Welcome to AP
English Literature!
Welcome to AP English!
Literature & Composition
Collect Your Institute Materials
1.
Institute Notebook
2.
3.
4.
College Board Workshop Handbook
College Board Special Focus: Curriculum Module
Textbook: Literature and Composition
(Carol Jago, et al)
(Check your pages: Agenda i-vi, 1-212; Appendix 1-15)
Write your name on each item!
Computer: AP Central and SAS Curriculum Pathways®
www.apcentral.collegeboard.com / www.sascurriculumpathways
SAS UserName: SASCP11
Password: APSummer
Student user name: APEnglish
Introductions
(Fill out Index Card)
1.
2.
3.
4.
5.
Name, School, Email
Years of teaching? Years teaching AP?
Titles of 2-3 literary works you most enjoy teaching
Your Major Questions for this AP Institute
Prioritize the week’s top items by your needs:
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Reviewing College Board Goals/Content/Standards
Learning to Score AP Multiple-Choice and Essay Questions
Teaching Close Reading and Literary Analysis/Poetry & Prose
Selecting and Teaching Novels and Plays/Open Question
Planning Syllabi/Lessons
Sharing Syllabi/Lessons
Utilizing Online Learning Resources
List others, if you wish.
Institute Resources
YOU!
• Introduce yourself: Name, school, AP
experience
• Favorite work to teach
• Your Major Question for this week
• Most important thing a teacher needs to
know/ask about AP English
Sally Humble
B. A., Wake Forest University
M.A.T.,Ph.D., Duke University
• Teacher
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Middle School, High School, College, Graduate Education Courses
• Writer
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Enloe HS English: Required Curriculum/Electives
Duke University TIP AP* Manuals (Lang & Lit)
Faulkner’s Women; “Women in Winesburg, Ohio”
Agora Magazine
SAS Curriculum Pathways®
(www.sascurriculumpathways.com)
NC Virtual High School
A “little” novel in progress
• Consultant
•
•
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For Duke TIP, College Board, National Faculty, Prentice Hall, SAS Institute, Inc.
My “been-to” sites for workshops: NY, PA, MD, DE, VA, WV, NC, SC, GA, FL, AK, AL,
MS, TX, MI, OH, CA!
Conclusion: English teachers are energetic, fascinating, diverse individuals
who are intelligent, dedicated workers and lovers of literature!
Topic 1: Essential Knowledge
A. AP Instructional Goals and Curriculum
Join Groups A (pre-AP, AP less experienced), OR
Groups B (AP more experienced)
• Groups A: Survey and discuss, pp. 1-2, p. 4, Notebook
• Groups B: Survey and discuss, p. 3-4, Notebook
• Create a Chart to make notes:
Course
Content
Daily
Activities
Climate/
Atmosphere
Collaboration and Sharing
A. AP Instructional Goals and Curriculum
Continue group discussion:
• Describe audited AP course curricula.
• Respond to the sample audited course and
•
requirements, Workshop Handbook, pp. 31-44
Respond to the sample Pre-AP/AP program,
Enloe High School
Topic 1: Essential Knowledge
A. AP Instructional Goals and Curriculum
Most important points from group discussions.
Course
Content
Daily
Activities
Climate/
Atmosphere
Topic 1: Essential Knowledge
A. AP Instructional Goals and Curriculum
•
What do AP Goals imply about
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Course content?
Daily activities?
Atmosphere?
What are the essential principles and practices
of an effective Pre-AP/AP English Literature
classroom?
Explore Jago, Literature and Composition, pp. 1-17.
Assuring Equity
What are your most important insights and issues?
Ideas/Questions from Past Institutes:
1.
2.
3.
4.
Schools should lay a foundation for AP: Pre-AP and Vertical
Teaming.
Should there be a minimal requirement for taking an AP course or
can any student benefit?
How can open-access AP be maintained without risking
graduation?
AP requires student responsibility for college-level work. Student’s
work ethic and self-motivation are the most important issues.
Topic 1:
Essential Knowledge
The AP Lit & Comp class is
 a thinking/sharing community of learners
 where questions, ideas, critical thinking, and
imaginative exploration
 flourish through oral discussion and writing about
literature.
Topic 1: Essential Knowledge
Classroom Practices
1.
The main emphasis is on close reading (works of
literary merit).
2.
Close reading is a structured reading process that
focuses on the text and moves from observation and
engagement to analysis and interpretation.
3.
Effective AP essays are based on skillful close reading
of literary texts and skillful analytic/interpretive writing.
4.
Class discussions should focus on these skills,
emphasizing critical thinking, multiple interpretations,
and diverse perspectives.
Welcome to AP
English Literature!
Topic I: Essential Knowledge
B. The AP Exam
• Mastery of close reading is required for high-
level performance on multiple-choice questions.
• An effective AP essay grows out of close
reading. The essay expresses an articulate,
coherent interpretive argument based on
analysis of a text and the literary techniques that
convey meaning and artistry. The essay is
written in an authentic, congruent voice.
