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Syllabus: AP Language and Composition
2011-1012
Course Overview:
The AP English Language and Composition course focuses on the rhetorical
situation, examining exigence, audience, and purpose. Components of the
rhetorical process, namely pathos, ethos, and logos will be identified and
explored fully. Students will be schooled in literary language, including knowing
and using literary terms, and acquiring a keen awareness of logical fallacies and
the part they play in rhetorical strategies. General vocabulary acquisition will be
pursued, with an additional student requirement of a working knowledge of the
most common root words, prefixes, and suffixes.
Basic skills of grammar, punctuation, and capitalization will be reviewed to
remind students to engage in an elevated level of English usage in their
compositions and to comprehend any grammar related questions in the multiple
choice portion of the test. Annotation options will be taught and practiced to
assist students in identifying what is important in the analysis of a passage. Peer
critique will be utilized to train students in discernment of what constitutes
effective writing. Practice testing and essays will be employed, graded, and
reviewed to not only give students exposure to the components of the test, but
to sharpen their analytical skill set.
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Through close reading and interpretation of various texts, students will explore
nuances of organization, structure, form, diction, syntax, imagery, and figurative
language as these topics apply to the writing process. In accordance with the AP
English Language and Composition Course Description, students in this course
will write on “a variety of subjects from a variety of disciplines” to show an
ability to analyze how diction functions in a text and to formulate personal
arguments. Students also consider the rhetorical strategies inherent in visual
texts including cartoons, photographs, paintings, sculptures, films, and comic
strips. To fully develop mature writing skills, students will write to synthesize
material from multiple sources. In addition, students will conduct research and
complete several small research projects following guidelines set forth by the
Modern Language Association (MLA).
Course Objectives/ Curricular Requirements for AP English Language and Composition
1. The teacher has read the most recent AP English Course Description,
available as a free download at apcentral.collegeboard.com/englang.
2. The course teaches and requires students to write in several forms (e.g.,
narrative, expository, analytical, and argumentative essays) about a variety of
subjects (e.g., public policies, popular culture, and personal experiences).
3. The course requires students to write essays that proceed through several
stages or drafts, with revision aided by teacher and peers.
4. The course requires students to write in informal contexts (e.g., imitation
exercises, journal keeping, collaborative writing, and in-class responses)
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designed to help them become increasingly aware of themselves as writers and
of the techniques employed by the writers they read.
5. The course requires expository, analytical, and argumentative writing
assignments that are based on readings representing a wide variety of prose
styles and genres.
6. The course requires nonfiction readings (e.g., essays, journalism, political
writing, science writing, nature writing, autobiographies/biographies, diaries,
history, and criticism) that are selected to give students opportunities to identify
and explain an author's use of rhetorical strategies and techniques. If fiction and
poetry are also assigned, their main purpose should be to help students
understand how various effects are achieved by writers' linguistic and rhetorical
choices. (Note: The College Board does not mandate any particular authors or
reading list, but representative authors are cited in the AP English Course
Description.)
7. The course teaches students to analyze how graphics and visual images both
relate to written texts and serve as alternative forms of text.
8. The course teaches research skills, and in particular, the ability to evaluate,
use, and cite primary and secondary sources. The course assigns projects such as
the researched argument paper, which goes beyond the parameters of a
traditional research paper by asking students to present an argument of their
own that includes the analysis and synthesis of ideas from an array of sources.
9. The course teaches students how to cite sources using a recognized editorial
style (e.g., Modern Language Association, The Chicago Manual of Style, etc.).
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10. The AP teacher provides instruction and feedback on students' writing
assignments, both before and after the students revise their work, that help the
students develop these skills:

A wide-ranging vocabulary used appropriately and effectively

A variety of sentence structures, including appropriate use of
subordination and coordination

Logical organization, enhanced by specific techniques to increase
coherence, such as repetition, transitions, and emphasis

A balance of generalization and specific, illustrative detail

An effective use of rhetoric, including controlling tone, establishing and
maintaining voice, and achieving appropriate emphasis through diction
and sentence structure
Required Supplies:

A 3-ring binder with dividers and several plastic sheet protectors.
Students are allowed to self-organize, except were directed differently.

Lined paper, a working pen, a working pencil, colored pen for grading,
and three different colored highlighters.

A flash drive to save and transport work.

Personal copy of Kaplan’s Express English Language and Composition

Personal copy or online availability of The Elements of Style by William
Struck Jr. and E.B. White. There is a link on my edublog.

Personal copy of Vocabulary Power Plus for the New SAT Book 4.
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Assessment:
20% Employability (Behavior, Attendance, Being On-Task, Attentiveness, and Promptness)
20% AP Practice Work (Essay and Multiple - Choice)
20% Vocabulary and Other Tests
20% Papers/Projects/Presentations/Performances
10% Vocabulary Book, SAT Essays, Friday Writing, Notebook Check, etc.
