AP English 11: Language and Composition
Curriculum
The AP English 11 curriculum is comprised of four concept based units.

Teachers are expected to teach all reading, writing, and communication skills identified for their grade level in the
Language Arts Content Standards and Skills Continuum. Instruction of specific skills for each unit is referenced in
the concept-based units under the “Critical Content and Skills” section of the concept-based units.
Teachers are also expected to teach the concept-based units. In those concept-based units, the unit topics and
conceptual lenses, enduring understandings, critical content, and critical skills must be taught as written. Teachers
should include guiding questions, instructional activities, and a performance assessment for each unit. The guiding
questions, instructional activities and performance assessments listed in the units are suggestions for teacher use.
AP
English
11
Unit 1 Topic:
Introduction to
Rhetoric
Unit 2 Topic:
Developing Knowledge
and Comprehension
Unit 3 Topic:
Analysis of the
Elements of Rhetoric
Unit 4 Topic:
Interpretation
and Evaluation
Unit 5: Topic:
Synthesis and
Reflective
Practice
Conceptual Lens:
Key Elements of
Rhetoric
Conceptual Lens:
Rhetoric
Conceptual Lens:
Rhetoric
Conceptual
Lens:
Rhetoric
Conceptual
Lens:
Rhetoric
Teacher’s Note: While the focus of the curriculum is rhetoric, it may be helpful to organize each unit around a theme.
The adopted textbook, The Language of Composition, is organized by thematic chapters and includes essential questions.
The teacher may find this organizational structure a useful tool in helping to organize class readings. The supplemental
anthology 50 Essays is a resource that will be helpful to use as well. Coordinate the use of 50 Essays with the AP English
12 teacher(s) in each building.
2009
1
AP English 11 Curriculum
2009
Table of Contents
Critical Skills (a list of content standards and skills
required at the 11th grade level)
Page Numbers
3-12
Before, During and After Reading Strategies
13-14
Six Traits of Writing
15
Introduction to Rhetoric
16-21
Developing Knowledge and Comprehension
22-28
Analysis of the Elements of Rhetoric
29-34
Interpretation and Evaluation
35-39
Synthesis and Reflective Practice
40-45
2
Critical Skills
It is expected that all skills will be taught by the end of the year.
It is up to teachers to decide where each skill best fits in terms of the literature taught and embed those
skills into the appropriate units.
DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level
Standard 1: Reading Process
Unit(s) in
which
skills taught
11.LA.1.2.1 Identify the features and the rhetorical devices of a variety of literature and
informational documents. (Ind)
Goal 1.8: Vocabulary and Concept Development
 Use the dictionary entry which fits the syntactic and semantic context: Cross reference, parts of speech,
etymology, and idioms/slang. (Ind)
11.LA.1.8.1 Apply knowledge of roots and word parts to draw inferences about new words. (Ind)
11.LA.1.8.2 Use context analysis to determine the meanings of unfamiliar and multiple-meaning
words from American literature. (Ind)
2009
3
Critical Skills Continued
It is expected that all skills will be taught by the end of the year.
It is up to teachers to decide where each skill best fits in terms of the literature taught.
DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level
Standard 2: Comprehension and Interpretation
Unit(s) in which
skills taught
Goal 2.1: Acquire Strategies and Skills for Comprehending Text
11.LA.2.1.1 Compare and contrast similar themes or topics by authors from different time
periods or cultures to explain how the historical or cultural context shapes each author's point
of view. (Ind)
 Compare and contrast expository and literary information within a single work and from multiple
works. (Ind)
11.LA.2.1.2 Apply reading strategies to self monitor for comprehension. (Ind)
 e.g., Re-reading, visualizing, using text pictures and charts, adjusting rate, defining unknown words,
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questioning, predicting, and Directed Reading Thinking Activity (DRTA) (Ind)
Create and adjust mental images while progressing through text. (Ind)
Support inferences and generalizations by using evidence from text: Quote, fact, question,
vocabulary, theme, plot, and illustrations. (Ind)
Distinguish between cause and effect, fact and opinion within expository and literary text. (Ind)
Recognize bias or assumptions as opinions. (Ind)
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11.LA.2.1.3 Clarify an understanding of text by creating outlines, notes, annotations, charts,
and/or diagrams.
Goal 2.2: Acquire Skills to Comprehend Expository Text
 Identify social, cultural and/or historical significance and relate it to personal experience. (Ind)
11.LA.2.2.1 Analyze the relationships among theses and arguments in informational text (e.g.,
newspaper editorials, promotional literature). (Ind)
 Determine importance of information (Ind)
 Determine the purpose and effectiveness of persuasive writing. (Ind)
 Recognize persuasive techniques used in writing. (Ind)
 Examine logic and detect bias in text. (Ind)
 Detect errors in reasoning. (Ind)
11.LA.2.2.2 Define the purpose and audience of a variety of communication formats (e.g.,
essays, letters, user manuals, lab reports, websites). (Ind)
2009
4
Critical Skills Continued
It is expected that all skills will be taught by the end of the year.
It is up to teachers to decide where each skill best fits in terms of the literature taught.
DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level
Standard 2: Comprehension and Interpretation
Unit(s) in which
skills taught
 Understand the vocabulary of organizational patterns: Numerical, directional, sequential,
chronological, cause/effect, compare/contrast, problem/solution, question/answer, and description.
(Ind)
11.LA.2.2.3 Extend, through original analysis, arguments presented in primary and/or
secondary sources. (Ind)
 Examine logic and detect bias in text. (Ind)
 Determine which facts best support a conclusion or opinion, and detect errors in reasoning. (Ind)
 Evaluate the quality, validity and accuracy of information. (G)
 Organize and interpret information to draw logical conclusions. (Ind)
 Form, present and defend opinions by making judgments about information, validity of ideas, or quality of
work in expository text. (Ind)
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Goal 2.3: Acquire Skills to Comprehend Literary Text.
 Understand the vocabulary of organizational patterns: Numerical, directional, sequential, chronological,
cause/effect, compare/contrast, problem/solution, question/answer, and description. (Ind)
 Read and interpret a variety of age appropriate literature: Fiction, nonfiction, poetry, drama, and
biography. (Ind)
 Organize and interpret information to draw logical conclusions. (Ind)
 Determine which facts best support a conclusion or opinion, and detect errors in reasoning that lead to
stereotypical thinking. (Ind)
 Form, present and defend opinions by making judgments about information, validity of ideas, or quality of
work based on a set of criteria for literary text. (Ind)
 Detect bias in a character's thinking. (Ind)
11.LA.2.3.1 Analyze recognized works of literature representing a variety of genres and
traditions that: Trace the development of the major periods of American literature; contrast the
major themes, styles, and trends in different periods; evaluate the influences (i.e.,
philosophical, political, religious, ethical, and social) of the historical period that shaped the
characters, plot, and setting. (Ind)
2009
5
Critical Skills Continued
It is expected that all skills will be taught by the end of the year.
It is up to teachers to decide where each skill best fits in terms of the literature taught.
DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level
Standard 2: Comprehension and Interpretation
Unit(s) in which
skills taught
11.LA.2.3.2 Analyze how voice and the choice of a narrator effect characterization. (Ind)
11.LA.2.3.3 Analyze the ways in which the theme represents a view or comment on life, using
textual evidence to support the claim. (Ind)
11.LA.2.3.4 Evaluate the significance of various literary devices, including irony, tone, and
figurative language. (Ind)
 Identify, interpret, and evaluate these literary elements in a story: Characterization, plot (exposition,
conflict, rising action, turning point, falling action, resolution), setting, theme, point of view, mood,
foreshadowing, flashback, humor, author’s style and purpose, allegory, and allusion. (Ind)
 Compare and contrast literary elements within single and multiple fictional works. (Ind)
11.LA.2.3.5 Evaluate the aesthetic qualities of style, including the impact of diction and
figurative language, on tone, mood, and theme. (Ind)
2009
6
Critical Skills Continued
It is expected that all skills will be taught by the end of the year.
It is up to teachers to decide where each skill best fits in terms of the literature taught.
DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level
Standard 3: Writing Process
Unit(s) in which
skills taught
Goal 3.1: Acquire Prewriting Skills See adopted writing resources for specific prewriting and organizational
strategies.
11.LA.3.1.1 Generate ideas using a variety of strategies. (Ind)
11.LA.3.1.2 Generate a main idea or thesis appropriate to a type of writing. (Ind)
11.LA.3.1.3 Apply organizational strategies to plan writing. (Ind)
11.LA.3.1.4 Match format to purpose and audience. (Ind)
11.LA.3.1.5 Produce a piece of writing within a set period of time. (Ind)
Goal 3.2: Acquire Skills for Writing a Draft.
 e.g., Expressive, expository, persuasive, and literary response
11.LA. 3.2.1 Use the ideas generated and organized through prewriting to write a draft. (Ind)
11.LA. 3.2.2 Sequence ideas in a cohesive, meaningful order. (Ind)
Goal 3.3: Acquire Skills for Revising a Draft.
11.LA. 3.3.1 Revise draft for meaning, clarity, and effective organization. (Ind)
11.LA. 3.3.2 Add relevant details and delete irrelevant or redundant information. (Ind)
11.LA. 3.3.3 Use transitional words and phrases to clarify meaning and improve organization.
(Ind)
11.LA. 3.3.4 Use a variety of sentence structures to improve sentence fluency and enhance style.
(Ind)
11.LA. 3.3.5 Use literary models to refine writing style. (Ind)
11.LA. 3.3.6 Conference with others to improve writing. (Ind)
Goal 3.4: Acquire Skills for Editing a Draft.
11.LA.3.4.1 Use editing marks to indicate errors in conventions. (Ind)
11.LA.3.4.2 Edit for correct punctuation, spelling, grammar, and usage errors. (Ind)
Goal 3.5: Acquire Skills to Publish Writing.
11.LA.3.5.1 Publish improved draft. (Ind)
11.LA.3.5.2 Share writing with intended audience. (Ind)
11.LA.3.5.3 Use appropriate technology to produce a final draft. (Ind)
2009
7
Critical Skills Continued
It is expected that all skills will be taught by the end of the year.
It is up to teachers to decide where each skill best fits in terms of the literature taught.
DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level
Standard 4: Writing Applications
Unit(s) in which
skills taught
Goal 4.1: Acquire Expressive (Narrative/Creative) Writing Skills
11.LA.4.1.1 Write fictional, autobiographical, or biographical narratives that pace the presentation
of action to accommodate changes in time and mood. (Ind)
11.LA.4.1.2 Write original creative works including prose and poetry. (Ind)
Goal 4.2: Acquire Expository (Informational/Research) Writing Skills
 Write an appropriate response to an essay question that requires: Comparing/contrasting, explaining,
proving, illustrating, discussing, classifying, tracing, analyzing, evaluating, relating and justifying. (G)
11.LA.4.2.1 Write expository essays that include a main idea, supporting details, and introductory,
body, and concluding paragraphs. (Ind)
11.LA.4.2.2 Write a research paper or project that makes distinctions between the relative value
and significance of specific data, facts, and ideas. The research paper or project should state a
thesis, use internal citations, and include a Works Cited page. (Ind)
 Choose and limit a research topic or information problem. Ask specific researchable questions, and
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2009
identify the information needed to answer the questions. (G)
Choose, limit, and develop a thesis for a research paper. (G)
Consider possible information sources (print, electronic, experts, etc.), then evaluate and select the most
appropriate. (Ind)
Locate and access the information resources. (Construct and apply effective research techniques.)
(Ind)
Find and use the information within the source. (Ind)
Evaluate the information for relevancy and authority, currency and accuracy. (Ind)
Locate, take notes on, summarize, organize and interpret key ideas from multiple written sources to
address the thesis and draw logical conclusions.(Ind)
Demonstrate understanding of the difference between and purposes of summary, paraphrase, and direct
quotations when taking notes on key ideas. (Ind)
Cite direct quotations, summaries, statistics, graphs, pictures, paraphrasing appropriately.(Ind)
Create an MLA Works Cited list of sources of information used in a research document. (See MLA.org.)
8
Critical Skills Continued
It is expected that all skills will be taught by the end of the year.
It is up to teachers to decide where each skill best fits in terms of the literature taught.
DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level
Standard 4: Writing Applications
Unit(s) in which
skills taught

(Ind)
Compare and contrast MLA and APA citation style, including format, internal citations, and Works
Cited/References pages. (DI/M), (G)
Create a five to six page research paper with a minimum of ten sources. (Ind)
Use correct outline format. (Ind)
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11.LA.4.2.3 Write technical or scientific text including résumés and cover letters that include
precise language appropriate for topic and audience. (Ind)
 Write a letter of application (e.g., college, job, and scholarship applications). (Ind)
 Write a précis/abstract. (G)
Goal 4.3: Acquire Persuasive Writing Skills
11.LA.4.3.1 Write persuasive compositions that acknowledge and refute opposing arguments.
(Ind)
Goal 4.4: Acquire Skills for Literary Response
 Compose a response using ideas and techniques from a variety of literature and fine arts that represent
many cultures and perspectives. (Ind)
11.LA.4.4.1 Write a literary analysis supporting important ideas and viewpoints through accurate
and detailed citations from the text. (Ind)
11.LA.4.4.2 Write responses to literature that demonstrate an awareness and appreciation of a
variety of authors' styles. (Ind)
2009
9
Critical Content Continued
It is expected that all skills will be taught by the end of the year.
It is up to teachers to decide where each skill best fits in terms of the literature taught.
DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level
Standard 5: Writing Components
Unit(s) in which
skills taught
Goal 5.3: Acquire Skills for Sentence Structure
11.LA.5.3.1 Apply correct and varied sentence types in writing. (Ind)
11.LA.5.3.2 Edit for agreement, word usage, parallel structure, and fluency. (Ind)
Goal 5.4: Acquire Skills for Using Conventions
11.LA.5.4.1 Demonstrate control of conventions including subject/verb agreement, verb tense,
parallel structure, and clauses. (Ind)
11.LA.5.4.2 Demonstrate in writing the correct use of punctuation and capitalization. (Ind)
Refer to adopted texts for examples.
