COURSE OUTLINE: ENGLISH II ACADEMIC



Advanced Placement English Language and Composition

Instructor Buckley, Room 307

Email: mbuckley@

Office Hours: 8:00-8:40, by appointment only

I. COURSE DESCRIPTION:

In conjunction with the College Board AP Language Course Description, AP English Language and Composition engages students in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Their writing, their reading, and their visuals (photographs, films, advertisements, comic strips, and music videos) should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects. Furthermore, the writing and reading allows students to recognize generic conventions and how the resources of language contribute to effectiveness in writing. Students develop research skills that enable students to evaluate, use, and cite source material. (CR 1)

II. GOALS:

Students (with the instructor’s assistance) should be able to do the following:

A. Analyze and interpret samples of good writing and visuals, identifying and explaining an author’s use of rhetorical strategies and techniques

B. Apply effective strategies and techniques in their own writings (peer review and writing workshops)

C. Create and sustain arguments based on readings, research, and/or personal experience

D. Demonstrate understanding and mastery of standard written English as well as stylistic maturity in their own writings

E. Write in a variety of genres and contexts, both formal and informal (journal writing and imitation exercises), employing appropriate conventions

F. Produce expository and argumentative compositions that introduce a complex central idea and develop it with appropriate, specific evidence, cogent explanations, and clear transitions

G. Move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing, and review.

H. Develop a wide-ranging vocabulary to appropriately and effectively write prose

I. Incorporate a variety of sentence structures, including appropriate use of subordination and coordination

J. Develop a logical organization, enhanced by specific techniques to increase coherence, such as repetition and transitions

K. Emphasize a balance of generalizations and specific illustrative detail

L. Establish an effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure

M. Recognize language’s power to exploit and abuse along with its power to inform and inspire

N. Develop research skills in order to evaluate, use and cite primary and secondary sources; this research allows students to present an argument (demonstrating analysis and synthesis of the material)

III. COURSE CONTENT:

Students will demonstrate competency in writing college level essays using the following methods:

A. Example

B. Classification/Division

C. Process

D. Definition

E. Cause and Effect

F. Argumentation/Persuasion

G. Comparison and Contrast

H. Description

I. Analysis of Literature

J. Personal Writing

K. Research

L. College Essay

IV. MATERIAL:

Cooley, Thomas. The Norton Sampler: Short Essays for Composition. New York: W.W. Norton &

Company Inc., 2003.

Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th Edition. New York:

MLA, 2003. (A recommended college English companion)

Glaser, Joe. Understanding Style: Practical Ways to Improve your Writing. New York: Oxford

University Press, 1999.

Kennedy, X.J., Dorothy M. Kennedy, and Jane E. Aaron. The Bedford Reader. 9th Edition. New

York: Bedford/St. Martin’s Press, 2006.

(Various Novels)

V. SPECIAL REQUIREMENTS:

Journal Notebook (MEAD Composition Book)

A notebook (with pockets) for English assignments and materials

A three-ring binder for a writing portfolio (to be submitted at the conclusion of the marking period)

Two 3 x 5 disks or a Flash Drive

Index Cards

VI. Submission of Papers:

-Typed in 12 point font

-Double spaced

-On one side of 8.5 x 11 inch white paper

-Stapled in the upper left-hand corner

-Contain your name, course, and the date in the upper left-hand corner of the first page only (single spaced)

-Contain all work, including pre-writings, outlines, rough drafts, and a final copy in chronological order, with pre-writing on the bottom and the final copy on the top

PLAGIARISM:

Any student found to be cheating on an assignment will receive a grade of zero for that assignment with no opportunity to make it up. Cheating includes:

1. Giving or receiving information pertaining to tests, and

2. Plagiarizing, which is defined as taking and using, as one’s own the writing or ideas of another.

VII. HOMEWORK, MAKEUP WORK, GRADES, AND TARDY POLICIES

HOMEWORK: Homework will be evaluated! All homework must be completed on time. If a student misses class with an excused absence, he/ she will have until the next class block to make up work. No credit will be given for work due if the student has an unexcused absence. Essays submitted late will be accepted until the Unit Test. Late compositions will suffer a ten-point (10) deduction for each day the paper is late.