10% Midterm/Final
Employability – This grade covers class behavior (not talking out-of-turn, completing
pre-bell routine, no cell phone use, properly wearing the uniform, and generally doing
what you are suppose to do), being on-task (both in-class assignments and homework
being worked on when assigned and being turned in properly), attendance (I count off
seriously for unexcused absences and for excessive absences), and promptness (coming
in after the bell without a not).
AP Practice Work – This grade includes any work that is done that would directly
prepare students for the test. It includes the assignments in the textbook and
workbook, as well as a number of “curved” practice multiple-choice tests and essay
practices. This is also where grades are given for work with a variety of peer-reviewed
packets, prompt creation assignments, and annotation drills.
Vocabulary and Other Tests – Weekly we have a vocabulary test. We also have tests on
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literary terms, root words, classroom routines, quotes, logical fallacies, research practice
assignments, grammar usage and terms, and others as I see the need.
Papers/Projects/Presentations/Performances - The two research papers (with process
grades) makes up the bulk of this grade, but it also includes an assortment of smaller
assignments, and any work that has an oral presentation component to it.
Vocabulary Book, SAT Essays, Friday Writing, Notebook Check, etc. – The vocabulary
book we are using has a section each week that the students need to complete. This
also includes work with root words, prefixes and suffixes. Every two weeks there is an
SAT type essay that is a part of the vocabulary book. This essay requires a thesis,
outline, rough draft, peer critique, and final draft. A variety of journal type writings are
completed, which stem from a written piece, picture, or even a film clip. We have an
occasional notebook check, and a few other odds and ends that fall in this grading area.
Midterm/Final- We are on semester block (which makes this class more of a challenge).
There is a cumulative test for the first quarter of the class (basically a semester) that
covers mostly the terms and strategies learned during the quarter. There is a final that
covers what was taught during the second quarter. I also include a short multiple choice
prompt to the final test, but it is only represents a small percent of the grade.
Extra Credit
Extra credit is rare in an AP class. However, students are allowed to do flash cards for
the vocabulary words and ten points will be added to the test grade. Students are given
Eagle Cards (a school reward program) for making a perfect score on any test, and a
limited amount of these will be accepted for extra credit on the mid-term and final.
Dictionary sheets may be filled in and given once a week for extra credit (this involves
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work with words found within textual readings). There will also be one extra credit
essay opportunity during each quarter.
Late Work
Late work is accepted, but with a penalty of -25 per day. Penalty exceptions apply to
excused absences, teacher okayed extended time, or those allotted extended time
through an individual I.E.P. All excused “extended time” requires that the appropriate
form accompany the work, or the -25 will be taken.
Additional Practice
In March and April I offer a once a week after school practice test session. I alternate
between a full multiple-choice test and a partial essay test. When I return the test, I
include an answer key and rationale for the multiple-choice test, or in the case of the
essay a rubric and student samples. Near the date of the actual test, I schedule a full
practice test (a mock AP test). It is expected that all who took AP attend.
School-wide Factors:
JROTC – For the most part all students participate in JROTC. Some upperclassmen have
part of their classes off-campus, so they are exempt from taking a JROTC class, but most
have JROTC all four years. Although a charter school, we have the normal range of
abilities among our population, but there is an added expectation that we follow
military protocol. This at times requires participation in additional events, which burns
into class time, especially for the leadership which are the ones who tend to be in AP
classes. However, it also enhances the student’s educational experience and adds an
expectation of excellence.
Summer Reading – This past summer we had a school-wide reading assignment. It
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required that all read the same book, and then choose two from a list. This cut into the
ability as an AP teacher to assign targeted material and summer assignments.
Hopefully, a better system can be settled on for the coming summer. Students will not
do both the school’s assignments and those given by individual teachers. It did get
many to read that would have read nothing over the summer, which was the goal.
Word of the Week – We do have a new highlighted word each week that is reinforced in
all classes. This is a good thing. It adds to the student’s vocabulary learning.
Semester Block – This means that those students who have AP Language during the fall
semester have to wait until May before being tested. By necessity, it also causes an
accelerated curriculum, and less time available to absorb new material. The good part is
that the class lasts for eighty minutes, and you can do full multiple-choice practices in
class. I will be offering practice sessions after school during the spring semester, and all
will be required to take a full practice exam at the end of April. I also abstained from
having students use the practice section in the Kaplan book, so they could use it for
review.
Student Available Materials:
Teacher generated notebook – This is located under student desks and contains our
daily quotes, writing assignments, literary and rhetorical strategy terms, AP helpful
reprints, research material helps, MLA assistance, and class policies.
Edublog – This is a teacher maintained website and blog that contains a calendar for
daily assignments, supply list, forms, copies of handouts, AP information and rules, AP
goals, information on diction, SOAPStone, Toulim’s argument, the writing of a rhetorical
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analysis essay, strategies for AP multiple-choice questions, all PowerPoints used in class,
all YouTube video used in class, massive help for research and documentation, links that
cover classic essays, AP free response prompts, lessons on rhetoric, instructions on how
to do argumentative, rhetorical, and synthesis essays, information about logical
fallacies, ethos, pathos, logos, and much, much more.