 Use colons correctly (e.g., time, in business letters, and long lists, etc.). (Ind)
 Use semi-colons. (Ind)
 Use quotation marks to show emphasis. (Ind)
 Correctly use hyphens and dashes. (Ind)
2009
10
Critical Content Continued
It is expected that all skills will be taught by the end of the year.
It is up to teachers to decide where each skill best fits in terms of the literature taught.
DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level
Standard 6: Communication
Unit(s) in which
skills taught
Speaking and Listening
At Grade 11 level:
 Listen and respond to: Oral messages, readings, student presentations, lectures, electronic
presentations, interviews, live and electronic dramatic performances, and verse. (Ind)
 Listen to gain enrichment and information about various cultures through live and recorded
presentations reflecting dialect/jargon as encountered in the concept-based units. (Ind)
 Listen and process information in order to solve problems presented verbally. (Ind)
 Practice responsive skills between and among a variety of oral presentations to: Paraphrase,
summarize, ask questions for elaboration and clarification, interpret, evaluate, discuss, analyze,
compare/contrast, and critique. (Ind)
 Develop responsive interpersonal listening skills and encourage others’ participation, while exhibiting
courteous, attentive, and appropriate behavior during discussions: Listen well and verify understanding,
avoid monopolizing conversations, raise pertinent questions, and exhibit cultural sensitivity. (Ind)
 Listen for an organizational structure in order to determine how to take notes. (Ind)
 Listen for the main idea and supporting details. (Ind)
 Listen for organizational structure in an auditory medium. (Ind)
 Listen for propaganda techniques in an auditory medium. (Ind)
 Plan and deliver an oral presentation that demonstrates knowledge of content: Audience consideration,
appropriate introduction and conclusion, a clear purpose, a logical sequence, clarity of ideas, and
expressive words, use of cause and effect and similarities and differences to demonstrate a key point,
and appropriate responses to audience questions. (Ind)
 Plan and deliver an oral presentation that demonstrates knowledge of delivery: Eye contact, appropriate
body language, posture and poise, appropriate voice inflection, volume, clarity of speaking, rate of
delivery, use of correct grammar, use of supporting visual aid(s), and use of notes. (Ind)
 Read/recite verse and prose oral interpretations. (Ind)
2009
11
Critical Content Continued
It is expected that all skills will be taught by the end of the year.
It is up to teachers to decide where each skill best fits in terms of the literature taught.
DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level
Standard 6: Communication
Unit(s) in which
skills taught
Viewing
At Grade 11 level:
 View printed and/or electronic sources for information and understanding. Use viewing skills to
determine main idea and collect data. (Ind)
 View printed and/or electronic sources for personal response and expressions, and to engage in critical
analysis and evaluation. (Ind)
 Explain, compare, and contrast relationships, ideas, and cultures represented in various media. (Ind)
 Recognize propaganda techniques in a visual medium. (Ind)
 Apply knowledge gained from charts and graphs. (Ind)
 Use a variety of resources to produce age appropriate visuals that communicate through printed and/or
electronic sources, which include: Essential meanings and images, effective use of time, space, and
organization, appropriate style, word choices, grammar, punctuation, spelling, and proper
documentation. (Ind)
2009
12
Grade 11 Reading Strategies (Standard 1: Reading Process)
It is expected that these skills will be integrated into regular instruction in addition to the critical
skills taught for each unit.
DI/M= Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade Level
At Grade 11 level:
Before Reading Strategies
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Identify the type of text to be read, and match strategies and graphic organizers to the text to support the purpose
for reading: Textbooks, newspapers, magazines, charts, graphs, maps, expository essays, histories, journals/diaries,
reference books, poetry, short stories, biographies, narratives, chapter books, electronic databases, and websites.
(Ind)
Preview text to recognize organizational features: Cover information, title page, contents, chapter headings,
diagrams, charts, and graphs, maps and map keys, labels, captions, glossary/alphabetical order, and index. (Ind)
Preview electronic text to recognize the organizational features. Include all of the above in addition to hypertext
links, abstracts, subject headings, menus, data fields, advanced search fields, Boolean operators (and, or, not), and
drop down boxes. (Ind)
Activate prior knowledge: Brainstorm related topics, become familiar with necessary background, learn about the
author, recall related personal experiences, KWL-Plus, and PQ4R. (Ind)
Select strategies and graphic organizers to understand and remember various types of text: Outline, webbing/mind
mapping, flow chart, timeline, and note taking. (Ind)
Determine purpose for reading. (Ind)
Identify and define unfamiliar essential vocabulary. (Ind)
In test taking situations, look over the test to: Understand directions, get an overview of test structure, estimate
timing/pacing needed to complete test, and decide in what order to answer questions. (Ind)
During Reading Strategies
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2009
Connect new information to the known. (Ind)
Make and revise predictions about what is being read. (Ind)
Use features of texts to find and interpret information .(Ind)
Look for information to fulfill purpose for reading. (Ind)
Ask questions about the text and look for answers. (Ind)
Use text to verify meaning(s) of essential vocabulary. (Ind)
Use essential vocabulary to aid comprehension. (Ind)
Locate and identify main and supporting ideas. (Ind)
Understand the vocabulary of organizational patterns: Sequential, chronological, cause/effect, compare/contrast, and
13
Grade 11 Reading Strategies (Standard 1: Reading Process)
It is expected that these skills will be integrated into regular instruction in addition to the critical
skills taught for each unit.
DI/M= Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade Level
description. (Ind)
 Use outlining or note taking to organize information: Chronological, location, comparison-contrast, cause-effect, and
order of importance. (Ind)
 Locate, understand, paraphrase, and synthesize small but significant details in complex text. (Ind)
 In test taking situations: Read passages, define vocabulary, know what the questions are asking, answer by making
appropriate choices, and monitor test completion time. (Ind)
After Reading Strategies
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2009
Determine if purpose for reading has been achieved. (Ind)
Determine which questions have been answered and which still remain for re-reading or further reading. (Ind)
Reflect and express what new knowledge has been added to prior knowledge. (Ind)
Determine the correctness of predictions. (Ind)
Summarize what has been learned. (Ind)
Paraphrase important details from the text. (Ind)
Use a variety of graphic organizers to analyze and synthesize ideas related to the reading: Outlines, notes,
annotations, charts, diagrams, maps, and webs. (Ind)
Compare and contrast the text with other texts (expository and literary). (Ind)
React and support reaction to the text. (Ind)
Evaluate new information and hypothesis by testing against known information and ideas. (Ind)
Evaluate information for currency, accuracy and authority. (Ind)
Transfer knowledge of essential vocabulary to other reading and writing tasks. (Ind)
Upon completing a test: Review to make sure all directions were followed, and review all questions to be sure
answers have been answered to the best of abilities. (Ind)
When tests are graded and returned, reflect, revise, and rethink test responses: Error analysis, error correction, and
redirected thinking. (Ind)
LEARNING EXTENSION: Compile information in a different way by combining facts, ideas, terms, and basic concepts
in a new pattern or proposing alternative solutions (Ind)
14
Six Traits of Writing (Standard 5: Writing Components)
It is expected that these skills will be integrated into regular instruction in addition to the critical skills
taught for each unit.