Assignments are expected to be on time, legible, complete, and finished in a manner that reflects thoughtful consideration of the assignments. If you miss a quiz or a test on the day of your absence, you have one additional class block to make it up (unless you and I come to some alternate agreement). All projects must be submitted on time.

The English marking period grade is based on the point system. The number of points earned during the nine weeks is totaled and divided by the potential number of points to arrive at a percentage. Students will receive class participation points. These points are added at the end of the nine-week period. The following grading scale is used:

A+= 100, 99, 98 A= 97, 96, 95,94, 93

B+= 92, 91, 90 B=89, 88, 87, 86, 85

C+= 84, 83, 82 C=81, 80, 79, 78,77

D+=76, 75,74 D=73, 72, 71, 70

F=69 and below

The final grade for the year is determined by averaging the four marking period grades and the semester exams.

Each student will receive three hallway passes per marking period. If a student has not used any of his/ her passes in one marking period or arrived tardy, he/ she will receive 5 extra credit points for that marking period. Valuable Tip: These extra points can sometimes improve a student's letter grade at the end of the marking period.

Heritage Tardy Policy

1st Tardy Warning

2nd Tardy Parent Contact

3rd Tardy 3 Days of Lunch Detention (to be served within one week)

4th Tardy Refer to administer for ISR/Friday or Saturday School

5th Tardy Refer to administer for ISR

Additional Refer to administer for disciplinary action

VIII. CLASSROOM RULES FOR A POSITIVE LEARNING ENVIRONMENT:

1. Be on time. Students are expected to be in their seats ready to begin work at the end of the six-minute passing period. Students are expected to stay in their assigned seats during instructional time. In addition, use the lavatory between classes and sharpen pencils before class begins.

2. Bring all necessary English materials with you to class (books, notebooks, extra pen and/ or pencil).

3. We will follow all school rules as stated in your student handbook (and agenda). This includes the policies on tardies, the honor code, make-up work, etc.

4. Book covers are recommended for all English textbooks.

5. Keep an open mind and have a sense of humor.

6. Always use appropriate language in the classroom; remember your audience. Students complete ten push-ups/expletives that are verbalized. This deters further discipline action. (

7. Remember the Mutual Respect Principle: The teacher has the right to teach; the student has the right to learn. No one should interfere with these rights.

AP English Exam Results for 2004

Language and Composition:

Total Number Completed Exam=198, 350

Mean Score: 2.85 (A score of 3 or higher: 115, 616 @ 58.2%)

8.7%=5

17.8%=4

31.7%=3

33.0%=2

8.8%=1

Literature and Composition:

Total Number Completed Exam=239, 493

Mean Score: 2.97 (A score of 3 or higher: 155, 405 @ 64.9%)

9.2%=5

21.3%=4

34.3%=3

27.4%=2

7.7%=1

438, 007 Completed Both Exams

All students will take the AP English Language and Composition Examination on Wednesday, May 16, 2007.

AP English Language and Composition Outline

Instructor Buckley

1st Semester & 2nd Semester

Norton=The Norton Sampler

Bedford=The Bedford Reader

Under=Understanding Style: Practical Ways to Improve Your Writing

SSR-Sustained Silent Reading

College Board Curricular Requirements (CR)

CR1. The teacher has read the most recent AP English Course Description, available as a free download on the AP English Language and Composition Course Home Page.

AP English Language and Composition Course Home Page

CR2. The course teaches and requires students to write in several forms (e.g., narrative, expository, analytical, and argumentative essays) about a variety of subjects (e.g., public policies, popular culture, personal experiences).

CR3. The course requires students to write essays that proceed through several stages or drafts, with revision aided by teacher and peers.

CR4. The course requires students to write in informal contexts (e.g., imitation exercises, journal keeping, collaborative writing, and in-class responses) designed to help them become increasingly aware of themselves as writers and of the techniques employed by the writers they read.

CR5. The course requires expository, analytical, and argumentative writing assignments that are based on readings representing a wide variety of prose styles and genres.