Note – I access much of my class material from this site, so that students can see where
to go back and review the material. It is the lifeline for my classes. And…they
blog, too.
Jupiter Grades – This is the online grading system that we use. Students and parents
can view grades and a work due calendar. The teacher can email individuals, parents,
and whole classes from this site and add detailed instruction for assignments.
Class Library – Students are allowed to check out materials from the class library, class
research library, or video/DVD collection. These resources include research books and
material, non-fiction works, popular fiction, classical works, and a limited video/DVD
collection of movies and documentaries. All are teacher maintained and financed.
Student Purchases* or Take Home Copies:
Dickens, Charles. A Christmas Carol. New York: Dover Publishing, 1843. Print.
Note – Only used in the fall semester.
*AP Express English Language & Composition. New York: Kaplan Publishing, 2010. Print.
Rand, Ayn. Anthem. New York: Signet, 1961. Print.
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Note – Only used in spring semester.
*Reed, Daniel. Vocabulary Power Plus for the New SAT. Book 4. Clayton, DE: Prestwick
House Inc., 2008. Print.*
Shea, Renee, Scanlon, Lawrence, et al. The Language of Composition. Boston:
Bedford/St. Martin's, 2008. Print.
Note – There is also a class copy of The Language of Composition available.
Ten Boom, Corrie. The Hiding Place. New York: Bantam Books, 1971. Print.
Wiesel, Elie. Night. New York: Bantam Books, 1960. Print.
Classroom SET Materials (some may be checked out overnight):
Applebee, Arthur, and Andrea Bermudez, ed. The Language of Literature American
Literature. Evanston, Illinois: McDougal Littell, 2003. Print.
Applebee, Arthur, and Andrea Bermudez, ed. The Language of Literature British
Literature. Evanston, Illinois: McDougal Littell, 2003. Print.
Claggett, Fran, Louann Reid, and Ruth Vinz. Daybook of Critical Reading and Writing.
Wilmington, Massachusetts: Great Source Educational Group, 1998. Print.
DK Dictionary Thesaurus. New York: DK Publishing, 1999. Print.
Note – Larger dictionaries and thesauruses are available in the room, but are in limited
supply.
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Lunsford, Andrea. Easy Writer. Fourth edition. Boston: Bedford/St. Martin's, 2010. Print.
Warriner, John. English Grammar and Composition: Complete Course. Franklin Edition.
Orlando: Harcourt Brace Jovanovich, 1982. Print.
Teacher ONLY Resources:
AP English Language and Composition Summer Institute Notebook 2010
AP English Language and Composition Course Description 2010
AP English Language and Composition Reading and Writing Analytically
AP English Language and Composition Workshop Handbook 2010
Cohen, Samuel, ed. 50 Essays: A Portable Anthology. Boston: Bedford/St. Martin's,
2004. Print.
Ehrenhaft, George, ed. AP English Language and Composition. 3rd Edition. Hauppauge,
New York: Barron's, 2010. Print.
Hacker, Diana. A Pocket Manual. 5th edition. Boston: Bedford/St. Martin's, 2009. Print.
- A Writer's Reference. 6th edition. Boston: Bedford/St. Martin's, 2007. Print.
Kirszner, Laurie, and Stephen Mandell, ed. Patterns for College Writing. 11th Edition.
Boston: Bedford/St. Martin's, 2010. Print.
Lunsford, Andrea. The Everyday Writer. 4th edition. Boston: Bedford/St. Martin's, 2009.
Print.
AP Language 2011/2012 Page 12
Miller, Adam, ed. The Prentice Hall Reader: AP Edition. 9th Edition. Upper Saddle River:
Prentice Hall, 2010. Print.
Murfin, Ross, and Supryia Ray. The Bedford Glossary of Critical and Literary Terms. 3rd
Edition. Boston: Bedford/St. Martin's, 2009. Print.
Murphy, Barbara, and Estelle Rankin, ed. 5 Steps to a 5: AP English Language 2010-2011.
New York: McGraw Hill, 2011. Print.
Olson, Steve, and Eveline Bailey. Preparing for the AP English Language and Composition
Examination. Evanston, Illinois: McDougal Littel, 2009. Print.
Shea, Renee, Scanlon, Lawrence, et al. The Language of Composition: Teacher’s Edition.
Boston: Bedford/St. Martin's, 2008. Print.
Trimmer, Joseph, ed. The Riverside Reader: Alternate Edition. Boston: Wadsworth, 2009.
Print.
Warriner, John, ed. Composition Models and Exercises. Orlando: Harcourt Brace
Jovanovich, 1982. Print.
Division of Instruction:
The actual order in which various materials are taught often is a reflection of the need
of the individual students in the classroom, the time taken away by other “school”
activities during the course, and reflection on what has been presented and needs to be
reinforced. This is our aim point, but not always where we land. The class is offered as
a semester block in the fall and starts up again as a new class in the spring semester.
