AP+Language+and+Composition

English 11: Advanced Placement English Language and Composition 2010-2011 School Year, 4th Period Course Syllabus Room 308

|| Notes on historical context and discussion guide || Nov. 15 ||  ||  || || Imagist test Thursday, February 18. || Read Chapters 4 - 7 and answer reading questions || Feb. 22 || Feb. 23 || handout given in class || Read Chapters 8 - 10 and answer reading questions || Feb. 23 || Feb. 24 || || Read Chapters 11 - 14 and answer reading questions || Feb. 24 || Feb. 25 ||  || Inside the document are all the due dates! Thesis statement due Friday, Mar. 12 || Mar. 11 ||  ||  || Hamlet Act IV and V reading guide and lecture notes || May 5 ||  ||   || APUSH EXAM, 8 AM Field House ||  ||   ||   ||
 * **Assignment** || **Date Assigned** || **Date Due** || **Link** ||
 * Crucible Reading Guide ||  ||   || [[file:crucible act iii & iv homework.doc]] ||
 * Take Home Quotation Quiz ||  ||   || [[file:crucible quotations quiz.doc]] ||
 * John Proctor Character Analysis essay ||  ||   || [[file:crucible act ii essay.doc]] ||
 * Notes on Benjamin Franklin || Oct. 4, 2010 ||  || [[file:Ben Franklin Overheads.doc]] ||
 * The Interesting Narrative of Oladuah Equiano, pp. 155 - 164 || Oct. 4, 2010 || Oct. 5, 2010 || Qs 2 - 5 on page 164 in textbook ||
 * Patrick Henry's "Speech to Virginia Convention" || Oct. 11 || Oct. 12 || Qs 2 - 5, p. 206 ||
 * Franklin's "Speech at the Convention" and Crevocoeur's "Letters to an American Farmer" || Oct. 12 || Oct. 14 || Qs 2 - 5, p. 206 and Qs 2 - 5, p. 222 ||
 * Notes on a Growing Nation || Oct. 21 ||  || [[file:Growing Nation notes pp. 240 - 254.doc]] ||
 * Extra Credit: Persuasive Advertisements || Oct. 25 ||  || [[file:crevecoeurs persuasive ad.doc]] ||
 * "The Fall of the House of Usher" pp. 313 - 329 || Oct. 26 || Oct. 27 || [[file:Poe Gothic Elements in FHU.doc]]
 * "The Fall of the House of Usher" pp. 313 - 329 || Oct. 26 || Oct. 27 || [[file:Poe Gothic Elements in FHU.doc]]
 * "The Fall of the House of Usher" Qs 2 - 5, p. 329 || Oct. 28 || Oct. 29 || in textbook ||
 * Poe: Literary Strategies worksheet || Oct. 29 || Nov. 1 || Handout in class ||
 * Week of Nov. 15 - 19, 2010 ||  ||   || [[file:lesson plans eng 11 ap nov 15 - 19.doc]] ||
 * Hawthorne's //The Scarlet Letter//
 * Winter Break Reading: //The Adventures of Huckleberry Finn// || Dec. 3 || Jan. 3 || Reading guide handout in class. ||
 * Wordly Wise Vocabulary Lesson 1 || Jan. 25 || Jan. 26 || [[file:English 11 Vocabulary Lesson 1.doc]] ||
 * QUIZ on Melville, Emerson and Thoreau Thursday || Jan. 25. || Jan. 27 || [[file:transcendentalist and anti-transcendentalist study guide.doc]] ||
 * Vocabulary Lesson 2 || Jan. 28 || Jan. 31 || [[file:English 11 Vocabulary Lesson 2.doc]] ||
