
Why might the author view the issue this way?
What biases may the author have that influence his or her perspective?
Does this argument acknowledge other perspectives?
How do I know if a source is trustworthy?
What are the implications of these arguments?
How does this conclusion impact me and my community? Or my research?
You’ll learn to compare and contrast different perspectives on an issue, idea, or problem so you can understand its complexity.
You’ll practice:
Identifying, comparing, and interpreting different perspectives on, or arguments about, an issue
Evaluating objections, implications, and limitations of different perspectives or arguments
Understanding the complexity of an issue, idea, or problem requires students to compare and contrast different perspectives. These multiple perspectives, which may support, oppose, compete with, or otherwise vary from one another, come together to create the conversation on the issue.
Students must consider the biases and assumptions behind those perspectives in order to evaluate their relevance and importance in the conversation. Evaluating multiple perspectives and arguments allows students to better understand the complexities of an issue or topic.
ESSENTIAL QUESTIONS
What patterns or trends can be identified among the arguments about this issue?
What are the implications and/or consequences of accepting or rejecting a particular argument?
How can I connect the multiple perspectives? What other issues, questions, or topics do they relate to?
How can I explain contradictions within or between arguments?
From whose perspective is this information being presented, and how does that affect my evaluation?
You’ll learn to take information you’ve gathered, analyzed, and evaluated and use it to form your own conclusions and build your own argument.
You’ll practice:
Formulating a well-reasoned argument
Using data and information from various sources to develop and support an argument
Linking evidence to claims
Offering resolutions, conclusions, or solutions based on evidence
Once enough information is gathered and evaluated, students synthesize their accumulated knowledge, emerging ideas, and perspectives to form conclusions of their own. In order to situate their perspectives within the larger conversation, students must consider other perspectives and points of view.
Strong arguments have a clear purpose and are grounded in a logical line of reasoning supported by carefully chosen and relevant evidence. Effective arguments analyze the material and develop a perspective on it. Information from other sources should not stand in for students’ own thinking.
The goal is for students to think critically about the information and then add to, not simply repeat, the ideas of others. Building arguments on the ideas of others recognizes and acknowledges their perspectives while also establishing one’s unique voice in the conversation.
ESSENTIAL QUESTIONS
How do I connect and analyze the evidence in order to develop an argument and support a conclusion?
What line of reasoning and evidence would best support my argument? Is my reasoning logical?
Are there other conclusions I should consider?
What am I taking for granted? How do I acknowledge and account for my own biases and assumptions?
What is the best way to acknowledge and attribute the work of others that was used to support my argument?
How can I avoid committing plagiarism?
You’ll learn to work alone and in a group to communicate your ideas to an audience.
You’ll practice:
Planning, producing, and presenting an argument while considering audience, context, and purpose
Communicating information through appropriate media
Using effective techniques to engage an audience
Contributing your own work to a group project
Collaboration, communication, and reflection are skills that provide opportunities for students to develop their learning. When collaborating, students draw upon their own strengths and the strengths of teammates to achieve a common goal.
An argument is effectively communicated when its purpose is clear, it is tailored to a specific audience and context, and it is conveyed through a medium appropriate and appealing to the intended audience.
Adhering to standard language conventions and engaging delivery techniques establishes a writer’s or speaker’s credibility with his or her audience.
Whether working alone or in a group, students reflect on their work and learning processes, which can lead to personal growth as well as even more effective inquiry, learning, and collaboration.
ESSENTIAL QUESTIONS
How can I best appeal to and engage my audience?
What is the best medium or genre through which to engage my audience?
What common misconceptions might my audience have?
How might I adapt my argument for different audiences and situations?
How might my communication choices affect my credibility with my audience?
What contributions can I offer to a team?
What is the benefit of revision?
How can I benefit from reflecting on my own work?
A more detailed view of each UNIT is posted in the next section
Course Description and Introduction
The following skills-based units will be taught throughout the course [themes]. These are subject to change as seen fit by the instructor of this course:
Unit 1: Introduction to Q.U.E.S.T. [Activism]
Unit 2: Continual Q.U.E.S.T. Implementation [To Kill a Mockingbird]
Unit 3: Introduction to Performance Tasks and Exam [Ambition]
Unit 4: Performance Assessment Task 1
Performance Task 1: Team Project (20% of score).
A team of 3-5 students investigates a real-world problem. Includes a team oral defense/presentation (8-10 min), individual written report (1,200 words max), and individual reflection (600 words max). Submitted to College Board by late April.
Unit 5: Performance Assessment Task 2
Performance Task 2: Individual Research (35% of score).
An individual research paper (2,000 words max) plus an individual oral defense (6-8 min presentation + Q&A). Topic chosen from teacher-provided stimulus materials. Submitted by late April.
Unit 6: End of Year Exam Review
Unit 6: End-of-Course Exam
End-of-Course Exam (45% of score). 2 hours.
Part A (30 min): Analyze 4 sources, answer 3 short-answer questions.
Part B (90 min): Write an argument essay using sources.
Unit 7: AP Seminar Final Project
Unit 7: Final Project Narrative Writing
As an introduction to AP Capstone Seminar content and expectations, students will apply the Q.U.E.S.T. framework with a group to craft an annotated bibliography.
The purpose of this unit is to use the AP Seminar framework to introduce key concepts and skills while embedding the core literary text Night. The thematic focus on Activism ties in this anchor text as well as “Activism in the Social Media Age” (Research Journal) “We need to turn our response to crisis inside out” (Speech-TED talk), “Letter from Birmingham Jail” (U.S. seminal historical), “Gettysburg Address” (U.S. seminal historical), and “War”(song).
This provides the opportunity for students to engage with a variety of text types, and gain an understanding of the thematic connection. While reading Night, students are expected to complete text annotations or a dialectical journal to track examples for how the memoir represents Activism, and how the use of first-person point of view enhances the reading experience. To tie in an introduction to the AP Seminar research and presentation expectations, students choose a topic connected to WWII to create and present a mini-research project.
Finally, students will complete an annotated bibliography including each of the thematic texts.
Contextualize and identify the complexity of an issue
Pose questions
Seek answers from multiple, divergent and contradictory perspectives
Organize prior knowledge (mapping, outlining, illustrating)
Access and manage information and evaluate search tools
Identify information needed for context of inquiry
Read critically
Analyze Perspective
Summarize the main idea Identify and explain claim
Analyze artistic texts
Explain and analyze Line of Reasoning
Use transitions (signpost words) for Line of Reasoning
Structure an argument
Use proper conventions
Reflect as part of the process of research and writing
What is activism?
Is activism necessary?
How do my background and life experiences influence my interpretation of arguments?
What is the credibility and how can I tell that a source is credible and true?
How does the context of a problem or issue affect how it is interpreted or presented?
Why might the author view the issue this way?
What biases may the author have that influence his or her perspective?
Why is context critical to understanding?
What are problem complexities?
How should questions be approached?