Essential Exam Knowledge
Strategies for Multiple-Choice Questions
Notebook, p. 9
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Read for the whole drift first
Move rapidly, make temporary guesses
Realize the questions are your allies
Read for implications
Analyze and interpret parts as designated
Master literary terms in advance
Essential Exam Knowledge
Strategies for Effective AP Essays
Notebook, p. 9
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Address Technique—the HOW of the prompt
Address Theme—the WHAT of the prompt
LINK the HOW and the WHAT
Create a logical, reasoned argument that
explains the WHY of the prompt:
• speaker’s purpose, meanings revealed through literary
devices, message
• Keep in mind essential CB traits:
• Vocabulary, Sentence Structure, Logical Organization,
Focus/Elaboration, Rhetorical Power
Essential Exam Knowledge
Strategies for Effective AP Essays
• Literary Terms -- definitions and
applications, p. 11
• Mastering the “how” and “what” elements:
Chart, p. 12
Embedding Critical Thinking:
Group Discussion of M-C Questions
Model Student Discussion: Follow the Steps Carefully
1.
Appoint a leader to guide/pace the group.
2.
Share and compare your answers. Wrong answers are your
greatest asset for discussion and learning. Don’t be shy!
3.
Discuss, analyze, and debate specific questions with different
answers. Determine group’s “best answer” for this question.
4.
Defend all answers with support from the text or the question.
5.
Together, determine all the best answers. (But also hold on to
your minority views. You may be right!)
Sitting in the Student’s Chair
AP Multiple-Choice Practice
• Locate and complete multiple-choice questions:
– “Advice to a Prophet” (Richard Wilbur), Workshop Handbook, p. 10
– “The Eolian Harp” (Coleridge), Workshop Handbook. P. 17
• DO NOT look up the answers
Other Options:
– “There Was a Boy” (Wordsworth)
– “The Most of It” (Frost)
– From Richard III, “It is the winter of our discontent…”
• Maintain quiet as you work on questions.
• Start another set, if you finish early.
• Choose a reading you complete to discuss with a group.
Embedding Critical Thinking
Through Group Discussion
Model Student Discussion: Follow the Steps Carefully
1.
Appoint a leader to guide/pace the group.
2.
Share and compare your answers. Wrong answers are your
greatest asset for discussion and learning. Don’t be shy!
3.
Discuss, analyze, and debate specific questions with different
answers. Determine group’s “best answer” for this question.
4.
Defend all answers with support from the text or the question.
5.
Together, determine all the best answers. (But also hold on to
your minority views. You may be right!)
Welcome to AP
English Literature!
Multiple-Choice Answers
“There Was a Boy”
1. C
“The Most of It”
2. A
11. D
3. B
12. B
4. D
13. A
5. B
14. A
6. D
15. C
7. A
16. E
8. E
17. A
9. A
18. B
10. C
“Winter of our . . .
1. D
2. B
3. A
4. C
5. C
6. D
7. E
8. B
9. E
10. C
11. A
12. B
13. B
14. C
Analyze Your M-C Questions
Group Analysis of Multiple-Choice Questions
1.
2.
3.
4.
5.
What questions require students to know and apply the definition
of a literary term? (List those terms.)
Identify the questions that require accurate close reading of a
phrase or line? (How many?)
Identify the questions that require accurate interpretation of the
whole text? (How many?)
Identify a specific reading strategy required by a particular
question. (Discuss several. Make a list and prepare to explain
these strategies.)
What do the questions reveal about multiple-choice testing
techniques? (List several insights.)
Extend Discussion
• Did the questions reveal new insights into the
•
•
•
text?
What did you learn about close reading?
What did you learn about multiple-choice
testing?
How can this exercise help your students?
Share Your Conclusions
Multiple-Choice Practice
• What are the essential insights you gained about
– The importance of literary terms (list some)
– Close reading skills (less some specific strategies)
– Critical thinking skills
• What do your insights imply about effective AP Literature
instruction?
• What are your ideas for using M-C practices in your AP
course.
• What skills are required for success?
Evaluate Your Group Discussions
Index Card
• Rate: 1 (low) to 5 (high)
• Comment
– Focus: Did the group maintain a focus on the
assigned task?
– Pacing: Did your group progress at an effective
pace, completing the task in a timely manner?
– Content: Were the ideas and insights discussed
informative and rewarding? (Report your best
example)
Welcome to AP
English Literature!
Judging AP Essays
The Reading/Writing Synergy
Locate “Storm Warnings” (pp. 17-20)
• What are the WHAT, HOW, and WHY of the
prompt for this poem?
• What main point must the student address?
• How do CB Exam readers determine which
essays are high, middle, and low?
• What connection between reading and writing is
revealed by this prompt and the sample
responses?
Teaching to the Nines
“The Great Scarf of Birds,” pp. 21-24
• Read the prompt and the poem.
• Study the student essay, using the questions in
italics to guide your thinking:
– List 2-3 main points that best address both the WHAT
and HOW of the question.
– List 5 examples from the essay that support these
points.
What skills are required for a successful essay?
What would your AP students learn from this
assignment?
Judging AP Essays
Survey 2010 Exam, CB Workshop Handbook,
p. 75ff, Question 2 and/or 3
1.
2.
3.
4.
5.
