AP Lang: Plans for Week 2

As should be expected, I had to make some modifications to the first week.  Alas, here’s the set for this week.  As you look at my plans, please keep in mind that this is the first time I’ve taught this course — the first time in 7 years it has been offered in my school — and I’m literally starting from scratch.

I welcome your feedback as I help prepare my students for success.

  Standards/Objectives Detailed Agenda
W2

M

Bell Ringer: Through the study of fairy tales, students will be able to monitor GUM and identify the meaning of unknown words.

Hidden Agenda: Building background for allusion

 

 

Multiple Choice Monday: Through the study of an AP MC reading selection, students will be able to correctly answer the question, including justification for the selected answer.

 

Bell Ringer: 15 minutes

Caught ‘Ya (L11.1-3)

Etymology (L11.4-6)

~ G/AF: Sentence Corrections with guided questions with assigned weekly partner

~ Share outs (based on pacing)

 

Multiple Choice Monday: Released AP Exam 2007 MCQuestions from Joyce Carol Oates passage

I: Student are given 15 minutes to read the text and answer the questions.

(Ss may select one final answer or one of two for half credit.)

D/Ap: Students will review answers and write corrections with argumentative stem. (15 minutes)

 

Reflection Closure:

1. What do you notice about the MC testing? What will be a strength to help you? What will be an area to work on before the test?

2. How does last semester’s learning seem to fit into what you now know about this course?

 

W2

T

Bell Ringer: Through the study of fairy tales, students will be able to monitor GUM and identify the meaning of unknown words.

Hidden Agenda: Building background for allusion

 

Thesis Statement Tuesday: Through the study of an AP MC reading selection, students will be able to correctly answer the question, including justification for the selected answer.

 

Diction and Tone: Through the overview of diction and tone, students will be able to identify and analyze denotation and connotation of specific text examples.

 

Bell Ringer: 15 minutes

Caught ‘Ya (L11.1-3)

Etymology (L11.4-6)

~ G/AF: Sentence Corrections with guided questions with assigned weekly partner

~ Share outs (based on pacing)

 

Thesis Statement Tuesday: Released AP Exam 2007 from Joyce Carol Oates passage

I: Students are given a writing prompt to analyze and describe the task in his/her own words.

2. Students will identify possible evidence for the prompt.

3. Students will write a thesis statement for the prompt.

 

Diction and Tone Overview (Practice 1/2)

O: Ss will REVIEW diction and tone as literary devices supporting effective rhetoric.

D/App: Students will practice identification throughout the scaffolded lesson.

Closure: Think about your answers and T’s answers.   What do you notice? What did you do well? What changes might you need to make?

 

 

W1

W

Bell Ringer: Through the study of fairy tales, students will be able to monitor GUM and identify the meaning of unknown words.

Hidden Agenda: Building background for allusion

 

Writing Wednesday: Through the study of The Art of Styling Sentences, students will be able to write thorough and concise sentences.

 

Diction and Tone: Through the overview of diction and tone, students will be able to identify and analyze tone of specific text examples.

 

Bell Ringer: 15 minutes

Caught ‘Ya (L11.1-3)

Etymology (L11.4-6)

~ G/AF: Sentence Corrections with guided questions with assigned weekly partner

~ Share outs (based on pacing)

 

Writing Wednesday: Sentence Pattern 1

O: Ss learn sentence pattern one through short writing lecture.

D/Ap: Ss will create sentences using the pattern by arranging groups of words and when starting from scratch. Mastery 2/3 in each group.

 

 

Diction and Tone Overview (Practice 3/4)

O: Ss will REVIEW diction and tone as literary devices supporting effective rhetoric.

D/App: Students will practice identification throughout the scaffolded lesson.

Closure: Think about your answers and T’s answers.   What do you notice? What did you do well? What changes might you need to make?

 

W1

Th

Bell Ringer: Through the study of fairy tales, students will be able to monitor GUM and identify the meaning of unknown words.

Hidden Agenda: Building background for allusion

 

Tutoring Thursday: Through the study of AP Rhetoric, students will be able to correctly identify and explain the given device in the task cards. (Mastery 8/10)

 

Cycle 3: Through the study of The Crisis, students will be able to rhetorically analyze a given AP article, including analysis of diction and tone.

 

Bell Ringer: 15 minutes

Caught ‘Ya (L11.1-3)

Etymology (L11.4-6)

~ G/AF: Sentence Corrections with guided questions with assigned weekly partner

~ Share outs (based on pacing)

 

Tutoring Tuesday: AP Figurative Language Task Cards

I: Students are given 10 minutes to review the academic vocabulary associated with the excerpts on the task cards.   This is designed to help reteach missed skills, and definitions of unknown words are encouraged for learning outside of class.

D/Ap: Students will rotate through stations to complete a minimum of ten task cards each for a grade. Mastery = 8 of 10.

 

Vocabulary Assessment: Students will take a multiple choice assessment matching examples to the figurative language terms.

 

Diction and Tone Analysis

1. Students are given the text of “The Crisis” to look for 4 examples of diction that support the tone.

2. Students are to write a response describing the tone and providing textual evidence.

 

 

 

 

W1

F

Bell Ringer: Through the study of fairy tales, students will be able to monitor GUM and identify the meaning of unknown words.

Hidden Agenda: Building background for allusion

 

Free Response Friday: Through the study of The Art of Styling Sentences, students will be able to write thorough and concise sentences.

 

Sunday News, Monday Views: Through the study of current events, students will be able to rhetorically analyze a chosen article from the weekend news.

~Note: This assignment becomes weekend homework due EVERY Monday.

 

Bell Ringer: 15 minutes

Caught ‘Ya (L11.1-3)

Etymology (L11.4-6)

~ G/AF: Sentence Corrections with guided questions with assigned weekly partner

~ Share outs (based on pacing)

 

Free Response Friday: Students will respond to an essay question as much as possible with a 15 minutes time frame.

1. Students will review the prompt and thesis from Thesis Tuesday.

2. Students will create a quick outline.

3. Students will begin writing their essay.

 

Sunday News, Monday Views:

O: Ss will learn the assignment expectations. (10 minutes)

D/App: Students will pick an article (5 minutes) and complete the analysis (15 minutes).

E: Ss will share with a partner for feedback (5 minutes each) and make revisions before submission (6).

 

HWK: Students will use the article from Mr. Goff to prepare for ethics overview.

 

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