What is prior knowledge? How does it inform?
Why must assumptions be challenged?
How should information be organized and presented?
What is critical reading?
What strategies assist in critical reading?
What is a perspective?
How does Line of Reasoning support a valid argument?
EU 1.1
EU 1.2
EU 1.3
EU 1.4
EU 1.5
EU 2.1
EU 2.2
EU 3.1
EU 4.1
EU 5.1
EU 5.2
EU 5.3
Formative Assessments: QUEST poster, line of reasoning tree, bias reflection, text annotations, tracing the line of reasoning, terms quiz, infographic, EOC Exam A practice, current events, fake news evaluation, mini-research presentation, sources in conversation
Students work in teams of three to five to identify, investigate, and analyze an academic or real-world problem or issue. Each team designs and/or considers options and evaluates alternatives; develops a multimedia presentation to present the argument for their proposed solution or resolution; and provides an oral defense to questions posed by the teacher. Each team develops a team research question, conducts preliminary research, and divides responsibilities among themselves for individual research that will address the team’s research question.
For the Individual Research Report, students individually investigate their assigned approach, perspective, or lens on the issue or topic of the team research question. Students present their findings and analyses to the group in a well-written individual report that
■ identifies the area of investigation and its relationship to the overall problem or issue;
■ summarizes, explains, analyzes, and evaluates the main ideas and reasoning in the chosen sources;
■ identifies, compares, and interprets a range of perspectives about the problem or issue; and
■ cites all sources used and includes a list of works cited or bibliography.
For the Team Multimedia Presentation, the team considers all the research and analyses from individual team members for the purpose of proposing one or more solutions or resolutions. The team:
■ collaboratively synthesizes and evaluates individual findings and perspectives to create a collective understanding of different approaches to the problem or issue;
■ considers potential solutions or resolutions and conducts additional research in order to evaluate different solutions within the context of the problem; and
■ proposes one or more solutions or resolutions and prepares an argument to support their proposal.
The team develops an 8- to 10-minute presentation that presents a convincing argument for their proposed solutions or resolutions.
The team should ensure the claims made are supported by evidence, which should be attributed or cited (orally or visually). They should ensure they have considered different perspectives and the limitations and implications of their proposed solutions or resolutions.
The Individual Multimedia Presentation from their individual written argument. Students should use and attribute, either orally or visually, evidence to support their claims and situate their perspective in a larger context, rather than merely summarizing their research. The presentation and the media used to enhance the presentation should consider audience, context, and purpose. The exact size and composition of the audience for the presentation can be determined by teachers locally; usually this is an audience of students’ peers. Students should design their presentations to be appropriate for an educated, non-expert audience.
For the Oral Defense, following the presentation, teacher will ask questions of each student. The questions are designed to prompt student reflection on their experiences with group collaboration. Each team member should be prepared to answer questions about any part of the presentation.
This component is designed to assess the student’s response to and understanding of the two criteria below, and a question must be asked to address each of them. Teachers may select questions from the list or formulate more specific questions appropriate to a student’s presentation, as long as the questions posed address the two criteria below. Teachers may also ask follow-up clarifying questions to allow students the opportunity to fully explain their answers.
College Board’s AP Program will annually release cross-curricular stimulus material (texts) representing a range of perspectives focused on a single theme. Students read and analyze these stimulus materials to identify thematic connections among them and possible areas for inquiry. Their inquiry must be based on a thematic connection between at least two of the stimulus materials. Students then compose a research question of their own; conduct research; analyze, evaluate, and select evidence to develop an argument; and present and defend their conclusions.
The following domains will be represented in the cross-curricular stimulus material (texts):
■ Natural Sciences, Technology, Mathematics, Environment
■ Social Sciences, Politics, Economics, Psychology
■ Arts (Visual Arts, Music, Dance, Theater)
■ Culture, Languages, Linguistics
■ History
■ Literature, Philosophy, Critical Theory/Criticism
The following will be represented in the texts: multimedia text (e.g., photographs, artwork, video, music) and/or quantitative data. For the Individual Written Argument, students read and analyze the provided stimulus materials to identify thematic connections among them and possible areas for inquiry. Their inquiry must be based on a thematic connection between at least two of the stimulus materials.
Students then compose a research question prompted by their analysis of the stimulus materials; gather additional information through research; analyze, evaluate, and select evidence; and develop a logical, well-reasoned argument of 2,000 words. The final paper must refer to and incorporate at least one of the sources provided.
For the Individual Multimedia Presentation, each student develops a 6–8-minute presentation to convey their perspective and present their conclusions from their individual written argument. Students should use and attribute, either orally or visually, evidence to support their claims and situate their perspective in a larger context, rather than merely summarizing their research. The presentation and the media used to enhance the presentation should consider audience, context, and purpose.
For the Oral Defense, teacher WILL ask questions of the student, assessing the student’s response to and understanding of two criteria: reflection on the research process, and extending argumentation through effective questioning and inquiry.
master quest, understand limitations, credibility, relevance, logical fallacies, and implications, practice IRR and TMP, and evaluate sources to support RQ
The purpose of this unit is to introduce Performance Task One while embedding the core literary text To Kill a Mockingbird. As the students read TKMB, they are tasked with reflecting on the implications for our society today. In order to engage meaningfully with the text, students choose one of the major theme topics (race, injustice, gender, and innocence) to track throughout the reading of the novel in their dialectical journal or annotations. Weekly, students complete a current event activity identifying an event, evaluating credibility, identifying perspectives, and summarizing the key issues.
For this unit, students focus their various current event sources on the theme they identified in TKMB. In addition, throughout the reading, they participate in group discussions on the philosophical implications of race, injustice, gender, and innocence in our modern society based on their reading and current event connections. After the reading, students use the theme they chose to identify a research question in groups (divided by the topic choice). They then complete a full practice for the first performance task (IRR and TMP)
Evaluate the relevance and credibility of sources related to inquiry
Understand the importance of scope and use
Evaluate the relevance and credibility of evidence supporting an argument
Identify patterns and trends in evidence presented in texts
Evaluate how credibility is compromised
Connect an argument to broader issues
Evaluate objections, limitations, opposition, and competing perspectives
Evaluate the influence of their own biases and assumptions when making judgments
Attribute knowledge and ideas accurately and ethically using citation
From whose perspective is this information being presented, and how does it affect my evaluation?
How do I connect and analyze the evidence in order to develop an argument and support a conclusion?
How do authors strategically include evidence?
Why are reliable sources current and authoritative?
How might my communication choices affect my credibility with my audience?
What is the argument’s main idea and what reasoning does the author use to develop it?
How do authors use language, authority, qualifiers, fallacies, or emphasis to appeal to readers?
How are patterns and trends important in understanding relationships with evidence?
How do limitations, opposing viewpoints, and bias compromise a writer’s credibility?
How can arguments appeal to emotions, core values, personal biases, assumptions, and logic?
What is plagiarism?
