Tentative Schedule
Advanced Placement English 3
2014-15
May
Monday
Tuesday
Wednesday
Thursday
Friday
4B Review Rhet
Analysis
“Walk . . . By” Staples
5C Return Ann. Bib.
Staples
6D AP MC Exam
7A Go over the MC
Exam
Bring in articles &
notes for Grand Finale
8B (US Hist AP exam)
Go over MC Exam
Bring in articles &
notes for Grand Finale
11C 4-Go over MC
Presentation of
Words.
3-Persuasive essay
structure.
Promptdiscussion.
12D Rhetorical An. Of
piece before 1900Give piece that day.
Students take notes.
Discuss as a class.
14B Per 4
HAMLET
15C
Per 3 HAMLET
Per 4 Vietnam
speakers
18D Lottery
Rubrics
Organizing papers
25 Memorial Day
19A HAMLET
13A AP EXAM! For
you princes and
princesses of
Livingston, you kings
and queens of the
country!—a rewording
of an epithet from
John Irving’s Cider
House Rules.
20B HAMLET
22Memorial Day
26D HAMLET
27A HAMLET
21C
Bring a draft of your
paper
28B HAMLET
2D
Per 3-JQ, RL, AB
Per 4MV, JM,AL
3A
Per.3 MC, NM, SPars
4B
Per4-LS,PM,RA
5C Both
Per.3-CD,RS,GS
Per4-IB,NV,RK
6C
Per 3-GH, TJ,DL
Per 4-MC, TC, JH
9D
Per. 3-EW, SParv
Per 4 DZ,LS, KL
10A
HAMLET or Ethical
dilemmas (Peter
Singer)
11B
Per4 SK,PN,SR, JL
12C
13D
29C
Papers due. First
projects-10 minutes
each-3 projects
March-April
Monday
2 B Period 4
CH 3, 4, 5
SH5
(PARCC Weekshortened periods)
HW-ch. 6 Wed.
9C Both
Looking atSH5 like a
poem:
Ilium-Troy, OdysseyHomer, blind poet,
sightvsinsightoptometristsjourney
fathers&sons,
16D Both
*Academic Honesty
*Reading graphics in
ICB./IParagraph 1
HW-See Days
23A Per 3
Perry/Dick notes
WDCT?
Due: End part 2
SPRING BREAK
April 6B TEDtalks
13C BOTH
Finish ICB
20 D BOTH
Annotated Bib.
Swift’s “Modest
Proposal”-Shea
27A Per. 3
King
Tuesday
3C BOTH
Chunks of
narrative~Tralf. Booklink motifs, anecdotes
Tralfamadore spoke
diagram
10D Both
Graphics
Domes
Maori
17A Per. 3
Due First 36 pages of
Section 1=due
READING QUIZ
GOALS: Empiricism,
induction, inferences,
ethics.
Setting, personages,
attitude toward all of
them. Author’s
attitude?
24B Per 4
Groups
WDCT?
End Part 2

7C BOTH Book for
Grand Finale-Writing i
14DBoth
Synthesis Essay re:
ICB
21A Per. 3
Swift – Strategies to
“convince” the
audience. Satire.
28B Per. 4
King
Wednesday
Thursday
Friday
4D BOTH
Ch. 6
Colors
5A Per. 3
*Family Pictures
*Firestorm over
Dresden
6B Per 4
*Family Pictures
*Firestorm over
Dresden
HW-Finish the book.
11A Per. 3
List of charactersinfer ideologies via
behaviors and
descriptions.
Connect to end-Billy
and MW.
Pilgrim’s Progress
18B Per. 4
First 36 pages of
Section 1=due
12B Per 4

13C Both
Essay re: SH5
HW-Read book for
project.
Study
Read the Cover of In
Cold Blood
19C Both
End of Section I is
due.
20D Both
Due Section 2
(77-106)
HW-
25C BOTH
Due: to 203
Perry/Dick Flicks
26D BOTH
Due: 204-248
P/D(Section 3
Papers Returned

27A TEDtalks-models
for the final project.
8DBOTH ICB Part 4
251-271 Logic (logos)
15A Per 3
“Singer Solution
Poverty”-Shea: logic,
allusion, logos, analogy,
pathos
22 B Per. 4
Swift
9A Per 4 M Classes
Jr. Prom at night
16B Per 4
“Singer Solution”
10B Excused Absences
23C Both
MLK “Letter from
Birmingham Jail” Shea
24D Both
MLK
29C
Salesman
30D
AP Rhetorical Essay
May 1A Review Rhet
Ana.“Walk ” Staples