DI/M= Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade Level
Traits At Grade 11 level:
Traits: Sentence Fluency:
Traits: Ideas
 Apply correct and varied sentence types in writing.
 Write with intriguing and original insights and/or a
 Edit for agreement, word usage, parallel structure, and
unique perspective. (Ind)
fluency.
Traits: Word Choice
 Maintain focus and clarity throughout writing by
linking relevant and significant details to the
 Use precise nouns, energetic verbs, specific modifiers, and
thesis. (Ind)
sensory details. (Ind)
Traits: Organization
 Use vocabulary that reflects writer’s personality. (Ind)
 Write pieces with captivating introductions, and a
 Use figurative language and sound devices: Simile,
body that includes thoughtful transitions and clear
metaphor, personification, alliteration, onomatopoeia, and
connections, and satisfying conclusions. (Ind)
hyperbole. (Ind)
 Narrow topic for a manageable thesis. (Ind)
 Use irony, understatement, allusion, oxymoron and
 Write a piece in which a variety of details, facts,
hyperbole as figurative language. (G)
examples, anecdotes, quotes, and/or explanations
 Use a range of vocabulary that is simple, natural, and clear.
are used to support a thesis and are appropriate
(Ind)
to topic, audience and purpose. (Ind)
Traits: Conventions
 Sequence details using problem/solution and order
 Use correct spelling, grammar and punctuation. (Ind)
of importance. (Ind)
 Demonstrates that use of conventions clarifies and
Traits: Voice
enhances meaning and voice, as well as improves credibility
 Tailor voice to engage the audience. (Ind)
of the work. (Ind)
 Write to reflect personality and expressiveness
 Write final work neatly, legibly, and use appropriate forms
tailored to audience and purpose. (Ind)
(margins, indentation, spacing, etc.). (Ind)
 Write to develop strong, effective mood and tone,
as well as experiment with personas. (Ind)
2009
15
Critical Content/Concept Web
Unit Topic:
Introduction to Rhetoric
Conceptual Lens:
Grade:
Key Elements of Rhetoric
Approximate Time Frame: Semester 1, Week
1-3
11
Rhetorical Triangle and Ethos,
Logos, and Pathos
Rhetorical Style: Diction
and Syntax
Visual Rhetoric
2009
Unit Overview
The Analytical Process and
Reader and Writer
(Establishing a purpose for
reading/writing, close reading,
questioning, annotating,
synthesizing through writing)
Unit Topic:
Introduction to
Rhetoric
Introduction to Patterns of
Development in Writing
This unit introduces students to rhetoric and
its purpose. Students will learn the basics of
rhetoric and how it applies to reading and
writing.
Students will consider writing and other
communication in terms of audience and
purpose by utilizing an analytical process.
This process will help students learn to
establish their own purpose for reading by
learning to ask questions of a text, interact
with a text through conversations,
annotations, dialectical journals, authorsays/author does, inquiry, etc.
Students will then begin to engage with texts
that model various patterns of writing and
learn to apply key elements of rhetoric in their
own writing.
Finally, students will engage in the writing
process, with a special emphasis on revision.
This emphasis will continue throughout the
course.
16
Grade: 11
Subject: AP English 11 Language and Composition
Unit: Introduction to Rhetoric
Conceptual Lens: Key Elements of Rhetoric
Enduring Understandings
1. Those who understand and can use rhetoric to
appeal to an audience of one or many find
themselves in a position of strength as they have
tools to resolve conflict, persuade others to support
their positions, and move people to action.
2. Writers, including student writers, purposefully use
different formats and rhetorical structures to
influence different audiences for different purposes.
3. The pattern of development (organizational
structure) of a text can influence its purpose.
4. Skilled readers use close reading to develop a full
understanding of a text.
2009
Guiding Questions
a. What is Rhetoric?
b. What is the Rhetorical Triangle?
c. What are ethos, logos, and pathos?
a. How do audience and purpose determine
format and rhetorical structures?
b. How does American literature from various
time periods reflect authors’ audiences and
purposes?
c. How do visual media purposefully use
rhetorical structures and formats to achieve
its purpose?
d. How does the student as a writer purposefully
use rhetorical structures?
a. What are the patterns of writing?
b. What is the purpose of each pattern?
a. What is close reading?
b. What questions and processes do readers use
to help them analyze a text?
c. How does the process of close reading lend
itself to writing a critical analysis?
17
Grade: 11
Subject: AP English 11 Language and Composition
Unit: Introduction to Rhetoric
Conceptual Lens: Key Elements of Rhetoric
Critical Content
AC = Assessment Code:
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will know…
1. The definition of rhetoric.
2. The definition and use of the Rhetorical Triangle.
3. The definition and use of Ethos, pathos, logos and how to identify and use each.
AC
4. The definition and use of syntax, diction, tone, style and other tropes and schemes (see p. 58-59 in the
Language of Composition text).
5. The historical perspective of Puritanism and Rationalism.
6. How historical writing utilizes rhetoric.
Critical Skills
AC = Assessment Code:
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to…
AC
11.LA.1.2.1 Identify the features and the rhetorical devices of a variety of literature and informational documents.
11.LA.2.1.1 Compare and contrast similar themes or topics by authors from different time periods or cultures to explain
how the historical or cultural context shapes each author's point of view.
11.LA.2.2.1 Analyze the relationships among theses and arguments in informational text (e.g., newspaper editorials,
promotional literature).
11.LA.4.3.1 Write persuasive compositions that acknowledge and refute opposing arguments.
11.LA.4.4.1 Write a literary analysis supporting important ideas and viewpoints through accurate and detailed citations
from the text.
11.LA.4.4.2 Write responses to literature that demonstrate an awareness and appreciation of a variety of authors' styles.
2009
18
Grade: 11
Subject: AP English 11 Language and Composition
Unit: Introduction to Rhetoric
Conceptual Lens: Key Elements of Rhetoric
Suggested Instructional Plan/Activities
(Correlations)
1. Complete an “author says/author does” analysis contrasting form and
content.
1, 2, 3
1, 2, 3, 4,
5
2. Write a sermon in the style of Jonathan Edwards or other author utilizing
rhetorical devices.
2
1, 2, 3, 4,
5, 6
3. Compare and contrast a puritan sermon with a modern sermon or speech.
4. Engage in a close reading of an assigned text.
1, 2, 3, 4
4
4, 5
5. Read to identify figures of speech and rhetorical devices and discuss the
author’s use of those devices.
1, 2, 3, 4
3, 4
6. Rewrite a piece of literature from Puritanism/Rationalism for a different
audience or purpose to determine how audience and purpose influence style and
word choice.
1, 2, 3, 4
5, 6
7. Compare and contrast political writing from the American Revolution and
1, 2, 3, 4
5, 6
2009
11.LA.2.1.1
11.LA.2.1.2
11.LA.2.1.3
11.LA.2.2.1
11.LA.2.2.2
Standard 3
11.LA.4.1.2
11.LA.4.3.1
Standard 5
11.LA.4.4.1
11.LA.1.2.1
11.LA.1.8.1
11.LA.1.8.2
11.LA.2.1.2
11.LA.2.2.2
11.LA.2.3.1
11.LA.2.3.2
11.LA.2.3.4
11.LA.2.3.5
Standard 3
11.LA.4.1.2
11.LA.4.2.1
Standard 5
Standard 3
19
compare it to current political discourse.