EU 1.4
EU 2.2
EU 2.3
EU 3.2
EU 4.3
EU 5.1
Formative Assessments: text annotations, credibility statements, End-of-Course Part A practice, philosophical chairs, TKMB theme tracker, current events, identifying perspectives, sources in conversation, MOCK IRR outline, MOCK TMP affinity map, reflection
Summative Assessments: annotated bibliography, MOCK IRR, MOCK TMP, End-of-Course Exam sample #2
Demonstrate ability to implement QUEST principles, analyze stimulus materials, practice IWA and IMP, evaluate sources to support RQ
The purpose of this unit is to introduce Performance Task Two while embedding the core literary text Macbeth (or another literary work TBA). The class is guided through a reading of Macbeth using language and vocabulary supports. A close reading or dramatization of key scenes is also recommended. While reading, students use the unit focus of Ambition to guide their annotations and reflections. After each act, the class participates in brief summary reenactments of the key events, and then students discuss Macbeth’s character progression.
After they have completed the reading, students complete a character analysis of Macbeth as an example of negative ambition. Once the class has finished reading and analyzing Macbeth, students are guided through a close reading of the MOCK stimulus materials (“The Ambitious Guest” (literary short story), “Beyond a certain level of financial comfort, does more money make you happier?” (illustration), “America’s Imperial Ambition” (political analysis), “Balancing Ambition and Gender Among Decision Makers” (research), “Is Ambition Good or Bad?” (article), and “Understanding Macbeth’s Ambition” (literary analysis)). When they have finished reading and annotating the stimulus materials, they choose two that they will synthesize to narrow their topic focus. Individually, students use these stimulus texts to identify a research question of their own and complete the practice for the second performance task (IWA and IMP).
Use advanced search tools to refine and limit results
Read critically for a specific purpose
Preview a text by skimming and scanning
Evaluate the use of quantitative and qualitative research to support a claim
Identify varying degrees of the validity of evidence
Propose logical next steps or call to action as part of an argument
Formulate a well-reasoned argument avoiding overgeneralizations or oversimplifications
Acknowledge other arguments and respond with counter arguments
Create a clear and logical line of reasoning leading to a conclusion
Evaluate when to use deductive or inductive reasoning
Organize the line of reasoning based on the argument purpose
Arrange claims and supporting evidence to convey reasoning and relationship
Organize argument based on evidence
Collect evidence from a wide variety of print and nonprint sources
Compellingly use sufficient, accurate, relevant, current, and credible evidence to support a conclusion
Strategically choose and attribute evidence to establish the credibility of the argument
Use commentary to connect chosen evidence to the claim
Accurately and ethically attribute using appropriate citation style
Effectively integrate, introduce, and embed source material in a written argument
Paraphrase and quote from texts using proper citation
Understand the different style guides and differences in attribution
Extend understanding by questioning, innovating, and creating new understandings
Offer resolutions, conclusions, or solutions based on evidence
Use design elements to aid presentation effectiveness
Communicate information graphically to aid audience understanding
Choose the best media to communicate information to an audience
Adapt an argument based on context, purpose, and audience
Employ effective speaking techniques
Collaborate effectively providing individual contributions to the group task
Communicate effectively in a group setting, and utilize conflict resolution
Master online resource tools for group communication
Reflect on collaborative experiences
What questions have yet to be asked?
How does my research question shape how I go about trying to answer it?
What contributions can I offer a team?
Why should research be limited in scope?
When should you skim read? When should you read critically?
When is qualitative research most valid? When is quantitative research most valid?
Why are argument solutions necessary?
What are oversimplifications and overgeneralizations?
What are the different types of counterarguments?
Why is line of reasoning essential to an effective argument?
What is inductive reasoning? What is deductive reasoning?
How should evidence be organized to support an argument claim?
How does audience influence an argument?
What constitutes valid and compelling evidence?
What is the role of commentary in an argument?
What is a paraphrase? How is it different than a summary?
What is a style guide? What are the different types?
What is reflective skepticism?
How can design elements aid a presentation?
How can they hinder understanding?
How can graphics be used to aid audience understanding?
How can effective speaking techniques be used to engage an audience?
What is collaborative group work?
What is your individual responsibility in a group?
How can you resolve conflict within a group?
EU 1.3
EU 2.1
EU 2.2
EU 2.3
EU 4.1
EU 4.2
EU 4.3
EU 4.4
EU 4.5
EU 5.1
EU 5.2
EU 5.3
Formative Assessments: weekly check-ins, reflection, annotations, peer review, MOCK IWA outline, MOCK IWA sources in conversation
Summative Assessments: annotated bibliography, MOCK IWA, MOCK IMP
Complete Part one of the AP Exam (IRR and TMP)
Create cohesive presentations as a group.
Work efficiently and constructively in a group.
Select meaningful sources from a variety of perspectives to support an argument.
Articles and Research provided by the students
What is my role as a team member?
How does perspective influence a viewpoint?
What are the best practices for a group project and presentation?
EU 1.3
EU 5.1
Task Overview and Goals: Students work in teams of three to five to identify, investigate, and analyze an academic or real-world problem or issue. Each team designs and/or considers options and evaluates alternatives; develops a multimedia presentation to present the argument for their proposed solution or resolution; and provides a defense to questions posed by the teacher. This task consists of two components:
1. Individual research report (1200 words):
After working with team to decide and clarify individual approach to team’s question, students will investigate assigned approach, range of perspectives or lens on the problem or issue identified in team research question.
Students will synthesize credible sources and evidence which will be shared with team in an individual report that follows AP Seminar Rubric Requirements.
2. Team Multimedia Presentation and Oral Defense:
Team will develop an 8-10 minute presentation that promotes convincing arguments for proposed solution or resolution.
Claims will be supported by evidence and should show consideration of different perspectives and limitations and implications of proposed solution or resolution.
AP Submissions
Annotated Bibliography
Weekly Progress Checks and Reflections
Complete Part two of the AP Exam [IMP and IWA]
What is the best method to construct and organize an argument?
What are the best practices for an individual presentation?
Key Skills (Students will be able to…)
Select meaningful sources from a variety of perspectives to support an argument.
Employ QUEST independently.
Conduct research, draft, and revise an argument and presentation.
Present individually using best practices learned throughout the group process.
Orally defend the process and product.
EU 5.3
AP Submissions (not graded for class)
Annotated Bibliography
Weekly Progress Checks and Reflections
Readings
Stimulus Materials supplied by College Board on a theme (new every year)
Articles and Research provided by the students
Task Overview & Goals: The College Board will release cross-curricular source material representing a range of perspectives focused on a single theme or topic. Students will use these texts to identify a research question of their own; conduct research; analyze, evaluate, and select evidence to develop an argument; and present and defend their conclusions. The final paper must refer to and incorporate at least one of the provided sources. This task consists of three components:
1. Individual written argument (2000 words): After composing a research question prompted by stimulus materials, students will gather information from a range of additional sources representing a variety of perspectives, including scholarly work, that will be used a in coherent, convincing, and well-written argument which identifies opposing or alternate views and considers their implications and/or limitations while also developing resolutions, conclusions, and solutions to original research questions.