17C BOTH
Work on Annotated
Bib in class.
February
Monday
Tuesday
2C Multiple Choice
Dept. Reading Comp.
Assessment
3D GG CH. 3,4, 5 DUE
(Reviewed ch. 5)
9D both Gatsby
“the shoot out at the
Plaza Hotel” ch. 7
19A per. 3
Ch. 8-9
16 FEBRUARY BREAK
23A Period 3
1.Discuss PAARC test.
2.HW PARCC ?s about
SH5 for Wednesdayeach student, 1 page.
Assign pages.
3.Discuss Project.
HW-Read book by
3/20. Have the book
approved by me
first—by March 2-3.
4.Discuss Kurt
Vonnegut:
“Please . . .”
HW-Rev. 2, 3, 4-Be
prepared to discuss.
ch. 6 due Friday
17 
24B Period 4

Wednesday
Thursday
4A Per. 3
Dept. Midterm MC
Reading
Comprehension
Assessment
5B Per. 4
Dept. Midterm MC
Reading
Comprehension
Assessment
11B per 4
Ch.8-9
12C BOTH
Gatsby Essay-Timed
18 
25C BOTH
1.Photos-The
Holocaust
Chapter 1 SH5
Parcc questions in Tii.
Discuss.
HW-Chapter 2
Thursday
Friday
6C Show schedule.
Ch. 6 due-Rev.2, 3, 4
Gatsby
Class
Citizenship
Language
Love
The American dream
Seton Hall Essay
Contest essay duefollow the format
HW-Finish Gatsby
13D BOTH
PAARC simulation
Send in essays to
Seton Hall
19 
26D BOTH
HW1. Do PAARC practice
test:
2.PAARC.pearson.com
Come up with a topic
for project. We can
converse over Edmodo
over vacation.
Everyone can ask
questions re: it.
20 
27A/March 1 3& 4
CH2
CH3
HW: Chapter 3.
Hw-Per. 3-ch. 4 and 5
Monday
Per. 4-Be ready to
discuss ch. 3, 4, 5
Tuesday.
January: Happy New Year!
Tuesday
Wednesday
Thursday
Monday
Friday
5D All of Henrietta
Lacks=due
12A per. 2
Goals: 1.Continuity in
writing (transitions,
organization)
2.Cliches
Material:NY Times
articles
19 MLK DAY
6A per 2
7B per 3
8C Writing about HL
13B per. 3

14C 
Write a rhetorical
analysis of a book
read independently.
15D “Battle Royal”
Goal:
1.
Rhetoric
2. Theme:
Liberty and
Justice
20B Finish Thoreau!
21C Midterm Writing
Assessment
HW: Read Chapter 1
of The Great Gatsby
22D Chapter 1
Goals:Rhetoric,
characterization,theme,
26B Per 4.
GG
27C SNOW DAY
28D
Gatsby-Chapter 1
1stperson narr.
Nick-irony, paradox.
Monday
Tuesday
December
Wednesday
HW-Read Chapter 2 GG
29A
1.Competitions
2.GG TOM, HOUSES,
TOM & DAISY PROOF!
HW-CHAPTERS 4&5
DUE 2/3
Thursday
9D Returned
editorialist paper
16A Seeing Old
Texts with New
Eyes: Our National
Anthem and Other
Songs.
Goals: Rhetorical
Analysis
23A GG
30B PERIOD 4

Friday
1C Both
Works Consulted
for Edit. Proj.due
Paper and tii.
How to have an
informed opinion
about Ferguson.
GOALS:
1.Liberty and
Justice
2.Close Reading.
3.Lit. bef. 1900
4.Analysis.
2D Both
Henrietta Lacks
distributed.
3A Per 3
“Civil Disobedience”
4B Per 4
“Civil Disobedience”
5C
AP Mult. Choice
Both-Ed.Proj.
Extensive,
conscientious, easyto-read
Annotations=due
8D HL-pages 1-83
Read Section 2.
Take notes on info
and types of
rhetoric.
9A Period 3
Read Section 2
10B Period 4
Read Section 2
12D
HL –Section 1
Discuss.
Show examples of
writing for the
project.
15A HL Section 2 is
due.
16B
17C Drafts for
project are duepaper and
turnitin.com
11C Discuss
Thoreau-Most
important word on
each page.
Return APMC
quizzes +
annotations.
18D
1.To Media Center
for nonfiction book.
22B HL