2009
11.LA.2.1.1
11.LA.4.2.1
20
Performance Assessment
Subject:
AP Language and Composition
Grade:
11
Unit Topic:
Introduction to Rhetoric
Conceptual Lens:
Key Elements of Rhetoric
Purpose: Engage students in writing to help them analyze the choices they make as a writer and learn to self-reflect on the degree
to which the purpose and audience influences a writer’s rhetorical choices.
All of Standard 3:
11.LA.4.3.1 Write
11.LA.4.4.2 Write
All of Standard 5:
Writing Process
persuasive compositions that acknowledge and refute opposing arguments.
responses to literature that demonstrate an awareness and appreciation of a variety of authors’ styles.
Writing Components
***********************************************************************************************************
Write a speech, sermon, editorial on a particular topic. The writing must include purposeful inclusion of at least 3 rhetorical devices
from selected class readings which may include allusion, parallel structure, repetition, imagery, ethos, logos, pathos, etc.
Students will present the final product to the class and engage in personal reflection on their own writing.
2009
21
Unit Overview
Critical Content/Concept Web
Unit Topic:
Developing Knowledge and Comprehension
Conceptual Lens:
Grade:
Approximate Time Frame: Semester 1, weeks
4-8
The goal of this unit is to help students
develop strong independent reading and
thinking skills.
Rhetoric
11
Identify and track rhetorical
devices through close reading
techniques
Questioning Schemes
Unit Topic:
Developing
Knowledge and
Comprehension
Analysis of Audience and
Purpose of a Text
Students will learn to notice, identify, and
track thesis statements, rhetorical devices,
imagery, motifs, etc. that writers use to
create meaning. In short, this unit will focus
on helping students be better readers in order
to develop stronger writing skills.
Students will begin to think about
reading/writing abilities by asking questions
as they work toward the analytical skills
needed to create a sold piece of writing.
Students will continue to use close reading
techniques to help develop and track student
thinking developed through questioning
schemes with the end goal of developing an
understanding of how the process of close
reading leads to an overall foundation for
textual analysis.
In addition, students will continue to develop
and apply their vocabulary of rhetorical and
literary devices.
2009
22
Grade: 11
Subject: AP English: Language and Composition
Unit: Developing Knowledge and Comprehension
Theme: Rhetoric
Enduring Understandings
1. Skilled readers/writers set a purpose for
reading/writing and choose strategies to help meet
their purpose.
2. Skilled readers/writers ask questions of a text and
read/write to answer those questions.
3. Skilled readers/writers recognize the importance of
details, and seek to find and evaluate patterns in
details.
4. Skilled readers/writers understand the needs of the
intended audience(s)
2009
Guiding Questions
a. Given a piece of writing, how does a reader/writer
determine the purpose for reading/writing?
b. How does a reader/writer choose strategies based
on their purpose?
c. How does a reader/writer monitor and adjust the use
of strategies based on their purpose?
a. What questions do readers/writers ask when
approaching a text?
a. How are details used as rhetorical devices?
b. How can small details contribute to the larger
meaning of a text?
c. What are rhetorical devices commonly used by
writers?
d. How do readers/writers evaluate patterns of
rhetorical devices?
a. How does a reader/writer identify the audience?
b. How does a reader/writer anticipate the needs of an
audience?
23
Grade: 11
Subject: AP English: Language and Composition
Unit: Developing Knowledge and Comprehension
Conceptual Lens: Rhetoric
AC = Assessment Code:
Critical Content
Q – Quizzes
O – Observations
D – Dialogues
T – Tests
P - Prompts
WS – Work Samples
SA – Student Self- Assessment
Students will know…
1. Multiple literary and rhetorical devices (see glossary in The Language of Composition).
2. Multiple questioning strategies and questioning schemes.
3. Multiple strategies for close reading/note taking.
4. Patterns of arrangement (narration, description, process analysis, etc.).
5. Every text has an intended audience and purpose.
6. How to use the writing process to move closer to the writer’s intended audience and purpose.
Critical Skills
AC = Assessment Code:
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to…
11.LA.2.1.1 Compare and contrast similar themes or topics by authors from different time periods or cultures to
explain how the historical or cultural context shapes each author's point of view.
11.LA.2.1.2 Apply reading strategies to self monitor for comprehension.
11.LA.2.1.3 Clarify an understanding of text by creating outlines, notes, annotations, charts, and/or diagrams.
11.LA.2.2.1 Analyze the relationships among theses and arguments in informational text (e.g., newspaper
editorials, promotional literature).
11.LA.2.2.2 Define the purpose and audience of a variety of communication formats (e.g., essays, letters, user
manuals, lab reports, websites).
11.LA.2.2.3 Extend, through original analysis, arguments presented in primary and/or secondary sources.
11.LA.2.3.1 Analyze recognized works of literature representing a variety of genres and traditions that: Trace
the development of the major periods of American literature; contrast the major themes, styles, and trends in
2009
AC
AC
24
different periods; evaluate the influences (i.e., philosophical, political, religious, ethical, and social) of the
historical period that shaped the characters, plot, and setting.
11.LA.2.3.2 Analyze how voice and the choice of a narrator effect characterization.
11.LA.2.3.3 Analyze the ways in which the theme represents a view or comment on life, using textual evidence
to support the claim.
11.LA.2.3.4 Evaluate the significance of various literary devices, including irony, tone, and figurative language.
11.LA.2.3.5 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language, on
tone, mood, and theme.
11.LA.4.4.1 Write a literary analysis supporting important ideas and viewpoints through accurate and detailed
citations from the text.
11.LA.4.4.2 Write responses to literature that demonstrate an awareness and appreciation of a variety of
authors' styles.
2009
25
Grade: 11
Subject: AP English: Language and Composition
Unit: Developing Knowledge and Comprehension
Conceptual Lens: Rhetoric
Suggested Instructional Plan/Activities
(Correlations)
1. Complete a close reading using a dialectical journal, annotation, authorsays/author-does analysis, graphic organizers, etc.
1, 2, 3, 4
1, 2, 3, 4,
5, 6
2. Develop questions about a text as a means of thinking more critically about
the text.
1, 2, 3, 4
2
3. Discuss the audience and purpose of a text and evaluate if the purpose of a
text has been met relative to the audience.
1, 2, 3, 4
1, 2, 3, 4
11.LA.2.2.1
LL.LA.2.2.2
4. Track and analyze detail and rhetorical devices in a text to determine a
pattern of use and the effect of that pattern.
3
1, 2, 3
11.LA.2.1.2
11.LA.2.3.1
11.LA.2.3.2
11.LA.2.3.3
11.LA.2.3.4
11.LA.2.3.5
Standard 3
11.LA.4.1.2
Standard 3
11.LA.1.2.1
11.LA.4.3.1
5. Copy change a piece of writing to help better understand how audience and
purpose influence stylistic choices.