2. Individual multimedia presentation (6-8 minutes): Students will develop and prepare an oral presentation that will convey argument with the support of appropriate technology and visual media as well as appropriate use of audience engagement strategies.
3. Individual oral defense (two questions): Students will defend research process, use of evidence, and conclusion(s), solution(s), or recommendations(s) through oral responses to two questions asked by teacher
DESCRIPTION OF END-OF-COURSE EXAM Five sources will be included with each end-of-course exam. Sources on the end-of-course exam will represent a range of disciplines and perspectives. The four prompts listed in the table below will remain the same on the end-of-course exam from year to year.
Part A - Suggested time: 30 minutes
One source provided
Students are asked to analyze an argument using evidence.
1. Identify the author’s argument, main idea, or thesis.
2. Explain the author’s line of reasoning by identifying the 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.
Part B - Suggested time: 90 minutes
Four sources provided
Students are asked to build their own arguments using at least two of the four provided sources. Each of the four sources will explore a common theme through a different perspective, allowing multiple entry points for students to approach the topic.
Directions: Read the four sources carefully, focusing on a theme or issue that connects them and the different perspective each represents. Then, write a logically organized, well-reasoned, and well written argument that presents your own perspective on the theme or issue you identified. You must incorporate at least two of the sources provided and link the claims in your argument to supporting evidence.
You may also use the other provided sources or draw upon your own knowledge. In your response, refer to the provided sources as Source A, Source B, Source C, or Source D, or by the authors’ names
Demonstrate skills for EOC Exam [Final Review]
How are the author’s viewpoint and purpose evaluated?
Those included in all previous units
How is an effective argument constructed?
Evaluate and select sources that best support their argument.
Construct an effective argument using provided sources.
Integrate sources into an argument effectively.
Analyze provided texts using the skills acquired in class.
EOC [AP-College Board]
EOC Practice Self-Reflection
Readings
Released EOC’s
Task Overview & Goals: During the AP® Exam administration window, students will take the AP Seminar End-of-Course Exam. The exam consists of two components: (1) Part A – Students are asked to analyze an argument using evidence and 2) Part B – Students are asked to build their own arguments using at least two of the four sources. Each of the four sources will explore a common theme through a different lens, allowing multiple entry points for students to approach the topic.
***This final unit is the place to incorporate the narrative writing standards if requested. If it is not required by the school or district, this time could be used to complete an introductory unit to AP Research.***
Narrative Writing. Students would develop a written narrative describing a moment of curiosity from their past experiences, a time in which they were genuinely inquisitive about how something worked or why something occurred.
Summary: The purpose of this unit is to supplement the ELA narrative writing standards not addressed by the AP Seminar course. As an introduction, students read the New York Times article “How to Tell a Story” by Daniel McDermon. Then, students are given time to plan, draft, and revise a written narrative in response to the prompt (Think about a moment of curiosity from your past experiences, a time in which you were genuinely inquisitive about how something worked or why something occurred. Tell the story of how you either developed or ignored that curiosity.). After they have finished writing their narratives, students are given time to plan a dramatic reading presentation of their story to deliver to the class. When students have completed these components, they take time to reflect on a topic they might like to explore in AP Research.
What is curiosity? Those included in all previous units.
How does curiosity drive learning?
What is a life-long learner? What are their key attributes?
What is a narrative? What are the key components of a quality narrative?
Develop a captivating written narrative using imagery and diction.
Present an engrossing retelling of a written narrative using effective presentation techniques.
Formative Assessments: brainstorming, presentation practice
Summative Assessments: written narrative, narrative presentation
“How to Tell a Story” Daniel McDermon (article)
Activities and Tasks
Students will create a written narrative and present it to the class using engaging presentation techniques.
The teacher will explain how to “write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Including the following:
A. engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
B. use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
C. use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
D. use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
E. provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.” (CCSS)
Students will respond to the narrative writing prompt: “Think about a moment of curiosity from your past experiences, a time in which you were genuinely inquisitive about how something worked or why something occurred. Tell the story of how you either developed or ignored that curiosity.” Students will develop a written narrative describing the setting for this moment, how they fostered or developed it or how they ignored it. This could then be tied into the discussion of possible research topics that peak their interest and could be pursued in AP Research.
Introduction to AP Seminar
End-of-Course Exam Practice #1
Bias Reflection
Unit 1: Activism
Annotated Bibliography
End-of-Course Exam
Practice #1 Revise
Unit 2: To Kill a Mockingbird
Annotated Bibliography
Socratic Seminar
End-of-Course Exam Practice #2
Mock IRR
Mock TMP
Unit 3: Ambition
Annotated Bibliography
Macbeth
Mock IWA
Mock IMP & OD
End-of-Course Exam Practice #3
Unit 4: Performance Task 1 (AP Grade)
Individual Research Report Team
Multimedia Presentation
Oral Defense (part of Team Presentation)
Unit 5: Performance Task 2 (AP Grade)
Individual Written Argument
Individual Multimedia Presentation
Oral Defense
Unit 6: End-of-Course Exam (AP Grade)
End-of-Course Exam
Unit 7: Narrative Writing
Written Narrative
Oral Narrative Presentation
Reflection on Values
1. List, define and reflect on personal values
2. Discuss and develop classroom values: curiosity, connection, credibility and perseverance
Group discussions
1. Identify favorite passages
2. ABC chart detailing key events, characters, conflicts, ideas within foundational text
3. Re-create the plot of the book with dominos. Each domino represents a plot point.
Symbolically arrange dominos into a shape that represents something from the text
4. Use metaphorical thinking by comparing objects to characters, conflicts, themes, writing style, etc.
5. Create a thematic triangle comparing and contrasting the foundational text to others with common themes.
Reflect on the worldly theme and its prevalence.
Dialectical journal
1. Share and discuss 20 annotations made in dialectical journals
2. Reflect on similarities and differences among group members’ entries
Analysis of claims and evidence
1. Identify the foundational texts’ and the article’s main claim
2. Explain the line of reasoning within the foundational text and the article
3. Evaluate the effectiveness of the foundational text and the article
Animated Video
1. How does literature create empathetic audiences?
2. What is the difference between empathy and sympathy
3. Which characters in our foundational texts do we feel sympathy and/or empathy for--why?
Art Post-It Analysis
1. List the objects you see in the art / what colors are used the most / what words would you
use to describe the painting / how would you describe the people and the places
2. What sounds would the painting make if it could / Rename the painting / If you could ask
the artist any questions what would you ask?
3. What are possible messages of the painting / what connections can you make between the
painting and your foundational text?