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The spring classes actually have a few less weeks for preparation before the test date,
but all that has been taught to them is fresh. The fall class has more time to practice
and absorb the material, but they must review their newly gained skills before the test,
due to the time they have been away from the subject matter.
Week One:
Students explore the varied components in the curriculum, learn class policies and
routines, share teacher and student introductions, and engage in a testing experience in
both multiple-choice and essay formats; in order to evaluate current skill levels. Unity in
a descriptive paragraph is practiced, using an exert from Virginia Woof’s The Lighthouse,
and prompts provided in Warriner’s Composition: Models and Exercises. With the use of
The Language of Composition textbook, a handout, worksheet, an online video, and
PowerPoint the students are introduced to rhetoric, and specifically the rhetorical
triangle. For homework they construct an essay response to a letter written by Albert
Einstein to a sixth-grade student. They consider the subject, speaker, audience, content,
purpose, and any appeals to logos, ethos, or pathos.
Week Two:
The first major assignment is introduced. Students are given the memoirs of Corrie ten
Bloom and Elie Wieser to read and use as a basis for a “Survivor” research essay about
the “what” of the stories (two people from different backgrounds, beliefs, and ages
recalling their time in WWII concentration camps), and the “how” of the writing
(different perspectives, audience, style, purpose, tone, conclusions, etc). They are asked
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to procure a minimum of two authoritative sources that relate to the events, and to
bring all these together for a cohesive, properly MLA documented essay. The
concentration is on the rhetorical strategies used in the pieces, rather than the base
content. This assignment helps prepare students for the synthesis essay on the AP test,
and for the many papers they will be asked to write in college.
The multiple-choice test that was taken earlier will be looked at and studied, armed with
the correct answers and explanations. The students will learn how to conduct effective
peer critiques. The previous practice essay will be reviewed using the judging rubric for
the assignment, and an example of a high scoring response. Using the peer critique
guidelines, students will score their own essay, and then with the knowledge of the
rubric and samples, they will rewrite the essay. In class they will exchange the final draft
of the essay and use the same guideline form to critique the essay, and then share that
critique with their partner. All parts will be turned in.
Class time will be used to instruct students through a handout and PowerPoint on how
to properly format and document an essay or paper in MLA. This will assist them in the
completion of the “Survivor Essay” assignment, and several other thesis and research
based essays that we will do in class. It will also be an important basis for the synthesis
essay on the exam, and for future college writing. Many have had little or no instruction
in forms of documentation. The edublog also has a citation machine and a number of
instructional PowerPoints, clips, and documents to assist students in these tasks.
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Students will do an at-home activity on the computer to help them explore the teacher
provided edublog; since this is used in so many ways in the course. The SAT vocabulary
book is introduced during this week (including the use of two edublog posted
PowerPoints), and the first test will be administered next week. Students must have
purchased the vocabulary book and Kaplan workbook by the start of the third week.
Students will study visual rhetoric from the LC textbook and an instructional video. As
homework they will complete an assignment using political cartoons. They will find and
copy a cartoon, then they will comment on the pictures, words, and the rhetorical
appeals used. The cartoon and their findings will be shared with the rest of the class.
Using an excerpt from Homer’s The Iliad, students will read about the use of rhetoric in
literature. This will help student realize that they can use fiction and poetry as language
proofs, and not just works that come under the umbrella of non-fiction. At the end of
this class, to this end we will use a didactic novella to explore the rhetorical strategies
used to express the message of the story.
Arrangement and Patterns of Development are taught through excerpts from:
The Classical Model - Sandra Day O’Connor’s “Not by Math Alone” (in detail)
Narration - Rebecca Walker’s story “Putting Down the Gun”
Description - Barbara Ehrenreich’s “Serving in Florida”
Process Analysis – Elizabeth Royte’s “Transsexual Frogs”
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Exemplification & Cause and Effect – Francine Prose ‘s “I Know Why the Caged Bird
Cannot Read”
Comparison and Contrast - Lori Arviso Alvord’s “Walking the Path between Worlds”
Classification and Division – Amy Tan’s “Mother Tongue”
Definition – Jane Howard’s “In Search of a Good Family”
Week Three:
Students will have their first vocabulary test and will turn in the work on the first
chapter in the vocabulary book. The first essay assignment in the SAT vocabulary book
(includes a thesis and outline) is to be peer critiqued and revised before turn in. An
essay is required on the odd numbered lessons only. The even numbered lessons have
a passage and response component that is part of the regular “test day” turn-in.
Students will be directed to view the two PowerPoints on the second vocabulary lesson
(found on the edublog).
Using the LC textbook, students will explore how rhetoric can miss the mark, through an
excerpt of Jane Austin’s Pride and Prejudice, a cartoon about the Bible and mythology,
and four texts (some using clips) related to the death of Diana, Princess of Wales. The
students complete a homework assignment on the Diana pieces; highlighting the
purpose of each text, and how well they interacted with the speaker, audience, and
subject of the text.
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Through the use of the Kaplan AP Express, students learn about the test, how it is
scored, how to approach the multiple-choice questions, and how to approach the essay
questions. All students should have the text purchased by this time. They will also view
a clip about the test.