6. Create an advertisement/commercial using rhetorical devices to sell a
product to a variety of audiences.
7. Read a variety of writing on a specific theme (education, for example) and
2009
5, 6
5, 6
1, 3, 4
2, 3, 4
11.LA.1.2.1
11.LA.2.3.2
11.LA.2.3.3
11.LA.2.3.4
11.LA.2.3.5
11.LA.2.1.2
11.LA.2.1.3
11.LA.2.2.1
26
compare/contrast the writers’ opinions of education.
2009
11.LA.2.2.2
11.LA.2.3.3
27
Performance Assessment
Subject:
AP English: Language and Composition
Grade:
11
Unit Topic:
Developing Knowledge and Comprehension
Conceptual Lens:
Rhetoric
Purpose: To complete a close reading and analysis of multiple texts, compare and contrast main premises from texts, and write an
essay using the writing process.
All of Standard 1: Reading Process
11.LA.2.1.1 Compare and contrast similar themes or topics by authors from different time periods or cultures to explain how the
historical or cultural context shapes each author’s point of view.
11.LA.2.1.2 Apply reading strategies to self monitor for comprehension.
11.LA.2.1.3 Clarify an understanding of text by creating outlines, notes, annotations, charts, and/or diagrams.
11.LA.2.2.1 Analyze the relationships among theses and arguments in information text.
11.LA.2.2.2 Define the purpose and audience of a variety of communication formats.
11.LA.2.2.3 Extend, through original analysis, arguments present in primary and/or secondary sources.
11.LA.2.3.3 Analyze the ways in which the theme represents a view or comment on life, using textual evidence to support the
claim.
All of Standard 3: Writing Process
11.LA.4.2.1 Write expository essays that include a main idea, supporting details, and introductory, body, and concluding
paragraphs.
All of Standard 5: Writing Components
***********************************************************************************************************
Students will be presented with two pieces of writing (one can be a piece of visual media) that share either audience or purpose on
the topic of the purpose of education. The pieces of writing can be self-selected or pre-determined by the teacher.
Students will analyze the paired texts, examining the purpose of education. Students will then write a compare/contrast analysis of
the texts, answering the question, “What is the true purpose of education?” Students will engage in peer response and use
2009
28
feedback for revision.
Critical Content/Concept Web
Unit Topic:
Analysis of the Elements of Rhetoric
Conceptual Lens:
Grade:
Rhetoric
Approximate Time Frame: 1st Semester,
Weeks 9-18
11
Application of Vocabulary
Meta-cognitive Choices
as Thinking Tools
Unit Topic:
Analysis of
Elements of
Rhetoric
Stylistic Differences
2009
Unit Overview
Putting it Together:
Written Analysis
In this unit, students will apply knowledge of
rhetoric, rhetorical devices and literary terms
to analyze a text. Students will examine how
form and function are inter-related to be able
to describe and analyze stylistic differences.
Students will describe how an author creates
meaning through rhetorical choices. They
can readily apply learned vocabulary in order
to examine the function of a device in a text.
Students will continue to focus their
questioning and close reading techniques
broadening the scope of their questions.
Finally, students will engage in several pieces
of writing, both formal and informal, as well
as timed writes and process pieces.
Revision strategies for timed writes and 29
process writing in particular will be utilized.
Grade: 11
Subject: AP English 11: Language and Composition
Unit: Analysis of the Elements of Rhetoric
Conceptual Lens: Rhetoric
Enduring Understandings
1. Skilled readers and writers use meta-cognition to
determine the most appropriate note-taking
techniques for a close a reading.
2. A writer purposefully chooses details and rhetorical
devices for a specific function which is based on
purpose and audience.
3. Style and purpose are interrelated and
interdependent.
4. Authors develop their own form and writing style
specific to their audience and purpose.
5. Writing has a common vocabulary to describe
stylistic choices.
2009
Guiding Questions
a. What is meta-cognition?
b. Why is meta-cognition important?
c. What are appropriate note-taking techniques one
can use when engaged in a close reading?
a. Which rhetorical devices are appropriate for specific
purposes and audiences?
b. Which devices are inappropriate for specific
purposes and audiences?
a. What is the difference between style and purpose?
b. How are style and purpose congruent in a piece of
writing?
a. How do various rhetorical choices interact with each
other to create a cohesive and unique writing style?
a. How does an understanding of common vocabulary
allow for deeper discussion and comprehension of a
piece of writing?
30
Grade: 11
Subject: AP English 11: Language and Composition
Unit: Analysis of the Elements of Rhetoric
Conceptual Lens: Rhetoric
AC = Assessment Code:
Critical Content
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will know…
1. The importance of meta-cognition and the role it plays in analyzing and evaluating.
2. How to describe literary devices using a common vocabulary.
3. How to trace rhetorical devices back to the intentions of the author.
4. How to select rhetorical devices for their own writing based on their purpose for writing.
5. How to articulate the inter-relationship between style and purpose in specific terms.
6. How to articulate what makes a piece of writing cohesive and unique.
Critical Skills
AC = Assessment Code:
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
11.LA.2.3.1 Analyze recognized works of literature representing a variety of genres and traditions that: Trace
the development of the major periods of American literature; contrast the major themes, styles, and trends in
different periods; evaluate the influences (i.e., philosophical, political, religious, ethical, and social) of the
historical period that shaped the characters, plot and setting).
11.LA.2.3.2 Analyze how voice and the choice of a narrator effect characterization.
11.LA.2.3.3 Analyze the ways in which the theme represents a view or comment on life, using textual evidence
to support the claim.
11.LA.2.3.4 Evaluate the significance of various literary devices, including irony, tone, and figurative language.
11.LA.2.3.5 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language, on
tone, mood, and theme.
11.LA.4.1.1 Write fictional, autobiographical, or biographical narratives that pace the presentation of action to
2009
AC
AC
31
accommodate changes in time and mood.
11.LA.4.1.2 Write original creative works including poetry and prose.
11.LA.4.2.1 Write expository essays that include a main idea, supporting details, and introductory body, and
concluding paragraphs.
2009
32
Grade: 11
Subject: AP English 11: Language and Composition
Unit: Analysis of the Elements of Rhetoric
Conceptual Lens: Rhetoric
Suggested Instructional Plan/Activities
(Correlations)
1. Write a parody of an author’s style.
2, 3, 4
4
2. Engage in written reflection about one’s own writing to point out literary
devices used and determine the effectiveness of that use.
1, 2, 3, 4, 5
1,2, 3, 4,
5, 6
3. Compare and contrast two author’s styles.
2, 4
4
4. Write a cause/effect essay that examines the use and result of an
author’s specific rhetorical device.