Posters illustrating understanding and analysis of foundational and additional texts
1. Mind-mapping main ideas
Sample Mentor Texts for Introduction Techniques
1. Look at different samples of introductions to essays and speeches
2. Teacher samples the thought process of a few techniques
Please note: This SYLLABUS is subject to change in order to best meet the needs of course participants and their learning styles; when possible, students will be made aware of any changes in advance.
Week 1
• Parent and Student Letter/Contract, Remind app, Google Drive, NYC Students Account etc.
• Introduction to the Course
• Exploring various media to identify real-world problem
Week 2
• Capstone Model Release Form/DOE Photo & Video Release Form
• Understanding the AP Seminar Assessment [TMP & IRR]
• Annotation and Analysis of Selected Articles
• Exploring various media to identify real-world problems
• EOC Friday - Introduction to the format of the exam
Week 3
• Mandated Lesson Plagiarism and Falsification or Fabrication of Information
• Introduction to Lenses [Student-Taught]
• Socratic Seminar - Apply each lens to an article
Week 4
• Writing Researchable Questions
• Peer Review of Questions
• 30-Seconds Presentation of Question
• Introduction to APA Annotated Bibliography [15 Sources]
• Analysis of Sample Annotated Bibliography
Week 5
• Using Online Databases to conduct advanced search
• Developing the Annotated Bibliography
• Table #1, Table #2, Table #3 of Annotated Bibliography Due October 6th
• EOC Friday - Main Idea & Line of Reasoning
Week 6
• Continuation of APA Annotated Bibliography [15 Sources]
• 60 Second Presentations: Sharing an Entry from the Annotated Bibliography
• Table #4, Table #5, Table #6, Table #7, Table #8 of Annotated Bibliography Due October 13th [Final Exam Grade]
• EOC Friday - Analysis of Main Argument and Line of Reasoning
UNIT 2: PERFORMANCE TASK 1: IRR & TMP
Week 7
Marking Period AP Seminar Final
• Socratic Seminar - Annotating and analyzing IRR exemplaries
• Deconstructing the CollegeBoard PT1 Rubric: IRR
• Finalizing the Annotated Bibliographies
• Creating the Outline of the Individual Research Report
Week 8
• Analysis of CollegeBoard Sample - Socratic Seminar
• Drafting the Introduction [3 sources]
• Putting sources into conversation
• EOC Friday - Main Argument and Line of Reasoning [Practice]
Week 9
• Peer Review of introduction
• Exploring Claim/Reasons/Evidence
• Constructing body paragraph: Claim 1 [2 sources]
Week 10
• Peer Review of Body Paragraph: Claim 1
• Exploring Claim/Reasons/Evidence
• Analysis of CollegeBoard Sample: Tracing the Line of Reasoning; Connection to Current IRR
• Constructing Body Paragraphs: Claims 2 & 3 [2 sources per paragraph]
• Introduction to Rhetorical Precis
Week 11
• Constructing Body Paragraphs: Claims 2 & 3 [Continued]
• Analysis of CollegeBoard Sample: Incorporating Solutions
• Analysis of CollegeBoard Sample: Implications of Solutions
• Constructing Body Paragraphs: Solutions & Implications
Week 12
• Analysis of CollegeBoard Sample: Limitations of Solutions
• Writing the IRR: Incorporating Limitations
• Completing the IRR
Week 13
• Peer Reviews and Feedback [4 days]
• Student and teacher interviews: Check-ins
• Analysis of TMP Rubric
Week 14
• Viewing exemplars: TMP slides & Presentation
• Evaluating exemplars using CollegeBoard rubric
• Synthesizing Lenses in Preparation for Presentation
• Creating Slides 1-3 of Team Multimedia Presentation [Introductory Slides]
Week 15
• Creating Slides for Multimedia Presentation: Teams Meet In and Out of Class
• Preparing Oral Defense Responses
• Practice presentations
• Teacher and Team check-ins
Week 16, 17
TMP and Oral Defense [Practice]
UNIT 3: PERFORMANCE TASK 2: IWA & IMP
Week 18
• Second draft of IRR due
• Source Analysis: Working with College Board released Synthesis Materials [for Performance Task 2] --
• Socratic Seminar: Examining arguments, reasons’ and evidence
• Response: Analyzing line of reasoning
• Analyzing: Effectiveness of evidence
• Peer assessment and feedback: EOC rubric
Weeks 19, 20
• Source Analysis: Working with College Board released Synthesis Materials [for Performance Task 2] --
• Socratic Seminar: Examining arguments, reasons’ and evidence
• Response: Analyzing line of reasoning
• Analyzing: Effectiveness of evidence
• Peer assessment and feedback: EOC rubric
Week 21
• Sacrotic method discussions on the stimulus readings
• Making thematic connections using stimulus readings
• Brainstorm IWA topics
• Exploring real-world problems making connections to ideas embedded in stimulus packet
• Exploring research questions making connections to two texts from stimulus packet
Term 2
PERFORMANCE TASK 2
Week 1: IDENTIFYING AN IWA TOPIC
• Sacrotic method discussions on the stimulus readings
• Making thematic connections using stimulus readings
• Brainstorm IWA topics
• Exploring real-world problems making connections to ideas embedded in stimulus packet
• Exploring research questions making connections to two texts from stimulus packet
• Conduct research
• Draft research question
• Identify final IWA topic, research question and make one (1) minute pitch to class on research question getting feedback from peers
• Review intro paragraphs using College Board Sample and MECPS Student Sample
• Discuss Outline format
• Create outline for IWA Intro paragraph
Week 3:
• Work on Intro Paragraph
Week 4:
• Peer Review of IWA Intro Paragraph
• Revise Intro Paragraph focusing on the peer feedback (Homework)
• Second Peer Review (Different Student)
• Attend guest lecture with Dr. Jama Adams (Cafeteria)
• Review writing Conventions focusing on sentence structure
• Review Body paragraphs using College Board and MECPS Sample
• Use Online Databases to Conduct Research (Homework)
Week 5
• Review the IWA Rubric
• Review Outline for IWA Body Paragraph
• Use Online Databases to Conduct Research (Homework)
• AP College Board Video: Building Your Argument Part 1
• Review AP Style (In-text citation and reference page)
• Create a detailed outline for first body paragraph
Week 6
• AP College Board Video: Building Your Argument Part 2
• Develop First Body Paragraph (2-3 Sources)
• Peer Review or Body Paragraph
• One minute presentation on the primary argument presented in the first body paragraph
• Revise Body Paragraph.
