I hope you’re enjoying your weekend! AP Seminar students should be hard at work on developing research questions for our second performance task this weekend. By Monday, they need to have finished a blog entry about their question and added their rough draft of their question to a shared class spreadsheet. Please ask them to tell you about their research question. Forming a good question and being able to articulate what it is you are trying to find out is key to a successful project.
From now until Spring Break, we will be working primarily on Performance Task 2 which will make up 35% of the students’ final AP Scores. When this is done, they’ll have 55% of the score complete; the remaining 45% comes from the timed exam they will take on May 8 (more on that another week!).
For performance task 2, students read six texts from The College Board that all loosely connect to a central theme. We’ve discussed each text at length in class. Now, students need to develop a research question based on one of those texts. They will write a 2000 word essay arguing for a solution to the problem they’ve identified. Then, they’ll develop and present a 6-8 minute presentation similar to the group presentations you already saw--just independently this time. Finally, they’ll be scored on their “oral defense” of their project. I’ll ask them two questions that they need to use their research to answer.
It’s a lot of work, but it’s really the only thing we’ll be doing in this class until mid-April.
How can you help?
Thanks for reading and your interest in our work! I’m so excited about the questions that are bubbling up with this topic. I think the students are going to have a good time with it.
I just entered some things in MiStar and realized that the scores might seem low or cause a little panic.
PLEASE do not be alarmed :)
We have made a major shift in our work. Students are starting to tackle the beast of writing on demand under time pressure. Hopefully you’ve seen them practicing this at home. If you haven’t, that’s definitely something to talk with your student about. Students should be doing one timed practice essay (40 minutes) each week at home.
After three weeks of work on argumentative writing, students chose their best essay from all their practices for me to score. Those scores are now in MiStar. I think some students still have room to grow with their argumentative writing; in the two weeks prior to the AP Exam in May, students will have a chance to revise that essay for a higher score. Please encourage your students to continue engaging with the writing practice so that when they have the opportunity to revise, they’ll be confident and ready to do so!
The other slightly concerning score you may see in MiStar is the Multiple Choice Practice. Please note that this score does NOT count towards students’ grades. The AP Language multiple choice is incredibly difficult. A few things to note:
Please encourage your students to take advantage of all the practice we will do in multiple choice. In my experience, students who practice diligently see their scores improve!
For the next few weeks we will be working on synthesis essay writing. This type of writing asks students to make an argument using source material. Students are also working on a choice writing piece. They chose topics in the last few weeks and have been working on drafting those essays. They should have rough drafts of those essays ready for feedback by Monday.
As always, please feel free to contact me if you have any questions!
A huge thank you to those of you who were able to rearrange schedules to help out with our practicing on Wednesday night. I know evenings are incredibly busy, and I’m sure some of you were stuck working so you couldn’t make it; however, the feedback the students received was just what they needed. I’ve seen tremendous growth in the two days since our practice.
This weekend they are likely putting finishing touches on their projects. Monday we will practice answering questions, and then filming begins on Tuesday! Please give your students a high five or a pat on the back for all their hard work. Pulling together a large presentation with so many voices and conflicting ideas is not easy; they’ve all handled the task professionally. It has been fun to watch!
After we film this week, we will dive right into Performance Task 2 (the second major task for the AP score). Students will spend about two weeks reading stimulus materials--a collection of articles, essays, research studies, novel excerpts, paintings, etc--that will help them generate research questions. Once we have those questions in place, we will be off to the races on individual research and presentations. The process is very similar to the one we are completing now--it’s just all done solo!
Have a great weekend and please remind your students not to stress TOO hard about the final touches on their presentations.
Welcome to second semester! New parents and students, this blog is my semi-regular attempt at communicating with parents what we are up to in Rm.266. I will email out weekly (or bi-weekly, or even monthly when things get crazy) a short update of what students are working on in class and what you can expect to see at home.
Second semester is a shift in focus. Instead of learning new skills as we did in first semester, this semester is focused two main things:
The first bullet is key to students’ success on the AP exam in May; the second bullet is key to their success with college writing courses.
Each week will follow roughly the same pattern. On Mondays, I’ll give students several things to work on:
On Mondays we will talk about the week’s theme and preview the practice for the week. Fridays are dedicated to class discussion of the shared texts. Tuesdays, Wednesdays, and Thursdays are dedicated to one on one writing conferences with the students so that we can work on their individual writing needs. Students use this time to work on all of the practice activities and try out the things we talk about in our writing conferences.
I was pleased with how they did with our first week! Most embraced the freedom and did a nice job completing their work. Some are still struggling, of course. You will see a number of "not graded" assignments in MiStar in the coming weeks (only one so far). These are my way of communicating to you how well your student is engaging in practice. These scores don't "count" toward your student's grade. If you see a score of 3 or 4, that's great! That means the student is doing good or excellent work. If you see a 2, it means the student is attempting, but I need to see more consistent effort. A 1 or a 0 is cause for concern. It means there was minimal effort put toward the practice or none at all.
It would be very helpful if you could chat with your student about how they’re doing with their individual practice. Some things you might ask:
Ultimately, a student’s individual growth this semester is directly related to how much he or she is willing to commit to practice! Students should be working 5 nights a week for 30 minutes (no more!) on some type of practice.
Thanks for your continued support! Please let me know if you have any questions.
Mrs. Hattie Maguire