2, 5
1, 2, 3, 4,
5, 6
5. Complete a stylistic analysis of a piece of writing.
2, 3, 4, 5
6. Examine what happens when stylistic choices are ineffective.
2, 3, 4, 5
7. Write about the same topic from a variety of formats and purposes.
2, 3, 4
1,
5,
1,
5,
1,
5,
2009
2, 3, 4,
6
2, 3, 4,
6
2, 3, 4,
6
Standard 3
11.LA.2.3.1
11.LA.4.1.2
Standard 5
11.LA.2.3.2
11.LA.2.3.4
11.LA.2.3.5
11.LA.2.3.2
11.LA.2.3.4
11.LA.2.3.5
11.LA.2.3.2
11.LA.2.3.4
11.LA.2.3.5
Standard 3
11.LA.4.4.1
Standard 5
11.LA.4.4.2
11.LA.4.4.2
11.LA.4.1.2
11.LA.4.2.1
Standard 3
Standard 5
33
Performance Assessment
Subject:
AP English 11: Language and Composition
Grade:
11
Unit Topic:
Analysis of the Elements of Rhetoric
Conceptual Lens:
Rhetoric
Purpose: To prepare for the AP Exam; to write for varying purposes using varying formats.
Standard 3: Writing Process
11.LA.4.1.2 Write original creative works including prose and poetry.
11.LA.4.2.3 Write technical or scientific text including resumes and cover letters that include precise language appropriate for topic
and audience
11.LA.4.3.1 Write persuasive compositions that acknowledge and refute opposing arguments.
Standard 5: Writing Components
***********************************************************************************************************
Write three persuasive pieces in three different formats on a shared topic with the same purpose. Some examples of formats
include a persuasive essay, a letter to the editor, a personal narrative, a political cartoon, a poem, etc. Annotate each piece to
point out the specific rhetorical devices used appropriate to format and write a reflection about how each piece achieves its purpose
based on the format other stylistic choices used.
2009
34
Critical Content/Concept Web
Unit Topic:
Interpretation and Evaluation
Conceptual Lens:
Grade:
Unit Overview
Suggested Time Frame: 2nd Semester, 1st
nine weeks.
Rhetoric
11
This unit focuses on critical interpretation and
evaluation, teaching students to read
between the lines.
Critical Interpretation and
Evaluation
Evaluating the Effectiveness of
an Author’s Rhetorical Devices
Unit Topic:
Interpretation and
Evaluation
Students will move beyond considering how
meaning is created to why meaning is
created. They will evaluate the effectiveness
of an author’s use of rhetorical devices.
Study will focus on bias, assumptions and
elements of argument and persuasion with
the goal of evaluating the accuracy of claims
in a text.
Students will write a researched argument
paper in which students create and sustain an
argument based on secondary research.
Persuasion vs. Argument
 Bias
 Assumptions
2009
Elements of Argument
 Claim/Thesis
 Data
 Warrant/Backing
 Reservation/Response
 Ethos, Pathos, Logos
35
Grade: 11
Subject: AP English 11: Language and Composition
Unit: Interpretation and Evaluation
Lens: Rhetoric
Enduring Understandings
1. There are multiple interpretations of any piece of
writing, but they are all subject to the same standard
of argumentation, reasoning, and rhetorical analysis.
2. The effectiveness of a piece of writing depends on
the balance of the author’s intent and the reader’s
interpretation of the writing.
3. There is a different purpose and audience for
persuasion and argument.
4. All texts are subject to bias and assumption, and it is
the reader’s responsibility to read critically in order
to identify and consider the bias and assumption.
2009
Guiding Questions
a. How does an interpretation of a piece of writing vary
based on the audience?
b. How is it possible for a piece of writing to have many
meanings that may be contradictory?
c. What goes into creating a well-developed critical
interpretation of writing?
a. To what extent does an author’s intention have to be
taken into account when providing a critical
interpretation?
b. To what extent does a reader’s personal
interpretation and intentions have to be taken into
account when providing a critical interpretation?
a. How do persuasion and argument differ?
b. What audiences are subject to persuasion?
c. What audiences are subject to argumentation?
a. What is bias?
b. What is an assumption?
c. What are skills and strategies for detecting bias and
assumption?
36
Grade: 11
Subject: AP English 11: Language and Composition
Unit: Interpretation and Evaluation
Lens: Rhetoric
Critical Content
AC = Assessment Code:
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will know…
1. A quality interpretation of writing includes sound reasoning and an ample use of evidence from the text.
2. To consider their own background, biases and assumptions when interpreting a piece of writing.
3. That persuasion is not held to the same standard of argument.
4. Bias reveals itself through the use of certain rhetorical devices.
Critical Skills
AC = Assessment Code:
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to…
11.LA.1.8.1 Apply knowledge of roots and word parts to draw inferences about new words.
11.LA.2.2.3 Extend, through original analysis, arguments presented in primary and/or secondary sources.
11.LA.2.3.2 Analyze how voice and the choice of a narrator effect characterization.
11.LA.2.3.3 Analyze the ways in which the theme represents a view or comment on life, using textual evidence.
11.LA.4.1.2 Write original creative works including prose and poetry .
11.LA.1.2.1 Identify features and the rhetorical devices of a variety of literature and informational documents.
11.LA.3.2.1 Write persuasive compositions that acknowledge and refute opposing arguments. (Use persuasive
techniques to create an original argument based on the rhetorical situation.)
11.LA.4.2.2 Write a research paper or project that makes distinctions between the relative value and
significance of specific data, facts, and ideas. The research paper or project should state a thesis, use internal
citations, and include a Works Cited page.
2009
AC
AC
37
Grade: 11
Subject: AP English 11: Language and Composition
Unit: Interpretation and Evaluation
Lens: Rhetoric
Instructional Plan/Activities
(Correlations)
1. Read two letters to the editor showing opposing viewpoints on the same
topic, and determine which letter is the most effective.
1, 2, 3, 4
1, 2, 3, 4
11.LA.1.2.1
11.LA.2.2.3
2. Write a critical interpretation essay in which the student writes a reflection
on the argumentative or persuasive techniques used in the paper.
1, 2, 3, 4
1, 2, 3, 4
3. Read a piece of literary criticism and assess the reasoning and validity based
on the knowledge of sound interpretation.
4. Compare and contrast two pieces of writing: one that is sympathetic to, or
encourages reader interpretation and one that is straight-forward, or
discourages reader interpretation.
1, 2, 3, 4
1, 4
1, 2, 3, 4
1, 2, 3, 4
Standard 3
11.LA.4.4.1
Standard 5
11.LA.1.2.1
11.LA.2.2.3
11.LA.1.2.1
11.LA.2.2.3
2009
38
Performance Assessment
Subject:
AP English 11: Language and Composition
Grade:
11
Unit Topic:
Interpretation and Evaluation
Conceptual Lens:
Rhetoric
Purpose: To engage in the research process.
11.LA.4.2.2. Write a research paper or project that makes distinctions between the relative value and significance of specific data,
facts, and ideas. The research paper or project should state a thesis, use internal citations, and include a Works Cited page.













Choose and limit a research topic or information problem. Ask specific researchable questions, and identify the information needed to answer the
questions. (G)
Choose, limit, and develop a thesis for a research paper. (G)
Consider possible information sources (print, electronic, experts, etc.), then evaluate and select the most appropriate. (Ind)
Locate and access the information resources. (Construct and apply effective research techniques.) (Ind)
Find and use the information within the source. (Ind)
Evaluate the information for relevancy and authority, currency and accuracy. (Ind)
Locate, take notes on, summarize, organize and interpret key ideas from multiple written sources to address the thesis and draw logical
conclusions.(Ind)
Demonstrate understanding of the difference between and purposes of summary, paraphrase, and direct quotations when taking notes on key ideas.