• SATURDAY SCHOOL
Week 7
• First Body Paragraph Due, Tuesday, March 18th
• Develop Body Paragraphs 2 and 3 (In-class and at home)
• Develop Body paragraphs focusing on putting sources in conversation
• Develop Conclusion Paragraph focusing on limitations and implications
• SATURDAY SCHOOL
Week 8
• Completed IWA Due March 28th
• Peer Review using Check list
• Final Edits
• Upload IWA to College Board on Friday, April 5th (In Class)
• Discuss IMP
• SATURDAY SCHOOL
IMP (Individual Multimedia Presentation)
Week 9
• IMP: Video AP Seminar Performance Task 2: an Effective IMP
• Review IMP Rubric
• Review and Deconstruct an AP College Board High Performance Video
• Construct/Develop IMP
• Run Originality Report on IWA
• Upload IWA to College Board on Friday, April 4th (In Class)
Week 10
• Continue Developing IMP
• Mandatory practice Presentation on Wednesday April 10th
• Peer Review of Slides
• Practice Oral Defense Questions
Week 11
• Spring Recess School Closed
• *IMP Presentations (May be Subject to Change)
Week 12
• AP College Board Video Parts A and B
• Review High Scoring EOC Sample Writing
• Review EOC Rubrics (A and B)
• Practice Writing Short Answer response questions (EOC)
EOC Preparation
Week 13
• AP College Board Video Parts A and B
• Review High Scoring EOC Sample Writings
• Review EOC Rubrics (A and B)
• In- Class Writing Practice
Week 14
• In-class practice Writing Essay Part A
• IWA and EOC Reflection
• Friday: Looking Ahead: AP Research Overview
DEBATES
• Debate Format Overview
• Create a Pool of debate topics based on real world issues
• Create debate teams (Randomly Selected)
• Watch a short debate
• Friday: Explore Research topics
Week 16
• Identify Debate Topics
• Teams Conduct Research
• Review Building Arguments
• Review Writing Conventions
• Create Debate Rubric
Week 17, 18
• Review Guidelines
• Mock Debate
• Submit Debate arguments
• Debate Presentations
As you will see, I am a BIG user of technology (and anything else) that makes the class more fun and interesting. I made a WISH LIST of items on AMAZON. Any donation is MUCH APPRECIATED to make the class... MAGICAL!!!
CLICK HERE for my Classroom "Wishes, Hopes, and Dreams" List, posted on Amazon
We are a Google Classroom and use Chromebooks. Students are expected to bring their fully charged Palm Beach Schools District issued Chromebook to school daily (and use the district's WIFI rather than personal hotspots). Otherwise, may result in loss of quarterly participation points.
Warning: Some future assignments and quizzes will be in LOCKED mode and be completed only on the school-provided Chromebooks and laptops. On those days, it will be unlikely I will be able you to "send" you for one; so, be prepared!
Please note that use of Grammarly, CHAT-GPT, AI, etc. are tools. We encourage students to use such tools to FIX or IMPROVE writing and grammar. Use of such tools can definitely HELP students learn METHODS and SUGGESTIONS to improve writing. As a teacher, such tools help identify ORIGINAL WRITING, verses PLAGIARISM, and seemingly, for some, "excessive" use of such tools (HINT).
School policy is to have grades updated regularly on SIS, generally at least two grades per week. Trust me... this will not likely be a problem. NOTE: This is where I would insert an evil laugh, perhaps.
We do a lot. And, I try to keep everyone (students and parents or guardians) in the "know" whenever possible. I hope that you do not see this as a SPAM. NOTE: Please check the SIS regularly.
Late policy will be strictly followed. Classwork not submitted by the allocated time (except for those with documented accommodations) may be subject to a penalty (generally, assignments submitted after one week of the due date will receive fifty (50) percent or less credit). This includes “forgetting to submit work online.”
Remember, a student on SRA has ONE class day following the return from an SRA to submit work.
Those with pre-established plans (504’s, IEP’s, etc.) will be provided extra time but no more than one week from the assigned due date, exceptions include long-term projects and presentations.
Again, extra time is NOT unlimited.
MISC (essays, critiques, journals, revision activities, daily work and activities, homework, miscellaneous test-your-knowledge and miscellaneous WDYK (WHAT DO YOU KNOW) assignments, etc.) = 60%;
MISC1 (SAT misc, starter activities, forms (i.e. Contact Form, etc.), items to be signed and returned (i.e. Classroom Progress Reports, etc.), textbook/cover checks, miscellaneous test-your-knowledge and miscellaneous WDYK (WHAT DO YOU KNOW) assignments, etc.) = 10%
QUIZZES and TESTS = 30%
NOTE: Extra credit points are, generally, provided each quarter but are usually linked to a classroom lesson, writing contest, etc. As such, the list changes often, especially as contest due dates come and go. Check back regularly for updates.
NOTE: Assessments noted below will be, generally, intertwined within the categories noted above
Team Project and Presentation (usually, preperation will be part of the CLASSWORK category and QUIZZES and TESTS category)
■ Individual Research Report
■ Team Multimedia Presentation and Oral Defense
Individual Research-Based Essay and Presentation (usually, preperation will be part of the CLASSWORK category and QUIZZES and TESTS category)
■ Individual Written Argument
■ Individual Multimedia Presentation
■ Oral Defense
End-of-Course Exam (2 Hours) - (usually, preperation will be part of the CLASSWORK category and QUIZZES and TESTS category)
■ Analyzing an argument (3 short-answer questions); suggested time 30 minutes
■ Synthesizing and creating an evidence-based argument (one essay question); suggested time 90 minutes
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
REMINDER: STUDENTS MUST HAVE & USE THEIR DISTRICT-ISSUED CHROMEBOOKS IN CLASS EVERY DAY. Students will receive a 10% grade reduction for assignments not completed on a school district issued chromebook.
Absent students must stay updated on what’s going on in class. CHECK the GOOGLE CLASSROOM regularly for updates, please.
PLEASE be sure to communicate with me what’s going on to make arrangements to help you.
Plagiarism will result in a zero on the assignment and may not be made up.
No resubmission of student work in the fourth quarter. Assignments will not be regraded!
Late policy will be strictly followed. Classwork not submitted by the allocated time (except for those with documented accommodations) may be subject to a penalty. This includes “forgetting to submit work online.”
If absent on a quiz or test day, students are subject to a make-up version of the test that assesses the same skills but may appear in a different format. Students have one week to either make up or make arrangements to schedule the make up. If arrangements are not made within the week, the assessment will receive a full letter grade deduction for every week.
There is NO SCHOOL POLICY on having a fixed homework schedule. NOTE: I do try to LIMIT homework, usually to assigned readings OR to work that is unfinished in class.
PLEASE ALERT ME at richard.ehrlich@palmbeachschools.org to WHEN PERFORMANCES are happening in your departments. I TRY TO WORK WITH YOUR PERFORMANCE SCHEDULES as well.
NOTE: Lessons, updates, notes, assignments, etc. will be posted on the GOOGLE CLASSROOM, under the TAB at the top marked CLASSWORK. Students should not rely the STREAM to keep track of class activities. The AGENDA option on the STREAM may also change without due notice. So, again, students should check the CLASSWORK tab each class for lessons, updates, notes, assignments, etc.
As noted earlier, a strong focus of the course is to assist students to best demonstrate reading and writing skills that match those needed on the SAT (and in life).