Based on an excerpt from Maxine Hong Kington’s China Men, students will write a
paragraph from a list of topics with the requirement of demonstrating narrative unity.
This is a timed activity with a minimum word count of one hundred words.
Students will study close reading, utilizing passages from the LC textbook. They will look
at a variety of ways to analyze and annotate. Then, they will do a homework
assignment, where they will use one of the annotation methods on a portion of Roger
Ascham’s Toxophilus, to assist in the analysis of the text. Students will be instructed to
read the second chapter in the Kaplan book, which covers annotation and includes a
detailed example using Abraham Lincoln’s “Second Inaugural Address.” This will help
with annotation understanding and the homework assignment.
Students will study how to analyze visual text from chapter two in the LC textbook.
They will then do an in-class assignment where they find an advertizing, analyze it in the
same way as that modeled in the textbook, and then present their ad and analysis to the
class.
Students will study the tropes and schemes terms in the textbook. They will then read
and listen to a portion of an inaugural address by John F. Kennedy, annotate the speech
(will be given a copy), answer questions about diction and syntax, and write an essay
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analyzing the rhetorical strategies used. The above will begin in class and be completed
as homework.
Week Four:
Students will have their second vocabulary test and will turn in the work on the second
chapter in the vocabulary book. Students will be directed to view the two PowerPoints
on the third vocabulary lesson (found on the edublog). On the same day, they will trade
the essay written about Kennedy’s speech with a partner, fill in a critique form, rewrite
the essay at home, and turn all in the next day. This essay will be graded for content
and all parts must be included to avoid deductions. In an effort to help with the
upcoming “Survivor Essay” students will receive and review a handout modeling the
MLA format in an MLA instructional essay. Students will also view a clip on the synthesis
essay.
A quiz will be given on the tropes and scheme terms in the textbook. After the test, we
will begin our study of the synthesis essay, using chapter three in the LC textbook.
Students will read passages from a variety of sources and then they will look at a longer
passage from Bowling Alone: The Collapse and Revival of American Community by
Robert Putnam. Using this passage, for homework students will read the passage and
answer the questions associated with it.
For practice in writing an expository paragraph, students will read an excerpt from
Rachel Carson’s The Sea Around Us and then pick from a number of paragraph starts to
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write a minimum of one hundred words in a cohesive paragraph, pulling in relevant
facts and supports. This will be a timed writing.
The reading of the memoirs of Ten Boom and Wiesel should have been completed at
this point. Students will get together with two of three others and discuss their
observations about the content of the text and the rhetorical strategies used by the
writers. This will help them frame how they want to format the upcoming research
essay. The next step is the rough draft to be peer critiqued, before doing the final draft.
Further work will be done on the synthesis essay preparation. Students will explore the
relationship of sources to audience by looking at excerpts from Paul Moses’ “Haitian
Dream, Brooklyn Memory”, Renee Shea’s “Traveling Worlds with Elwidge Danticat”, and
Valerie Loichot’s “Edwidge Danticat’s Kitchen History.” For homework, students will do
the assignment in the textbook, searching out several articles from one writer to
establish a viewpoint and style. These observations will be shared with the class.
After sharing the observations from the homework assignment, students will read the
remainder of the chapter. For homework students will read the first half of the chapter
in Kaplan covering essays. Both include a number of sources and student response
samples.
Week Five:
Students will have their third vocabulary test and will turn in the work on the third
chapter in the vocabulary book. Students will be directed to view the two PowerPoints
on the fourth vocabulary lesson (found on the edublog). The essay assignment for this
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lesson in the SAT vocabulary book (includes a thesis and outline) is to be peer critiqued
and revised before turn in. After the test we will look at Toulmin's Argument Model and
SOAPStone (both on the edublog for student review).
A class period will be devoted to a practice synthesis essay (65 minutes). The draft is the
one that will be graded (on a curve), but students will have these returned to them,
along with a rubric and student examples. They will then need to do a revision that will
be peer critiqued. The critique and final draft will also need to be turned in.
Students will listen to a teacher generated letter and then will write a similar letter to
someone living or dead who has made a difference in their life. This will be timed and
have a minimum word count.
The rough draft for the “Survivor Essay” will be peer critiqued and returned to the
student. The full research project will be due at the conclusion of this week. This is a
major grade that will show skills in research, synthesis, MLA documentation, analysis,
and the ability to speak to rhetorical strategies used by a writer. Students will then have
an open discussion about their observations during the assignment.
Using the Kaplan book, students will study key terms and concepts. There will be a test
on these in the sixth week. Students are encouraged to make flash cards. The testing
will include not only meanings, but also the ability to recognize usage (examples are
included in the text of the book).
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Week Six:
Students will have their fourth vocabulary test and will turn in the work on the fourth
chapter in the vocabulary book. Students will be directed to view the two PowerPoints
on the fifth vocabulary lesson (found on the edublog). After finishing the test, students
will be divided and assigned either “I Know Why the Caged Bird Cannot Read” by
Francine Prose or “Education” by Ralph Waldo Emerson from chapter four in the LC
textbook. They will divide the discussion questions, the rhetorical questions, and each
will pick one of the essays to write. This will be presented to the class the next day.