23C Editorial
Project is due-paper
24 WINTER BREAK
25WINTER BREAK
19A
Pool Info HL:
1.Logical Fallacies
2.Deductive
Arguments.
3.Ethical Dilemmas
4.Themes
26WINTER BREAK
and turnitin.com
November
3C Scarlet Letter
Essay ReturnedStudents Revise using
calves
10B Per. 4. An
Inconvenient Truth
4D Awakening-Are we
prepared for the
closing? Motifs
1.Gave HW for next
week. See below. 2.For
11/11. Choose 3
editorialists for
semester project
11CBoth Lottery for
editorialists Due:
Thoreau “Where I
Loved” 276 ?s on 2812 (Not the third
section) turnitin +
paper
18D Synthesis Essay
re: MP1, An
Inconvenient
Truth,and recent
readings.
Thesis-your view.
Essay-topic sentences
that are ideas that
support your thesis.
Use at least two
relevant sources at
least in each
paragraph.
5A per 3
An Inconvenient
Truth-New COWStudents respond to
film in turnitin.com
TEACHERS’ CONV.
12D Both
13A per 3 Shea: 825
Shea: 798 Rachel
Wendell Berry 833Carson 80 paragraph:
834 + Joyce Carol
What would Thoreau
Oates Turnitin Blurbs
think of Carson? Be
+ paper (for class)
specific. Type
turnitin.+ paper
17C
19A Per. 3
20B Per. 4
Due: Chapter 3 Shea.
Dist. & Review
Edit and type essay-no
Class: Planning a
Editorialist Project
new information. Edit
synthesis.
Works Consulted due
sentences.
Invent and type an
12/1 Monday
original thesis
Edit and type essaySee 11/19.
statement-put in
no new information.
Edmodo. You will use
Edit sentences.
SL and Awakening as
HW-Read in Shea the
anchor texts AND two
Declaration of
other sources in your
Independence &
essay.
Thoreau’s “Civil
Disobedience” for
Friday-BRING YOUR
BOOK or Xerox the
articles.
24D AP Mult, Choice
25A Per. 3
26B Per. 4
27 T-GIVING
Finish articles
To Media Center for
To Media Center for
coaching in research
coaching in research.
Core Curriculum Standards: See Goals. Formal list coming soon to your neighborhood!
TEACHERS’ CONV.
14B per 4 Shea:
See 11/13.
21C Both
Bring Shea!!!!—or
else! (Or Xeroxes of
articles.
Finish editing.
28 T-GIVING
October
Monday
6D both
Goal: Visual analysis
Hudson River School
ptgs.
(transcendentalismand descendants.)
Blake “Ah! Sunflower!”
(The sunflower climbs
into the sky-toheaven)
Emerson, Frost,
Whitman, Ginsberg.
13 No Class
20A Per 3
Rhetoric + Images
about characters
Tuesday
Wednesday
7A per 3
Trans. Concord, MA
1830-60
“Ah! Sunflower!”-Blake
Thursday
1A per. 3
Do a class rhet. Essay
of Edwards or
Bradstreet.
8B per 4
Trans.
Friday
2B per. 4

3C AP Rhet. Essay
SL ch. 1-10 + charts
due.
9C
Scarlet Letter/
Return essays from
10/3.
Review passages from
exemplars-LCD
projector.
10D both
SL-Rhet. Analysis of
ch. 1.
14APer 3
Chap. 11-15 redue
Scaffold scenestableaus
Ret’d charts 1-10.
Discussion mirrors an
“argument”
Who is the worst
character, the biggest
sinner?
15B Per 4
Chap 11-15 redue
Chiaroscuro in SLHester on scaffold
Motif, tableau(x)
Hester on the
scaffold.
Return charts ch. 110.
Begin image hunting.
16C Both
Chiaroscuro in SL.
Hester on scaffold.
Why do people get
married?
Why did Hester get
married?
Why did Hester stay
in Boston?
21B Per4
Review images re:
characters
22C Both Visualizing
Notable Passages re:
inferred social
criticism or author’s
intent ACT OUT Last
Scaffold tableau
23D Distribute The
Awakening
Rhetorical essay re:
Scarlet Letter
Image hunting for
each character.
Sign in to Edmodo
27B Period 4
Babbitt-Annotate
See homework for
10/28
Monday
1
28CBoth View
Cabaret, Mack the
Knife, Review Babbitt
ch. 1 text/subtext &
Irony
Check HW
29DBoth
Awakening-Close
reading/visualizationAct out ch. 1
HW-Finish Awakening
over weekend.
September
Wednesday
Tuesday
2
These overarching
understandings
3
30APer 3
Awakening-motifsbirds, water,
awakenings-look at
words that confirm
Thursday
4 All Classes.
1.Summer rdg.-hard
copy (class)/ turnitin
Chap 11-15 due—re-do
Finish SL by 10/17
Charts go on
turnitin.com, as usual +
paper copy.
17D Both
Per 3-Quiz re: end of
SL. Homework-see
Shea below.
Per. 4 Collect charts
re: end of SL
SHEA: Read & Write
it out! p.167Appositives Ex. 2& 3
p.498+ Active verbs
Ex. 1.p.698 +
Coordination ex.1&2
p.999+ Subordination
Ex.1&2 finish for h
24A
DODGE
Babbitt chapter 1What is the author’s
tone? What words in
the passage lead you
to believe that?
HW Read The
Awakening ch. 1-10.
Worksheet Answer
questions for chapters
1-5. (See the link on
my Web site.)
31B Per 4