 * Diana Hacker's Guide to Research packet and Synthesis Essay: Media Influence in Presidential Elections || Feb. 2 ||  || [[file:research paper diana hackers guide questions.doc]]
 * Vocabulary Lesson 3 answer key || Feb. 9 ||  || [[file:English 11 vocabulary lesson 3.doc]] ||
 * Synthesis Essay Prompt: Media ||  ||   || [[file:synthesis prompt tv influencing elections.pdf]] ||
 * //The Great Gatsby//, Read Chapter 1 and answer Qs 1 - 9 from reading guide. || Feb. 8 || Feb. 9 || [[file:gatsby essay & quotes.doc]] ||
 * //GG//, answer key for chapter 1 ||  ||   || [[file:gatsby answers ch 1.doc]] ||
 * GG,answer key for chapters 2 - 5 || Feb. 16 ||  || [[file:gatsby ch 2 answers.doc]] ||
 * Read Chapter 6 by Friday, Feb. 18 || Feb. 16 ||  || [[file:gatsby ch 3 answers.doc]] ||
 * ||  ||   || [[file:gatsby answers ch 4 and 5.doc]] ||
 * Answer key to Wordly Wise Lesson 5 || Feb. 21 ||  || [[file:Wordly Wise Book 11 lesson 5.doc]] ||
 * Read chapter 7 of //The Great Gastby// and answer reading guide questions || Feb, 21 || Feb. 22 || handout given in class ||
 * Jazz Age Research Project || Feb. 23 ||  || [[file:gatsby jazz age research 2011.doc]] ||
 * Wordly Wise 3000 Book 11 Lesson 6 answer key || Feb. 27 ||  || [[file:Wordly Wise 3000 book 11 lesson 6 answer key.doc]] ||
 * Wordly Wise 3000 Book 11 Lesson 8 due Monday, April 4 ||  ||   ||   ||
 * Jazz Age Power Point Presentations begin April 18 ||  ||   ||   ||
 * Vocabulary Lesson 9 due Monday, April 11 || Apr. 8 || Apr. 11 ||  ||
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * More Imagists: Qs 2 - 4, p. 732; Qs 2 - 5, p. 734; Qs 2 - 5, p. 736 || Feb. 16 || Feb. 17 || in textbook
 * Catcher in the Rye
 * Catcher in the Rye
 * Catcher in the Rye
 * QUIZ on Catcher in the Rye Thursday, Feb. 25 ||  ||   ||   ||
 * Catcher in the Rye, Chapters 18 - 21 and all reading guide Qs from chapters 14 - 21 || Feb. 26 || Mar. 1 ||  ||
 * Catcher in the Rye Chapters 22 and 23 with reading questions || Mar. 1 || Mar. 2 ||  ||
 * Catcher in the Rye Final Four Delve In questions due Friday, Mar. 5 || Mar. 4 || Mar. 5 || [[file:catcher_in_the_rye_student copy.doc]] ||
 * "A Perfect Day for Bananafish" reading guide Qs due Mon., Mar. 8 || Mar. 5 || Mar. 8 || [[file:salinger reading guide bananafish.doc]] ||
 * Jazz Age Research
 * Everything's an Argument, Ch. 19 questions || Mar. 16 || Mar. 17 || [[file:eaa chapter 19.doc]] ||
 * Research Paper and ten direct quotation note cards due Thursday, Apr. 1 || Mar. 31 || Apr. 1 ||  ||
 * Final Research Paper due April 16 ||  ||   ||   ||
 * //Hamlet//, Act I Reading Guide || Apr. 12 ||  ||   ||
 * Hamlet, Act II Reading Guide || Apr. 20 ||  ||   ||
 * AP Practice Test V - Handout given in class - complete all multiple choice questions || May 3 ||  ||   ||
 * Hamlet Act III
 * NO CLASS FRIDAY, MAY 7
 * || June 22, 2010 ||  ||   ||