After presentations, the class will read, discuss, and do the questions about “Best in
Class” by Margaret Talbot from the LC textbook. Students will pick one essay from the
list, write it, and turn it in. Once turned in, students will then be given time to study the
assigned terms and concepts in preparation of a test on them the next day.
Students will watch a video clip and then complete a timed descriptive writing taking on
the role of the observer or participant in the clip. The idea is to use all senses in your
role and to look for words that create pictures in the mind of the reader. Then, the class
will take the previous announced terms and concept test. After the terms and concepts
test, as a class we will do the “Applying Key Terms” section in Kaplan. For homework,
students are required to read Multiple-Choice Chapter Four on the edublog.
As a class, we will read and go over the multiple-choice test section in the Kaplan book
(chapter one), including the first practice test. Students will then divide up and go over
the Grammar Reference Guide section in Kaplan. Each should mark any section they
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have problems with. There will be a test next week where students will need to be able
to pick the wrong sentence. If time permits, we will discuss the sections that are
difficult.
Students will take a practice multiple-choice test. This will be graded on a curve. In a
few days students will be given the test back, the correct answers, and the rationale for
the correct answers. This will be timed and take sixty minutes.
Week Seven
Students will have their fifth vocabulary test and will turn in the work on the fifth
chapter in the vocabulary book. Students will be directed to view the two PowerPoints
on the sixth vocabulary lesson (found on the edublog). The essay assignment for this
lesson in the SAT vocabulary book (includes a thesis and outline) is to be peer critiqued
and revised before turn in.
Since being able to read quickly and scan material is important to the AP test and
college, the class will engage in a mini speed-reading class. Using clips and handouts we
will work through the exercises (all are available on the edublog).
Students will take a grammar test, based on the work done in the Kaplan Grammar
Guide. It is important that students know what is good grammar as they answer
questions on the AP multiple-choice test portion, and write the free-response essays.
Even though the essays are viewed as a rough drafts, judges will expect quality writing,
and that includes having a command of good grammar.
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“The Modest Proposal” by Jonathan Swift will be read and studied as a classic essay, a
political statement, and a satire. Students will be introduced to the piece, read the
piece, do a worksheet on the piece, do all the discussion questions, rhetorical questions,
and one essay from the LC textbook. Hopefully, after all this work on this classic essay
they will have a better handle on how to analyze classic essays properly.
Using an excerpt from Brooks Atkinson’s “An Introduction to Thoreau’s Writing”
students will answer three questions (related to topic sentences), and pick one of the
topics on the list to write a timed, minimum one-hundred word paragraph on, that is
cohesive, on topic, and ends with a clincher sentence.
There will also be an AP type multiple-choice section on “The Modest Proposal” that will
count as a test.
For homework, students are to pick one of the essays from the classical essay site on the
edublog, read it, formulate a free response question about it, and write an essay using
that free response question. The student is required to print the portion of the essay
that his question and essay cover, and include it with the hand in.
Week Eight
Students will have their sixth vocabulary test and will turn in the work on the sixth
chapter in the vocabulary book. Students will be directed to view the two PowerPoints
on the seventh vocabulary lesson (found on the edublog).
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As a class we will view the free-response prompts from the last two years. Students will
partner up at the computer, choose one of the essays, brainstorm between them, and
write a collaborative response. Each group will print the response out, turn it in, and be
prepared to share the prompt (can show overhead from the teacher’s computer) and
their response.
For homework, students are to use the same essays from the classical essay site that
they used for the free response assignment, and formulate ten AP type questions about
it, with the answer and distracters.
Logical Fallacies will be taught using two handouts, “Love a Fallacy” by Max Shulman,
and an informative website. Students are encouraged to make flashcards and study.
There will be a test at the end of this week based on this information. Several clips will
be viewed illustrating many of the logical fallacies that have been introduced. Two
“pop-up fallacy” speeches will be viewed to illustrate the common use of fallacies. An
“Identify the Fallacy” exercise will be done in class, and a “Sample Arguments with
Fallacy” paper will be reviewed. As homework, students are to view a presentation
(print or clip) that contains logical fallacies, note at least five examples, and be prepared
to talk about the piece, quote from it, and identify the fallacies the quotes represent.
Week Nine:
Students will have their seventh vocabulary test and will turn in the work on the seventh
chapter in the vocabulary book. Students will be directed to view the 1-7 PowerPoints
to study for the review vocabulary test (found on the edublog). The essay assignment
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for this lesson in the SAT vocabulary book (includes a thesis and outline) is to be peer
critiqued and revised before turn in.
Students will study the 3D approach (Discover, Define, and Develop), look at the
example, and the student sample. This is found in chapter four of the Kaplan book.