CR6. The course requires nonfiction readings (e.g., essays, journalism, political writing, science writing, nature writing, autobiographies/biographies, diaries, history, criticism) that are selected to give students opportunities to identify and explain an author's use of rhetorical strategies and techniques. If fiction and poetry are also assigned, their main purpose should be to help students understand how various effects are achieved by writers' linguistic and rhetorical choices. (Note: The College Board does not mandate any particular authors or reading list, but representative authors are cited in the AP English Course Description.)

CR7. The course teaches students to analyze how graphics and visual images both relate to written texts and serve as alternative forms of text themselves.

CR8. The course teaches research skills, and in particular, the ability to evaluate, use, and cite primary and secondary sources. The course assigns projects such as the researched argument paper, which goes beyond the parameters of a traditional research paper by asking students to present an argument of their own that includes the analysis and synthesis of ideas from an array of sources.

CR9. The course teaches students how to cite sources using a recognized editorial style (e.g., Modern Language Association, The Chicago Manual of Style, etc.).

CR10. The AP teacher provides instruction and feedback on students' writing assignments, both before and after the students revise their work, that help the students develop these skills:

-A wide-ranging vocabulary used appropriately and effectively

-A variety of sentence structures, including appropriate use of subordination and coordination

-Logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis

-A balance of generalization and specific, illustrative detail

-An effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure

|Dates |Class |Assignments |

| | |(1st Semester) |

|9/5 & 9/6 (TW) |Introduction to Syllabus |Research the cookie box |

| |Introduction Activity |Resume/Survey of Skills Due 9/7 & 9/8 |

| |Diagnostic Vocabulary & Writing | |

|9/7 & 9/8 |Journal #1 |Read Voices You Want to Listen Ch. 1 Under |

|(RF) |Unit 1 Vocabulary (Check resume) |Unit 1 Vocabulary |

| |Example Notes, Norton |Timed Writing Assignment: |

| |All Seven Deadly Sins Committed… |“Voice mail is a great convenience |

| |Shopping Center Assign. p.105 #1 |(or a great inconvenience) for the caller” |

| | |Two Letters of Recommendation Due 9/19 & 9/20 |

| | | |

|9/11 & 9/12 |Journal #2 |The Invisible Flying Cat p.106 Norton |

|(MT) |Grade Unit 1 Vocabulary, Collect TW |English is a Crazy Language p. 110 Norton |

| |AP Practice Test |Jazz: Music Beyond Time and Nations p. 116 Norton |

| |Summer Reading Analysis | |

|9/13 & 9/14 |Journal #3 |Timed Writing Assignment: “People one comes to admire don’t always at first |

|(WR) |Rhetorical Devices-Literary Terms |seem likable.” |

| |Jigsaw Activity w/Nonfiction Selections |Generalizations Activity |

| |Analyzing Cartoons for Examples |Homeward Bound p. 123 Norton |

| |Peer Review (Practice AP) |Unit 1 VCB Quiz |

|9/15 & 9/18 |Journal #4 |Timed Writing Assignment: “Certain song lyrics, closely inspected, promote |

|(FM) |SSR, Collect TW |violence.” |

| |Unit 1 VCB Quiz |Commercial Analysis Assignment |

| |Rhetorical Devices-Literary Terms |Homelessness p. 195 Bedford |

| |Visual Representations of Example |Homelessness p. 200 Bedford |

| | |Test: Ch. 1 Voices You Want to Listen…9/19 & 9/20 |

|9/19 & 9/20 |Journal #5 |Read Voices to Shun Ch. 2 Under |

|(TW) |Test: Ch. 1 Voices You Want to Listen… |Complete Unit 2 VCB |

| |Unit 2 VCB | |

| |Homelessness Analysis | |

| |Black Men and Public Spaces p. 205 Bedford | |

|9/21 & 9/22 |Journal #6 |Two Letters of Recommendation Due 9/25 & 9/26 |

|(RF) |Peer Review (Lyrics or Likeable) | |

| |Signs p. 219 Bedford | |

| |Signs Language Activity p. 224 | |

|9/25 & 9/26 |Journal #7 |Prepare Rhetoric Presentations |

|(MT) |Illustrations of Road Signs/Symbolism |Timed Writing Assignment: “Certain machines do have personalities.” |