Course Description Students will learn to identify, analyze and utilize the power of rhetoric to enable them to write effectively in their college courses and in their professional lives. In addition to readings from the American literature course, students will read and analyze essays, letters, speeches, and images with an emphasis on language, rhetoric and argument. Given the highly visual nature of contemporary media, students will examine elements of rhetoric in cartoons, photographs, advertisements and/or films.

Because of the varied curriculum of the Language and Composition course, students are allowed to write in a variety of forms – narrative, expository, exploratory, and argumentative – on a variety of subjects from personal experiences to public policies, from imaginative literature to pop culture.

This is a college-level course with college-level expectations. Students are expected to read most selections outside of class in order to be prepared for critical discussion. Often, reading selections and/or writing assignments may be long-term; therefore, students must carefully manage their time.

The course is also a survey of American literature. Students will explore works from the American literary canon to strengthen their critical reading skills.

Course Objectives Students will be able to  understand the purpose and significance of reading critically  evaluate interpretive literature that illuminates certain aspects of the human condition  think critically about the social, political, and scientific issues raised in the fiction and essays  write clearly about those issues and those texts in argumentative, expository and compare/contrast expository essays  evaluate self (and other’s) writing  understand the literary traditions from which American literature has grown  extend the command of language through rhetoric, grammar and vocabulary study  learn techniques of literary research, documentation and presentation

Prentice Hall’s //The American Experience// //Everything’s an Argument, Fourth Edition//, Andrea A. Lunsford and John J. Ruszkiewicz //A World of Ideas: Essential Readings for College Writers, Seventh Edition//, Lee A. Jacobus //A Writer’s Reference, Fifth Edition//, Diana Hacker
 * Texts**

//The Adventures of Huckleberry Finn// //The Great Gatsby// //Bartleby, the Scrivener// //Catcher in the Rye//
 * Supplemental Reading**

Blue or black ink pens, #2 pencils 3-ring binder with 5-tab divider college rule paper high lighters
 * Materials**

AP ASSESSMENT PLAN This course teaches the skills of careful reading, critical thinking, and clear writing. You will not often be asked to demonstrate what you remember from the readings. Rather you will be asked, frequently, to demonstrate how carefully you can read, how critically you can think, and how clearly you can write.

Students will be evaluated on homework, writing assignments, examinations, and in-class assignments which include but are not limited to the following: quizzes, tests, journal writings, Socratic seminars, and group activities.

Grades and numbered scores will be given on AP prompts throughout the year. This evaluation will vary according to expected growth in each writer. Scores in the beginning of the year will be more lenient than end-of-year scores with the expectation that students are working throughout the course to improve their writing skills.

Timed Writings

As the year progresses, the timed writing simulations will adapt to finally resemble the AP examination. For example, in the fall, students will respond to writing prompts and draft their essays as homework. However, by the beginning of the second semester, all prompts will be completed in class within designated time limits.

Grading Policy

Essays 40%: Most (but not all) essays will be written as homework in the first nine weeks. Rough drafts will not be accepted on long-term assignments. All essays should be self-edited and revised before they are turned in. Essays assigned in the second semester will be written in class or the computer lab in a timed environment.

Daily Work and Quizzes 25%: Reading check quizzes will be given to check for basic understanding. Daily work is based on the teacher’s observations and evaluations of group discussion, Socratic seminars and student presentations and participation.

Tests 25%: All tests for major units in the American literature curriculum will include an essay. Most tests will have a multiple choice component. Sample AP practice tests will also be graded on a sliding scale during the second semester.

Homework 10%: All reading assignments will have homework questions. The homework will be checked at the beginning of class. No late homework will be accepted. It must be completed at home.

Teaching Strategies

Students should approach each reading with certain concepts in mind and be able to identify the following in each reading selection. 1. What is the thesis argument? 2. What is the author’s tone? 3. What is the author’s purpose? 4. Who is the audience or what is the occasion? 5. What evidence is shown? 6. What appeals are present? Logos, Pathos, Ethos 7. How does the author’s style?

Students will attend individual writing conferences to discuss the organization of the essay with an emphasis on effective transitions and coherence.

Classroom Expectations You are expected to arrive on time and use class time wisely. A reading check quiz may be given following assigned at-home reading. Other homework assignments will be randomly collected and checked.

Makeup Work: If you are absent, you must contact me as soon as you return. If you are absent on the day of an announced quiz or test, you are expected to make up the assignment the DAY YOU RETURN to school.

What is the honors student like? The honors student has  The ability to read accurately  The ability to engage in intelligent discussion, involving active listening and constructive speaking  The desire to learn more than the obvious or superficial  A sense of personal and social responsibility sufficient to keep up with the individual workload and to contribute meaningfully to group efforts  The willingness to accept criticism from both their teachers and peers  The patience to accept a variety of answers or unresolved questions as starting points for further thinking and exploring of ideas in works of literature  Either a good basic command of language or the willingness to work hard to catch up with students who possess such sk