Students will take an “open quote” test covering the daily quotes. They are not
required to memorize the quotes, but often students find encouragement among the
quotes, and some can even be used in their writing. Only those written down are
allowed during the test.
Time will be spent reviewing the material covered in this quarter and a mid-term test
will be taken. The bulk of the test will address terms and usage, general knowledge
about the test, and how to prepare for it.
Week Ten: (start of new quarter)
Students will have the review vocabulary test, which will cover lessons 1-7. The
workbook review is counted as extra points on the test, but is not required. This is a
double grade. Students will be directed to view the two PowerPoints on the eighth
vocabulary lesson (found on the edublog).
When finished with the test, students are to work on completing the sixteen principles
in the Guide to Usage and Style in the Kaplan book. This exercise covers a lot of the
errors students make in writing. What is not done in class needs to be finished at home,
and turned in the next day.
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The “What” Media Presentation is announced. Details will be posted on the edublog.
Basically, students will pick a topic, gather sources (keeping a list), write a prompt, and
execute a synthesis essay. This same material will be used again for a “How” essay, so
students must bookmark or record the sources, so they can go back to them. They will
turn in a copy of the prompt, essay, and the source list. They will then share the prompt
and essay with the class. They will be given to the end of the week to complete this,
and then be given the “How”assignment. The general points in the “How” assignment
will be explained at the time of my giving the class this assignment, so that they can be
mindful of related details as they do the research.
Watch the clip “A Few Good Leches” to open and then study two handout sheets.
“Rhetorical Analysis: Critical Reading” and “Rhetorical Analysis: Critical Writing.” Review
the various types of essays using instructional clips on rhetorical essay and
argumentative essay (already viewed the synthesis one).
Students will study the Root Words section in Kaplan. There will be a test on these
words next week. The making of flashcards is encouraged. Knowing root words will
assist in the understanding of unknown vocabulary in the test and in college.
Students will watch a short video called, “Get Service”, and take a stand, stating if they
think their life would be richer by having the ability given the main character in the film,
or if it would make them miserable. They need to provide support for their position.
This is a timed, minimum word writing.
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Students will engage in a multiple-choice “flash” game. A number of passages will be
given to students and questions will be asked (questions, and then explained answers
are on the screen) of individuals after reading the passages. Chips are awarded for
getting the answer right. Several rounds will be played, and the student with the most
chips wins. The winner will receive an Eagle Card and a treat. In the case of a tie, all will
receive the same prize.
Students will watch a short documentary on the cure of poverty. At the conclusion of
the film, they will write a short essay, take a position on whether they agree with the
conclusion or not, and address what rhetorical strategies were used by the producers of
the film to influence the audience. Students will then trade their writing with a partner
and complete a peer critique form. Both the critique and essay will then be turned in.
Students will bring a copy of their “What” essay to class, share their prompt, and the
basics of the essay with the class. They will then use the same information and craft
another prompt, and another essay, but this time on the “How” of the pieces they
accessed to support their position.
Week Eleven:
Students will have their eighth vocabulary test and will turn in the work on the eighth
chapter in the vocabulary book. Students will be directed to view the two PowerPoints
on the ninth vocabulary lesson (found on the edublog).
Fall – Students will be issued the novella A Christmas Carol and be given a research
essay assignment. The point is to research Dickens, the Poor Laws, and Thomas Robert
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Malthus and how these people and policies impacted the work. This is an MLA
documented paper. Students are instructed to include the what and the how. Students
may bring in current times and how they relate to the same issues, but that part is not
required. Students will be called to share their positions and defend them.
Spring – Students will be issued the novella Anthem and be given a research essay
assignment. The point is to research Ayn Rand and objectivism, and how her
background and beliefs impacted the work. This is an MLA documented paper.
Students are instructed to include the what and the how. Students may bring in current
times and how they relate to the same issues, but that part is not required. Students
will be called to share their positions and defend them.
Students will bring their “How” prompt and essay from the previous assignment and will
share their observations with the class, before turning in this portion of the assignment.
You must have a “what” in order to have a “how.” The what is about content and the
how is about the methods used to get the content across.
A sheet will be provided for the thesis and arguments that are to accompany the
assignment generated by the watching of the documentary Expelled. One side will deal
with the what of the issue of “freedom of intellectual exchange in the world of
academics” and the other will deal with the ways in which the positions were expressed
in the film, or the “how.” There is an extra credit offer for writing an essay using these
notes and combining both sides of the coin. The issue in the film is not the topic being
discussed, but rather the freedom to open discussion. The student must take a position
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on whether they believe there is or is not a freedom of intellectual exchange. The film
will take up the best part of two class periods. Discussion will be encouraged each day.
Students will take a test on the root words (from Kaplan) near the end of the week.
Students will be given a more extensive list of literary terms to be studied. There will be
a test on these words next week. Many are words that have already been introduced,
but need to be reviewed.
A full practice multiple-choice test will be taken for a grade (curved). Answers and
explanations will be provided later.