| |Rhetorical Devices-Literary Terms |Unit 2 VCB Quiz |

| |Group Assignment: Articles on Rhetoric | |

|9/27& 9/28 |Journal #8 |Family Rhetoric: Observe family’s rhetorical devices |

|(WR) |SSR, Collect TW |Due 10/3 & 10/4 |

| |Unit 2 VCB Quiz | |

| |Group Presentations: Articles on Rhetoric | |

|9/29 & 10/2 |Journal #9 |Test: Ch. 2 Voices to Shun 10/3 & 10/4 |

|(FM) |Unit 3 VCB |Synthesis Essay: Political Letter with Sources |

| |Timed Writing: Ties That Bind |Complete Unit 3 VCB |

| |Reviewing Scored Essay (Examples) | |

| |Visual Examples from Amy Tan | |

|10/3 & 10/4 |Journal #10 |Complete Personal Narrative |

|(TW) |Test: Ch. 2 Voices to Shun |Example Essay Test on 10/5 & 10/6 |

| |Collect Synthesis Essay |Read Two Widespread Problems: Overwriting and Underwriting Ch. 3 Under |

| |Discuss Per. Narrative (College Essay) | |

|Dates |Class |Assignments |

|10/5 & 10/6 |Journal # 11 |Read Description p. 21-25 Norton |

|(RF) |Review Example & Rhetorical Devices |Timed Writing: Write a description about your first day of school. |

|10/9- Holiday |Example Test (Essay & Multiple Choice) | |

|10/10 & 10/11 |Journal #12 |Read The Miss Dennis School of Writing p. 28 Norton |

|(TW) |Collect TW |A View From the Bridge p. 37 Norton |

| |Rhetorical Devices-Literary Terms |Unit 3 VCB Quiz |

| |Description Notes & Activity | |

|10/12 & 10/13 |Journal #13 |Read No Rainbows, No Roses p. 42 Norton |

|(RF) |SSR |No Wonder They Call Me a Bitch p. 47 Norton |

| |Unit 3 VCB Quiz |Timed Writing: Write about a time when you delivered good (or bad) news. |

| |CL Web Activity-Description Activity | |

| |Arm Wrestling with My Father p. 144 Bedford | |

|10/16 & 10/17 |Journal #14 |Shooting Dad p. 152 Bedford |

|(MT) |Collect TW |Silent Dancing p. 162 Bedford |

| |Unit 4 VCB |Fly-Fishing for Doctors p. 173 Bedford |

| |Practice AP Exam |Complete Unit 4 VCB |

|10/18 & 10/19 |Journal #15 |Timed Writing: Write about a time when you returned to an old neighborhood or|

|(WR) |Peer Review (Practice AP) |childhood spot. |

| |Jigsaw Activity w/Description Readings | |

|10/20 & 10/23 |Journal #16 |Test: Ch. 3 Two Widespread Problems: 10/24 & 10/25 |

|(FM) |SSR, Collect TW | |

| |Description through Illustrations & Media | |

|10/24 & 10/25 |Journal #17 |Read Narrative p. 54-57 Norton |

|(TW) |Test: Ch. 3 Two Widespread Problems |Read The Ashen Guy: Lower Broadway, September 11, 2001 p. 60 Norton |

| |Start HW Readings |Unit 4 VCB Quiz |

|10/26 & 10/27 |Journal #18 |Read Finding the Right Words Ch. 4 p. 61 Under |

|(RF) |Unit 4 VCB Quiz |The Lion in Winter p. 65 Norton |

| |Multiple Choice Notes |The Back of the Bus p. 72 Norton |

| |Multiple Choice Questions |Personal Narrative p. 80 |

| |Narration Notes | |

|10/30 & 10/31 |Journal #19 |None of This is Fair p. 81 Norton |

|(MT) |Unit 5 VCB |Frank Sinatra’s Gum p. 89 Norton |

| |Discussion of Narration/Description |Read Shawshank Redemption |

| |Intr. Shawshank Redemption/Novella |Complete Unit 5 VCB |

|11/1 & 11/2 |Journal #20 |Timed Writing: Write a narrative about a conflict or contest you experienced.|

|(WR) |Rhetorical Devices-Literary Terms | |

|11/3 Q1 Ends |Description Activity w/Norton Stories |Read Shawshank Redemption |