The College Board is partnering with KHAN. As such, the KHAN ACADEMY SAT COURSE will be integrated as a requirement in the 11th / Junior course(s). The KHAN ACADEMY SAT COURSE will be integrated as an extra credit option (10 points per assigned skill, if achieving MASTERY) in the 12th / Senior grade course(s).
The following is often connected to the state benchmarks and materials, as noted in Blender
Introduction of the SAT and HOW TO BEAT IT (TIPS AND HINTS)
Test Strategies
The single best preparation students can undertake for the digital SAT Suite Reading and Writing section is engaging in wide and/or deep reading and in writing routinely for a range of tasks, purposes, and audiences.
Wide reading involves reading a great variety of texts on differing subjects, while deep reading involves reading intensively about a single subject.
Test Limits
Test Fundamentals
Arguments
Informative / Explanatory Texts
Narratives
Discussion of ADAPTIVE TESTING used for the SAT
D.R.A.W. (aka POE) for the right answer
Bluebook Digital Testing application to practice for the PSAT and the SAT
https://bluebook.collegeboard.org/students
Encourage, but not required, Practice Test 6 on Blue Book
Introduction of the use of, but not limited to, MEMBEAN for VOCABULARY
HANDOUT - 1000 SAT WORDS
SAT.QUESTIONS practice
KHAN: Unit 1, Lesson 1 “About the SAT” for both Reading and Writing and Math.
Information and Ideas (Comprehension and Analysis): Foundation
For questions in the Information and Ideas content domain, students must use comprehension, analysis, and reasoning skills and knowledge as well as what’s stated and implied in texts (including in any accompanying informational graphics) to locate, interpret, evaluate, and integrate information and ideas.
Identifying the Central or Main Ideas and Details
Quickly and accurately determining the central idea, theme, or argument of a passage, as well as locating and interpreting supporting details.
Focus on, but not limited to, READING COMPREHENSION
Part-to-whole relationships
Text structure and purpose
Cross-text connections
D.R.A.W. (aka POE) for the right answer
Textual Evidence (Foundations)
Students will determine the textual evidence (e.g., a fact, detail, or example from a text) that best supports a specified claim or point.
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Central ideas and details: Main Ideas and Paragraphs
Scientific Textual Evidence
Literary Textual Evidence
Command of evidence: textual (literary) — Worked example
Command of evidence: textual (scientific) — Worked example
Command of textual evidence: foundations
Quantitative Evidence (Foundations)
Students will determine the quantitative evidence (i.e., data from an informational graphic) that best supports a specified claim or point.
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Making Inferences (Foundations)
Students will draw reasonable inferences based on explicit and/or implicit information and ideas in a text.
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
😃 Bridge the Gap: In "Inference" questions, the answer must be a direct logical step from the text. If you have to tell a "story" to make the answer true, it’s wrong.
Logic (Induction, Deduction, Abduction)
Rhetorical synthesis
Craft and Structure (Rhetorical Analysis)
For questions in the Craft and Structure content domain, students must use comprehension, vocabulary, analysis, synthesis, and reasoning skills and knowledge to use and determine the meaning of high-utility academic words and phrases in context, evaluate texts rhetorically, and make supportable connections between multiple topically related texts.
Focus on, but not limited to, VOCABULARY
Jargon
1000 SAT WORDS
Membean
Words in Context: Foundations
Definition: Connotation and Denotation
Words in Context:
Using surrounding information to correctly determine the precise meaning of high-utility academic words and phrases as they are used in a passage.
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Text Structure and Purpose:
Analyzing how the author organizes the text and identifying the author's primary goal, purpose, or perspective.
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Cross-Text Connections
Students will draw reasonable connections between two texts on related topics.
KHAN SKILLS, under FOUNDATIONS (100 for MASTERY; 70 for PROFICIENT; 60 for ATTEMPTED; 0 for NO, PARTIAL, or INCOMPLETE ATTEMPT)
😃When comparing two short texts, find the specific point of disagreement immediately. Usually, they agree on the "topic" but disagree on the "interpretation.
SAT QUESTIONS practice
For questions in the Expression of Ideas content domain, students must use revision skills and knowledge to improve the effectiveness of written expression in accordance with specified rhetorical goals.
Transitioning Between Ideas: Foundations
Understanding the logical relationship between ideas and choosing the most appropriate transition word or phrase (e.g., however, therefore, for example).
😃 Identify the "Pivot" Word: Look for contrast transitions like however, nevertheless, or conversely. These words usually signal the author’s main point or a shift in the argument.
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Rhetorical synthesis: Foundations
Students will use revision skills and knowledge to improve the effectiveness of written expression in accordance with specified rhetorical goals.
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Form, Structure, and Sense (Grammar): Foundations
Students will edit text to conform to conventional usage (e.g., agreement, verb tense/aspect).
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Sentence Structure:
Applying rules for standard English sentence formation, including correctly using clauses and checking for run-on sentences or sentence fragments.
Usage and Punctuation:
Mastering the correct use of commas, periods, semicolons, colons, and dashes to connect or separate clauses and ideas.
Subject-verb agreement
Pronoun-antecedent agreement
Verb forms
Subject-modifier placement
Plural and possessive nouns
Grammar practice (misc.)
Boundaries: Foundations
Students will edit text to ensure that sentences are conventionally complete.
Boundaries (sentence structure; clauses, phrases)
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Focus on, but not limited to, TONE and STYLE
Standard English Conventions (Grammar and Punctuation)
For questions in the Standard English Conventions content domain, students must use editing skills and knowledge to make text conform to core conventions of Standard English sentence structure, usage, and punctuation.
😃 Grammar questions (punctuation, verb tense) are usually faster to solve.
SAT QUESTIONS practice (5)
Textual Evidence: Medium
Identifying the specific textual evidence that best supports a claim or an answer to a previous question. This also involves interpreting data in accompanying tables, graphs, or charts (quantitative evidence).
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Quantitative Evidence: Medium
Students will determine the quantitative evidence (i.e., data from an informational graphic) that best supports a specified claim or point.
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Central Ideas and Details: Medium
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Making Inferences : Medium
Students will draw reasonable inferences based on explicit and/or implicit information and ideas in a text.
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Words in Context: Medium
Using surrounding information to correctly determine the precise meaning of high-utility academic words and phrases as they are used in a passage.
KHAN SKILLS, under MEDIUM (extra credit option (10 points per assigned skill, if achieving MASTERY)
Text Structure and Purpose: Medium
Analyzing how the author organizes the text and identifying the author's primary goal, purpose, or perspective.
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Cross-Text Connections: Medium
Students will draw reasonable connections between two texts on related topics.
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
😃When comparing two short texts, find the specific point of disagreement immediately. Usually, they agree on the "topic" but disagree on the "interpretation.
SAT QUESTIONS practice
Transitions: Medium
Understanding the logical relationship between ideas and choosing the most appropriate transition word or phrase (e.g., however, therefore, for example).
😃 Identify the "Pivot" Word: Look for contrast transitions like however, nevertheless, or conversely. These words usually signal the author’s main point or a shift in the argument.