Week Twelve:
Students will have their ninth vocabulary test and will turn in the work on the ninth
chapter in the vocabulary book. Students will be directed to view the PowerPoint for
lesson ten to study for the review vocabulary test (found on the edublog). The essay
assignment for this lesson in the SAT vocabulary book (includes a thesis and outline) is
to be peer critiqued and revised before turn in.
The Expelled notes and any extra credit essays will be turned in.
This week, as well as the next two will be flexible. After that, the spring class will be in
AP exam weeks (many students take more than one AP class over the course of the
year). I will have the seniors for a three days after the exams, and the juniors for a bit
longer. The fall class can stretch this class load out a bit more than the spring class, and
they also spend two days viewing the movie A Christmas Carol.
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Note – There are a number of state mandated tests going on in the spring, and this
often cuts into the time in class. Due to this fact, some of the “planned” work
over the duration of this class may have been pushed back. I have kept the last
few weeks before the AP test more open, so that I can accommodate this, and
focus in the areas where students feel weakest.
This week we will have a timed, minimum word writing from the CME book, in an area
that needs more practice.
This week we will address additional strategies for both the essay and multiple-choice
portions of the test. I will poll the students for what areas they feel weakest in and will
concentrate my efforts there.
This week we will have a practice essay test and at least a practice section of the
multiple-choice test. Both will be reviewed in class.
This week we will have a literary terms test on the sheet given out last week.
Week Thirteen:
Students will have their tenth vocabulary test and will turn in the work on the tenth
chapter in the vocabulary book. Students will be directed to view the two PowerPoints
on the eleventh vocabulary lesson (found on the edublog).
This week we will have a timed, minimum word writing from the CME book, in an area
that needs more practice.
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This week we will address additional strategies for both the essay and multiple-choice
portions of the test. I will poll the students for what areas they feel weakest in, and will
concentrate my efforts there.
This week we will have a practice essay test, and at least a practice section of the
multiple-choice test. Both will be reviewed in class.
Week Fourteen:
Students will have their eleventh vocabulary test and will turn in the work on the
eleventh chapter in the vocabulary book. Students will be directed to view the two
PowerPoints on the twelfth vocabulary lesson (found on the edublog). The essay
assignment for this lesson in the SAT vocabulary book (includes a thesis and outline) is
to be peer critiqued and revised before turn in.
This week we will have a timed, minimum word writing from the CME book, in an area
that needs more practice.
This week we will address additional strategies for both the essay and multiple-choice
portions of the test. I will poll the students for what areas they feel weakest in, and will
concentrate my efforts there.
This week we will have a practice essay test, and at least a practice section of the
multiple-choice test. Both will be reviewed in class.
This week the “A Christmas Carol/Anthem Research Essay” will be due. Students will
present an overview of their essay to the class.
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Week Fifteen (start of AP testing):
Students will have their twelfth vocabulary test and will turn in the work on the twelfth
chapter in the vocabulary book. Students will be directed to view the two PowerPoints
on the thirteenth vocabulary lesson (found on the edublog).
This week we will have a timed, minimum word writing from the CME book, in an area
that needs more practice.
This week we will address additional strategies for both the essay and multiple-choice
portions of the test. I will poll the students for what areas they feel weakest in and will
concentrate my efforts there.
This week we will have a practice essay test and at least a practice section of the
multiple-choice test. Both will be reviewed in class.
Week Sixteenth (AP testing cont)
OUR EXAM IS THIS WEEK:
Students will have their thirteenth vocabulary test, and will turn in the work on the
thirteenth chapter in the vocabulary book. Students will be directed to view the two
PowerPoints on the fourteenth vocabulary lesson (found on the edublog). The essay
assignment for this lesson in the SAT vocabulary book (includes a thesis and outline) is
to be peer critiqued and revised before turn in.
This week we will have a timed, minimum word writing from the CME book, in an area
that needs more practice.
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This week we will address additional strategies for both the essay and multiple-choice
portions of the test. I will poll the students for what areas they feel weakest in, and will
concentrate my efforts there.
This week we will have a practice essay test, and at least a practice section of the
multiple-choice test. Both will be reviewed in class.
WEEK SEVENTEEN –
DURING THE SPRING, SENIORS WILL TAKE FINALS, AND GRADUATE. I will
also give my juniors their AP final at the same time.
Week Seventeen:
ONLY JUNIORS WILL REMAIN THROUGH THE 18TH WEEK IN THE SPRING.
Students will have their fourteenth vocabulary test, and will turn in the work on the
fourteenth chapter in the vocabulary book. Students will be directed to review 8-14
PowerPoints for the review test (found on the edublog).
In the fall class all will continue as normal, but not so in the spring. Since I only have
juniors, I will try in this last week or so to give them a quick overview of American
Literature. Many of them took this class as their English credit, and do not have a strong
background in that area.
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Week Eighteen:
Students will have the review 8-14 vocabulary test and will continue a “brief history of
American Literature.” The last three days will be finals and make-up finals.
The schedule was meant to cover both classes, but there is a great difference in the two,
due to the dates of the exams, and the early departure of seniors. I have tried to
honestly represent my curriculum in this document.