Friday
5 A Per. 3
Expectations
Rubric
8B Per. 4
Orwell
provide the bulwarks
for lessons this
month.
*What strategies do writers
use to affect their audience?
*What makes effective
writing?
*What is the relationship
between reading and
writing?
*Why is it important to pay
attention to the structure and
style of a given text?
*How does interacting with
other readers affect one’s
understanding of a text?
9C Both
Notes Returned
Timed essay re: MD.
HW- Due 9/10 Read
Shea-Chapter 1
15C Both
1.MC: AP Rhet Quiz
2.Modeling—again—
rhetorical annotation
and explanation.
3.Students-groups to
share
16D Both
Group Huddle, then
presentation
22D Both (See 9/17)
4.Succinct Writ. Style
Returned SRLCD examples.
23A Per 3
(See 9/14)
Found. of Am. Lit.
Goals:
1.Texts bef 1900
2.Rhetorical Analysis
3.Ideologies and
Concepts in American
literature
Appointments to meet
with students.
29C both Edwards
30Dboth
Rhet. Annotation On
board of Wheatley,
Bradstreetx2
10D Both
Finish
Orwell/Language
discussion-words not
to use.
Goal: rhetorical
termsanalysis
Dist. SL & quot.
Assignment for ch. 110. Due 10/3. Submit
to turnitin.com
17A Per. 3
Groups
HW-posted 9/14-due
9/22- Blurbs re:
Columbus, Edwards,
Bradstreet x2
Wheatley.
24B Per 4
(See 9/17)
(NLT 7 a. m. on due
day)
2.Mult. Choice reading
check
3.Dist. Expect. Etc.
4.Dist. Shea,Rhet.tms,
HW-Orwell’s “Politics
& the English Lang”
+HW Sheet Orwell
Due Per. 3 9/5
Per. 4 9/8
Orwell assignment &
reading due
11A Per 3

Collins’s “The Names”
1.Rhet. Analysis.
2.Model writing a
blurb
3.Reading check on
Shea.
Return Summer
reading quiz and
quotation assignment.
HW-Rhet. Annotation
of ch. 1 Moby Dick
18B Per 4
Groups
12B Per 4

25 No School
26No School
2B Per. 4

3C SL ch1-10 due
Rhetorical Essay
19C Both
Finish Groups
Writing Lesson-SR
Ret’d
Posted 9/14: HW
Blurbs re: Emerson“Nature,” “Rhodora,”
Whitman-2 poems,
Ginsburg, Frost. due9/29
1A Per 3

See CCS below.
CCS:
Reading
Key Ideas
1. Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
3. Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text. (SL. MD)
Craft & Structure:
4. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an author
uses and refines the meaning of a key term or terms over the course of a text
(e.g., how Madison defines faction in Federalist No. 10). (Shea, Early Am. Lit, SL, MD)
5Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
8. Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and dissents) and the premises, purposes,
and arguments in works of public advocacy (e.g., The Federalist, presidential
addresses).
9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance (including The Declaration of
Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s
Second Inaugural Address) for their themes, purposes, and rhetorical features.
10. By the end of grade 11, read and comprehend literary nonfiction in the grades
11–CCR text complexity band proficiently, with scaffolding as needed at the high
end of the range.
Writing
Production, etc.
1. Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences claim(s), counterclaims,
reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports
the argument presented.
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.(Grade-specific expectations for writing types are
defined in standards 1–3 above.)
Research:
9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more texts
from the same period treat similar themes or topics”).
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate
and evaluate the reasoning in seminal U.S. texts, including the application
of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme
Court Case majority opinions and dissents] and the premises, purposes, and
arguments in works of public advocacy [e.g., The Federalist, presidential
addresses]”).
10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
Speaking:
Comprehension & Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (oneonone, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, wellreasoned
exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decisionmaking,
set clear goals and deadlines, and establish individual roles as
needed.
c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required
to deepen the investigation or complete the task.
4. Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
Reading
Key Ideas
1. Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
3. Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text. (SL. MD)
Craft & Structure:
4. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an author
uses and refines the meaning of a key term or terms over the course of a text
(e.g., how Madison defines faction in Federalist No. 10). (Shea, Early Am. Lit, SL, MD)
5Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
8. Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and dissents) and the premises, purposes,
and arguments in works of public advocacy (e.g., The Federalist, presidential
addresses).
9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance (including The Declaration of
Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s
Second Inaugural Address) for their themes, purposes, and rhetorical features.
10. By the end of grade 11, read and comprehend literary nonfiction in the grades
11–CCR text complexity band proficiently, with scaffolding as needed at the high
end of the range.
Livingston Understandings:
Time and place affect our thinking and behavior.