Are AP prompts structured to reveal accurately a student’s skill as
reader, writer, thinker?
Do you agree or disagree with the standards reflected in the high,
middle, low rankings of these essays?
What did you learn about effective AP writing?
What did you learn about yourself, as a judge of AP student
writers?
Go online (AP Central/Courses and Exams) for additional
examples of AP exam questions & essays
What skills are required for success?
Testing Your Alignment
• Keep in mind all you have observed about
effective student writing for AP Essays.
• Read “Reunion,” pp. 25-26
• Review the Scoring Guide, p. 27.
• Score the Sample Essays, pp. 28-32, using
the Scoring Guide to help you determine
your scores, 9-1.
Welcome to AP
English Literature!
“Reunion” Scores
• #1 = 6
• #2 = 9
• #3 = 9
• #4 = 5
• #5 = 1
• #6 = 4
Topic 2: Teaching AP Writing
A. AP Writing Standards
What are the traits of effective AP writing?
(See Notebook, p. 33)
• Sentence Style
• Organization
• Quality of Thinking
Sentences
• Economy (p.34)
Sample essays: Auden’s “As I Walked Out One Evening”
• Variety (p.36)
• Practicing Sentence Patterns (37-38)
Organization
(p. 39)
• AP Impromptu Essays vs. Edited Essays
• Guidelines for Impromptu Essays
• Identify the WHAT and the HOW
• Underline passages for examples
• Identify a controlling idea; state it; keep it in mind and up front;
use it to explain the WHY
• Address the prompt throughout the essay
• Decide on a specific principle of organization—the narrative
sequence of the passage, the list of literary techniques to
address, a combination.
Organization
(p. 40)
Guidelines for Edited Writing:
Promote the Writing Process
• Develop activities that require students to practice the whole writing
process: prewriting, drafting, shaping, and revising
• Keep in mind the importance of the revision process for improving
writing
– We don’t write; we only re-write
• Plan so that students write more than you can possibly have time to
read—make use of peer and self-assessment
Quality of Thinking (p. 41-42)
• Analyze the prompt, locating the “how” and
•
•
“what”
Read the poem, “The Groundhog”
Study the student response:
– What makes the sentences effective?
– What makes the organization effective?
– Why and how does the essay exemplify a high quality
of thinking?
Priorities in Writing Instruction, p. 43
• regular and frequent writing practice,
• timed writings—opportunities to meet specific
directives within the framework of a designated time,
• challenging questions about their ideas and
interpretations,
• questions and suggestions to help them build valid
and logical arguments,
• feedback about general effectiveness and
persuasiveness,
Priorities in Writing Instruction, p. 43
• advice about organization and restructuring,
• suggestions for expanding and elaborating,
• help in identifying awkward, unclear wording or a
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•
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monotonous style,
help in identifying patterns of frequent errors in grammar
or mechanics,
activities and directives to help them develop a critical eye
about their own writing, and
guidance in learning to practice self-assessment.
– Note SAS Curriculum Pathways resources, p. 43
Assessment of AP Writing (p. 44)
• Holistic Scoring at AP Exam Readings
• Student Skills for Success
– Responses should
• focus on the prompt.
• reflect an accurate reading of the text.
– Writing should
• Be grammatically correct (a timed draft).
• Show effective use of subordination, economy, precision, and a
fluent flow of thought.
• be coherently organized and shaped for the prompt.
– Overall response should be
• Intellectually stimulating with significant insights into the content
literary techniques, language resources, themes & purpose.
Holistic Assessment (p. 45)
• What are the uses and advantages of holistic
•
•
•
assessment?
Can students and teachers use a generic, holistic Scoring
Guide?
How can holistic scores be translated into grades?
What does a Generic Scoring Guide look like? (p.46)
Sitting in the Reader’s Chair
Pre-Exam Tips for Students . . . (pp. 47-49
From the Small to the Large Issues
Analytic Assessment
• What does analytic assessment address? (p. 50)
• What are its disadvantages and advantages?
• When does teacher assessment become just editing? Is
•
editing what teachers should do?
How can self-assessment improve student writing? (p.
51)
Explore Topics for Analytic Assessment . . .
a student/teacher tool (p. 52-54)
Conclusions
What do AP Exams and Writing Standards
imply about course content, activities, and
atmosphere in Pre-AP and AP classes?
Looking ahead . . .
Days 3 and 4:
– Explore options, Agenda, Topic 7: Choose high
interest topic from Open Choices, A or B
– Explore options, Agenda, Topic 8: Choose specific
Acts from Hamlet or whole play. Choose from other
book-length works listed, or . . . Please suggest other
options for study and discussion now!
– Give me your choices on index cards at noon on
Tuesday. I’ll arrange groups according to interest.
Day 5: Volunteer to present Course Overview,
Unit, Lesson, or an Activity. (See me Mon. or
Tues.)
Conclusions
Challenge . . . Write a response to 2011 Exam,
Question 1, 2, or 3 for Friday (Prompts, p. 10.)
Questions . . . Exploration
www.sascurriculumpathways
UserName: SASCP11
Password: APSummer
Collaboration
Welcome to AP
English Literature!