Egg Harbor Township High School Language Arts Curriculum


Egg Harbor Township High School Language Arts Curriculum

Subject: Advanced Placement III Grade Level 11 Completed By: 2 nd marking period Unit of Study: The Rhetoric of Politics and Society Major Objectives Suggested Resources Suggested Activities Suggested Assessments CCS

Identify, understand, and apply a variety of rhetorical devices Develop the ability to interpret, analyze, compare, contrast and write about a variety of nonfiction texts Analyze, interpret and write about nonfiction texts in a timed situation Read developmentally appropriate materials at an independent level with accuracy and speed Read a variety of genres and types of text with fluency and comprehension. Identify, describe, evaluate, and synthesize the central ideas in a variety of texts Interpret how literary devices affect reading emotions and understanding Analyze how an author's use of words creates tone and mood, and how choice of words advances the

Patterns for College Writing: A Rhetorical Reader and Guide,

Ninth Edition

Dreams and Inward Journeys,

Fifth Edition

Prentice Hall Literature: The American Experience Cliff’s AP English Language and Composition Test Prep

Readings and Analysis:

“Politics and the English Language” by George Orwell Plato’s “Allegory of the Cave” Excerpts from Machiavelli’s

The Prince

“The Declaration of Independence” by Thomas Jefferson Excerpts from Marx ’s “The Communist Manifesto” Albert Beveridge and George W Bush (speeches on Imperialism)

Researched Argumentative Essay:

Drawing on a variety of text- and electronic based documents, students will write an essay in which they take a clear position on a controversial subject (media violence, immigration, etc). Supporting evidence should come from legitimate, verifiable sources. Students will demonstrate mastery of the writing process, including drafting and revision (there will be several class periods of peer editing and

CCS: Reading Literature: RL.11-12.1 RL.11-12.2 RL.11-12.3 RL.11-12.4 RL.11-12.5 RL.11-12.6 RL.11-12.7 RL.11-12.8 RL.11-12.9 RL.11-12.10

theme or purpose of the work Analyze and evaluate the appropriateness of diction and figurative language (e.g., irony, paradox) Distinguish between essential and nonessential information, identifying the use of proper references and propaganda techniques where present Write informal and formal responses to texts Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought, sophisticated word choice and sentence variety, and subtlety of meaning. Review and edit work for spelling, usage, clarity, and fluency. Use a scoring rubric to evaluate and improve own writing and the writing of others. Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing. Critique published works for authenticity and credibility. Mark Twain’s “The War Prayer” Jonathan Swift’s “A Modest Proposal” Mary Wollstonecraft’s “A Vindication of the Rights of Woman” Katha Pollitt’s “Why Boys Don’t P lay with Dolls” John Grisham’s “Unnatural Killers” Oliver Stone’s “Memo to John Grisham”

Critical Viewing:

Michael Moore’s

Bowling for Columbine

instructor conferences before the final draft is submitted), and will utilize the MLA format to format their essays and to document their sources.


Students will write an essay in which they attack, defend, or qualify Machiavelli’s notions of what constitutes a good leader. Students will draw on their own experience, observations, and reading to support their ideas.

Rhetorical Analysis:

Students will compare and contrast the stylistic elements and rhetorical strategies of Albert Beveridge’s speech on imperialism, and George W. Bush’s speech supporting

Reading Informational Text: RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.5 RI.11-12.6 RI.11-12.7 RI.11-12.8 RI.11-12.9 RI.11-12.10 Speaking and Listening: SI.11-12.1 SI.11-12.2 SI.11-12.3 SI.11-12.4 SI.11-12.5 SI.11-12.6

Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development. Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause effect, problem/solution, hypothesis/results, rhetorical questions, parallelism). Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper. Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite sources, such as periodicals, interviews, discourse, and electronic media. Foresee readers’ needs and develop interest through strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing a position. Provide compelling openings and strong the war in Iraq (from 2003).

Creative Composition:

Employing the stylistic and rhetorical elements utilized by Jefferson in “The Declaration of Independence,” students will compose a personal Declaration of Independence, in which they identify a tyrannical entity from which they long to be free.

Synthesis Essay

an essay in which they explore the the media, and its possible effect on to several of the readings in this unit, students will of documents, on TV and movie : Students will write idea of violence in society. In addition examine a number including statistics

Language: L.11-12.4 L.11-12.5


Writing: W11-12.1 W.11-12.2 W.11-12.3 W.11-12.4 W.11-12.5 W.11-12.6 W.11-12.7 W.11-12.8 W.11-12.9 W.11-12.10 Language: L.11-12.1 L.11-12.2


closure to written pieces. Employ the most effective writing formats and strategies for the purpose and audience. Demonstrate command of a variety of writing genres, such as: persuasive essay, personal narrative, research report, literary research paper, descriptive essay, critique, response to literature, parody Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness. Support a position integrating multiple perspectives. Support, modify, or refute a position in small or large group discussions. Assume leadership roles in student-directed discussions, projects, and forums. Summarize and evaluate tentative conclusions and take the initiative in moving discussions to the next stage Explore and reflect on ideas viewing by adolescents and rates of violent crime in the United States, and will determine whether or not aberrant, violent behavior can in any way be attributed to the media.

Creative Composition/Proj ect:

After reading Twain’s “The War Prayer” and Swift’s “A Modest Proposal,” and after discussing more contemporary examples of political and social satire (such as

The Onion Live


Saturday Night

), students will create their own satire. This may take the form of an essay, cartoon, or video project.

Current Events/Rhetorical

while hearing and focusing attentively. Listen skillfully to distinguish emotive and persuasive rhetoric. Demonstrate appropriate listener response to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation. Listen to summarize, make judgments, and evaluate. Evaluate the credibility of a speaker. Determine when propaganda and argument are used in oral forms


Brief, bi-weekly submissions


AP English Language and Composition practice exam (multiple choice)


: Reading quiz for each text (25 points each)


Vocabulary from readings (25 40 points each)


Define/explain rhetorical elements used in the readings (25 points)

Journal Writing:

Students are expected to maintain an active reading/viewing journal.