(Ind)
Cite direct quotations, summaries, statistics, graphs, pictures, paraphrasing appropriately.(Ind)
Create an MLA Works Cited list of sources of information used in a research document. (See MLA.org.) (Ind)
Compare and contrast MLA and APA citation style, including format, internal citations, and Works Cited/References pages. (DI/M), (G)
Create a five to six page research paper with a minimum of ten sources. (Ind)
Use correct outline format. (Ind)
***********************************************************************************************************
Write a researched argument paper in which students are asked to evaluate the validity of sources. Topic choice is the teacher’s
discretion.
2009
39
Critical Content/Concept Web
Unit Topic:
Synthesis and Reflective Practice
Conceptual Lens:
Grade:
Unit Overview
Rhetoric
Approximate Time Frame: 2nd semester, 2nd
nine weeks.
11
Contextual Analysis
Application of Rhetorical
Choices in Student Writing
Students will write for a variety of audiences
and purposes, using a variety of styles and
rhetorical choices.
Unit Topic:
Synthesis and
Reflective Purpose
Synthesis
In this unit, students will focus on applying all
they’ve learned about rhetoric in a meaningful
and skilled manner.
The Reflective Reader/Writer
This unit will also focus on evaluating the
historical, cultural, philosophical, ethical,
social, religious and critical influences on
piece writing. Students will examine texts
from three main perspectives: text to self,
text to text, and text to world.
Students will practice for the AP exam by
developing and organizing dissimilar pieces of
writing from diverse sources into synthesized
written compositions.
Finally, students will engage in reflection
regarding how they’ve grown as a reader and
writer.
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Grade: 11
Subject: AP English 11: Language and Composition
Unit: Synthesis and Reflective Practice
Lens: Rhetoric
Enduring Understandings
Guiding Questions
1. Writers carefully consider audience and purpose
when making stylistic, rhetorical and organizational
choices.
a. What is one’s purpose for writing?
b. What is your personal writing style? How do you
know?
c. What influences your writing style?
2. Readers carefully consider the diverse context of a
piece of writing in terms of the historical period in
which it was produced, and the cultural significance
of the writing.
a. How does the interpretation of a piece of writing
change over time?
b. How does an author’s life influence a piece of
writing?
c. What role does the culture significance play on the
reader’s interpretation or value of a text?
a. How can seemingly dissimilar pieces of writing be in
conversation with each other?
b. What is the value of being able to draw connections
between diverse, dissimilar and contradictory text?
a. When it is appropriate to be reflective?
b. In what ways does literature influence one’s
understanding of the world? Why read and write?
c. How is critical reflective thinking applicable in other
areas of life?
3. Critical thinkers pull from diverse, dissimilar and
even contradictory sources to create meaning.
4. Critical thinkers use reflective practice in their
reading and writing which influences one’s
perspective on life.
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Grade: 11
Subject: AP English 11: Language and Composition
Unit: Synthesis and Reflective Practice
Lens: Rhetoric
AC = Assessment Code:
Critical Content
Q – Quizzes
O – Observations
D – Dialogues
T- Tests
Students will know…
1. Strategies for finding thematic connections between texts.
2. Why they are making specific rhetorical choices.
3. Where to go to find contextual background information about a text.
4. Personal reflection is important for growth as a thinker, reader, and writer.
2009
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
AC
42
Grade: 11
Subject: AP English 11: Language and Composition
Unit: Synthesis and Reflective Practice
Lens: Rhetoric
AC = Assessment Code:
Critical Skills
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to…
11.LA.2.1.1 Compare and contrast similar themes or topics by authors from different time periods or cultures to
explain how the historical or cultural context shapes each author's point of view.
11.LA.2.1.2 Apply reading strategies to self monitor for comprehension.
11.LA.2.3.3 Analyze the ways in which the theme represents a view or comment on life, using textual evidence.
11.LA.4.1.1 Write fictional, autobiographical, or biographical narratives that pace the presentation of action to
accommodate changes in time and mood.
11.LA.4.1.2 Write original creative works including poetry and prose.
11.LA.4.2.1 Write expository essays that include a main idea, supporting details, and introductory, body, and
concluding paragraph.
11.LA.4.2.3 Write technical or scientific text including resumes and cover letters that include precise language
appropriate for topic and audience.
11.LA.4.3.1 Write persuasive compositions that acknowledge and refute opposing arguments.
11.LA.4.4.1 Write a literary analysis supporting important ideas and viewpoints through accurate and detailed
citations from the text.
11.LA.4.4.2 Write responses to literature that demonstrate an awareness and appreciation of a variety of
authors’ styles.
Standard 3: Writing Process
Standard 5: Writing Components
2009
AC
43
Grade: 11
Subject: AP English 11: Language and Composition
Unit: Synthesis and Reflective Practice
Lens: Rhetoric
Instructional Plan/Activities
(Correlations)
1. Write a manifesto of personal style and intention: “why I write” and “how I
write.”
1, 3, 4
2
2. Write a reflection on the year’s course explaining personal growth as a
reader, writer, and thinker.
4
2
3. Write a synthesis paper in which students draw connections between
multiple diverse and dissimilar pieces.
1, 3, 4
1
4. Research the cultural influence of a piece of writing or an author, and
present the influences of and on your subject.
5. Write a completed piece of writing for publication based on student choice.
The purpose, audience, form and style will be selected by the student.
2
1, 2, 3, 4
3, 4
2
2009
Standard 3
11.LA.4.2.1
Standard 5
Standard 3
11.LA.4.2.1
Standard 5
Standard 3
11.LA.4.4.1
11.LA.4.4.2
Standard 5
11.LA.2.2.1
Standard 3
Standard 4
Standard 5
44
Performance Assessment
Subject:
AP English 11: Language and Composition
Grade:
11
Unit Topic:
Synthesis and Reflective Practice
Conceptual Lens:
Rhetoric
Purpose: To help students become reflective writers.
All of Standard 3: Writing Process, with an emphasis on revision
11.LA.4.1.1 Write fictional, autobiographical, or biographical narratives that pace the presentation of action to accommodate
changes in time and mood.
11.LA.4.1.2 Write original creative works including poetry and prose.
11.LA.4.2.1 Write expository essays that include a main idea, supporting details, and introductory, body, and concluding paragraph.
11.LA.4.4.2 Write responses to literature that demonstrate an awareness and appreciation of a variety of authors’ styles.
11.LA.4.2.3 Write technical or scientific text including resumes and cover letters that include precise language appropriate for topic
and audience.
11.LA.4.3.1 Write persuasive compositions that acknowledge and refute opposing arguments.
11.LA.4.4.1 Write a literary analysis supporting important ideas and viewpoints through accurate and detailed citations from the
text.
All of Standard 5: Writing Components
***********************************************************************************************************
Create a portfolio of selected self-written pieces and class readings. The written pieces should include a variety of styles, purposes
and contexts. The readings are selected based on their importance to the student’s development as a writer. Include written
reflections on each entry.
2009
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