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Rhetorical synthesis: Medium
Students will use revision skills and knowledge to improve the effectiveness of written expression in accordance with specified rhetorical goals.
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Form, Structure, and Sense (Grammar): Medium
Students will edit text to conform to conventional usage (e.g., agreement, verb tense/aspect).
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Sentence Structure:
Applying rules for standard English sentence formation, including correctly using clauses and checking for run-on sentences or sentence fragments.
Usage and Punctuation:
Mastering the correct use of commas, periods, semicolons, colons, and dashes to connect or separate clauses and ideas.
Boundaries: Medium
Students will edit text to ensure that sentences are conventionally complete.
Boundaries (sentence structure; clauses, phrases)
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Practice Test on Blue Book
Textual Evidence: Advanced
Identifying the specific textual evidence that best supports a claim or an answer to a previous question. This also involves interpreting data in accompanying tables, graphs, or charts (quantitative evidence).
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Quantitative Evidence: Advanced
Students will determine the quantitative evidence (i.e., data from an informational graphic) that best supports a specified claim or point.
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Central Ideas and Details: Advanced
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
SAT QUESTIONS practice
Making Inferences : Advanced
Students will draw reasonable inferences based on explicit and/or implicit information and ideas in a text.
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Words in Context: Advanced
Using surrounding information to correctly determine the precise meaning of high-utility academic words and phrases as they are used in a passage.
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Text Structure and Purpose: Advanced
Analyzing how the author organizes the text and identifying the author's primary goal, purpose, or perspective.
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Cross-Text Connections: Advanced
Students will draw reasonable connections between two texts on related topics.
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
😃When comparing two short texts, find the specific point of disagreement immediately. Usually, they agree on the "topic" but disagree on the "interpretation.
SAT QUESTIONS practice
For questions in the Expression of Ideas content domain, students must use revision skills and knowledge to improve the effectiveness of written expression in accordance with specified rhetorical goals.
Transitions: Advanced
Understanding the logical relationship between ideas and choosing the most appropriate transition word or phrase (e.g., however, therefore, for example).
😃 Identify the "Pivot" Word: Look for contrast transitions like however, nevertheless, or conversely. These words usually signal the author’s main point or a shift in the argument.
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Rhetorical synthesis: Transitions: Advanced
Students will use revision skills and knowledge to improve the effectiveness of written expression in accordance with specified rhetorical goals.
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Form, Structure, and Sense (Grammar): Transitions: Advanced
Students will edit text to conform to conventional usage (e.g., agreement, verb tense/aspect).
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Boundaries: Advanced
Students will edit text to ensure that sentences are conventionally complete.
Boundaries (sentence structure; clauses, phrases)
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Practice Test on Blue Book
SAT QUESTIONS practice
Practice: subject-verb agreement
Practice: pronoun-antecedent agreement
Practice: plurals and possessives
Practice: verb forms
Practice: subject-modifier placement
Practice: linking clauses
Practice: supplements
Practice: punctuation
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Your presence and active participation are essential components of the learning process and are required for academic success in this course. A significant portion of our learning will occur through collaborative, in-class activities that are designed to be performed synchronously.
Due to their collaborative and time-sensitive nature, these specific in-class assignments cannot be replicated or made up outside of the scheduled class period.
Students who miss these required activities will receive either a failing grade (0) or an excused grade for the assignment, depending on the assignment's specific parameters.
To ensure you are present for all critical instructions and collaborative activities, students are expected to manage personal needs accordingly.
Restroom Use: Please plan to use the restroom facilities between classes to avoid disruption.
Minimizing Disruption: You should refrain from leaving the classroom at the start of the period (when instructions are given) or for extended durations at any time.
If you are absent from the room during a required collaborative activity, you will be marked as missing for that assignment. As stated in the policy, you may not be permitted to complete it at a later time.
Any class meeting missed, regardless of cause, reduces the opportunity of learning and may adversely affect a student’s achievement in the course. An accurate record of attendance will be kept for each course. Excessive lateness, unexcused absences, and self-assigned SRA’s (a.k.a. skipping) will be dealt with harshly either in class or through administration.
If absent, it is YOUR responsibility to ask classmates about the assignments, readings and notes missed.
On SRA (School Related Activity)? It is the responsibility of the student to locate, to complete, and to submit missed work within one week of the return from an SRA. Most assignments will be posted on the Google Classroom. Please speak with other students regarding missed notes and assignments during an SRA.
Being absent and an SRA are not the same; excessive absences and lateness may keep you from completing the course and/or require the taking of the semester’s mastery exam.
It is the responsibility of the student to check the grades for accuracy. Student questions concerning grades must be provided in WRITING via email.
Cell phones should NOT be OUT during class. Otherwise….
*PLEASE, do not make me ask you about lengthy stays in the bathroom.
NOTE: USE ONLY THE FRONT CLASSROOM DOOR, except in emergencies and For emergency drills (i.e. fire, tornadoes, etc.)
Holidays? Vacations? Performances?
WHEN ABSENT, it is the student's responsibility to locate any notes and to complete any missed assignments. Generally, my notes, lessons and assignments are posted on my GOOGLE CLASSROOM. When in the classroom, students should check the whiteboard each day for the day's agenda, discuss the missed class with fellow students, and check the GOOGLE CLASSROOM. I post, generally, the NOTES, LESSONS, and ASSIGNMENTS on the GOOGLE CLASSROOM as well as schedule quizzes, etc.
PLEASE ALERT ME at richard.ehrlich@palmbeachschools.org to WHEN PERFORMANCES are happening in your departments.
There is no difference between excused and unexcused tardies.
Students who miss more than half a class are considered absent, not tardy.
If coming tardy from another teacher, you MUST have a pass from the teacher or from a tardy kiok.
Tardy kiosks are located outside of the Media Center and in other designated areas.
As noted earlier, I try to be reasonably flexible regarding missed work during an absence.One week is, generally, the rule in this class.
Absent students must stay updated on what’s going on in class. CHECK the GOOGLE CLASSROOM regularly for updates, please.
PLEASE be sure to communicate with me what’s going on to make arrangements to help you.
If absent on a quiz or test day, students are subject to a make-up version of the test that assesses the same skills but may appear in a different format. Students have one week to either make up or make arrangements to schedule the make up. If arrangements are not made within the week, the assessment will receive a full letter grade deduction for every week.
NOTE: A SCHOOL -RELATED ACTIVITY or SRA does NOT count toward the MASTERY EXAM.
Normally, whether excused or not, ANY absences count towards the ten (10) absences (FIVE (5) DSOA ABSENCES, generally, = 10 COUNTY absences due to our BLOCK schedule) the county allows per semester. After ten (again, FIVE (5) DSOA ABSENCES, generally, = 10 COUNTY absences due to our BLOCK schedule), students will be required to take and PASS a MASTERY exam at the end of the semester.
This is a COUNTY policy.
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills.