AP Seminar Mrs Minich Welcome Juniors Teacher and

AP Seminar Mrs. Minich

Welcome, Juniors! • • Teacher and Course Introductions Course Syllabus Classmate Introductions Homework: Bring in an object tomorrow that represents a personal passion, interest, or hobby / Finish reading the syllabus, highlighting important info

Partner Questions • Find someone in this room you don’t know very well and jot down their responses to the following questions. In about 5 -7 minutes, we’ll introduce each other to the class: • If given $100, 000 to donate to your cause/ charity of choice? What type of organization would you give it to? • Choose a living person who would be in your top 5 to invite to a dinner party. Why? • What is your biggest guilty pleasure? • At this moment in your life (knowing it could and probably will change a hundred times) what career is most appealing to you? • If you could travel anywhere, where would you go and why?

Q-U-E-S-T Day • Finish up partner introductions • Share individual “inspiration” objects • QUEST Group Jigsaw: • Grab a piece of butcher paper and write your letter / skill. How does your letter/ skill of the QUEST Acronym apply to the process of reading and writing for research and argument? Basically, what does your skill involve? Break it down into smaller skills and sub-components. Create a jot list.

Wednesday, August 5 th Course Assessments and RAVEN • • • Make name tents Finish presenting QUEST brainstorm lists Handout: QUEST broken down Handouts: Two course assessments (Team & Individual) Strategy for Source Analysis: RAVEN (handout and e-copy on blog) HW: Using CDL, choose a credible article that takes a stance on gun control. Use the RAVEN strategy to evaluate the author’s position and be ready to concisely present your findings to the class. (Due Tuesday, August 11 th)

Finishing Up Wednesday • Finish Performance Task Overview (PT 1 and PT 2) • RAVEN • And now on to Thursday…

Thursday, August 6 th Close Reading Practice & Intro to Argument Teams: NY Times article examination: Underused Ovarian Cancer Treatment • Annolighting • Text Features • Rhetorical Triangle EOC Part A (questions 1, 2, 3) • Identify the author’s argument, main idea, or thesis. • Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them. • Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

Happy Friday, August th 7 NY Times Article: In Teams… EOC Part A (questions 1, 2, 3) • Identify the author’s argument, main idea, or thesis. • Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them. • Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

Monday, August th 10 • AP Seminar Vocabulary • Use symbolic rating system (and cover the definitions with a piece of paper) to rate your knowledge of our critical vocabulary • + I know it • / Heard it before • ? No clue • AP Exam Rubric: Section I Part A – Notice & Note • If time: Look at last year’s AP exam Section I Part A: “Snoozers Are, in Fact, Losers” by Maria Konnikova

Tuesday, August th 11 • Finish reading and annotating “Snoozers” article (Sec. 1 P. A) • Mark: line of reasoning (LR), evidence (E), claims (C)/ argument (A)/ thesis (T) • In teams, answer Q 1, then make an outline for Q 2 & 3 • HW: Score range-finders w/ rubric (2 sets)- Due Fri. • Use rubrics to mark evidence in student samples as justification for your score choices Gun Control Source Comparison – Tomorrow

Wednesday, August th 12 • Present Gun Law article perspectives • Organize yourselves into groups based on the position of their articles (2 groups) • Take 3 minutes each, and share your findings with your group, including RAVEN analysis, rhetorical triangle (context of your article), main argument, line of reasoning, and evidence, discussing similarities and overlap or new perspectives. • Group source comparison • Are there some sources among the group that are more credible than others? What are the top 3 MOST compelling arguments for your position? What makes them strong?

Thursday, August th 13 • Class Argument Comparison: • Select a representative to write your team’s top 3 most compelling arguments on one side of the board. Select 3 other representatives to explain each argument to the class • Class Poll: • How much did your opinion change on this issue, if at all? Move to the appropriate location in the room based on: None / Somewhat / Drastically • Share decisions and perspectives

Friday, August • • th 14 Class Breakfast! Rangefinder Score Breakdown / Justification Group Word Association: POWER Questioning Technique: Molly Crabapple’s “Big Fish Eat Little Fish Eat Big Fish”