|11/3 & 11/8 |Journal #21 |Read Shawshank Redemption |

|(FW) |SSR |Test: Ch. 4 Finding the Right Words 11/9 & 11/10 |

|11/6&7 |Narration Essay |Unit 5 VCB Quiz |

|Student Holiday |Visual Description Examples | |

|11/9 & 11/10 |Journal #22 |Fish Cheeks p. 94 Bedford |

|(RF) |Unit 5 VCB Quiz |The Chase p. 99 Bedford |

| |Discuss Shawshank, Character Sheet |Indian Education p. 105 Bedford |

| |Test: Ch. 4 Finding the Right Words |Read & Study for Shawshank Redemption Test 11/13 & 11/14 |

| |Champion of the World p. 88 Bedford | |

|11/13 & 11/14 |Journal #23 |Read Finding Fresh Words: Clichés, Usage, Quoting, Figurative Language Ch. 5 |

|(MT) |Unit 6 VCB |p. 76 Under |

| |Shawshank Test |Grammy Rewards p. 206 Norton |

| |Narration Analysis |Body Imperfect p. 209 Norton |

| |Grade A: The Market for a Yale Woman’s Egg p. 114 |Complete Unit 6 VCB |

| |Bedford | |

|11/15 & 11/16 |Journal #24 |Grant and Lee: A Study in Contrasts p. 212 Norton |

|(WR) |Compare and Contrast Notes |Like Mexicans p. 218 Norton |

| |Practice AP Test |Timed Writing: Compare and contrast two television news commentators. |

| |Watch Couric,Gibson, & Williams | |

|Dates |Class |Assignments |

|11/17 & 11/20 |Journal #25 |Read Gender in the Classroom p. 224 Norton |

|(FM) |Unit 6 VCB Quiz |Remembering My Childhood on the Continent of Africa p. 233 Norton |

| |Peer Review | |

| |Rhetorical Devices-Literary Terms | |

| |Compare/Contrast Nonfiction Selections | |

|11/22-11/24 |Thanksgiving Break |Read The Places in Between-Steward or West of Kabul, East of New York- |

| | |Test: Ch 5 Finding Fresh Words: Clichés, Usage, Quoting, Figurative Language |

| | |p. 76 Under on 11/28 & 11/29 |

| | |Gobble Gobble ( |

|11/21 & 11/27 (TM) |Watch Rhetorical Strategies | |

|11/28 & 11/29 |Journal #26 |Read Coherence: Fitting Sentences Together Ch. 6 |

|(TW) |SSR |p. 76 Under |

| |Unit 7 VCB |Synthesis Timed Writing: Compare and contrast musicians and their lyrics. |

| |Test: Ch 5 Finding Fresh Words: Clichés, Usage, |Complete Unit 7 VCB |

| |Quoting, Figurative Language p. 76 Under | |

| |Discuss Nonfiction Reading | |

|11/30 & 12/1 |Journal #27 |Neat People vs. Sloppy People p. 239 Bedford |

|(RF) |Collect TW |Batting Clean-Up and Striking Out p.245 Bedford |

| |Nonfiction Reading Essay-RD |Remembering My Childhood on the Continent of Africa p. 250 Bedford |

| |Introduction Compare/Contrast | |

| |Neat People vs. Sloppy People p. 239 Bedford | |

|12/4 & 12/5 |Journal #28 |Test: Ch 6 Coherence: Fitting Sentences Together 12/6 12/7 |

|(MT) |Practice AP Test | |

| |Grant and Lee: A Study in Contrasts p. 258 Bedford | |

| |Compare/Contrast w/Bedford Selections | |

|12/6 & 12/7 |Journal #29 |Read Assigning Emphasis Ch.7 p. 111 Under |

|(WR) |Test: Ch 6 Coherence: Fitting Sentences Together |Timed Writing: Compare and contrast high school and middle school. |

| |Peer Review |Unit 7 VCB Quiz |

|12/8 & 12/11 |Journal #30 |Synthesis Timed Writing: Compare and contrast Western and Eastern Women/Men |

|(FM) |SSR, Collect TW |(Note: utilize nonfiction reading from Thanksgiving Break) |

| |Unit 7 VCB Quiz |Compare /Contrast Test 12/12 & 12/13 |

| |Size 6:The Western Women’s Harem p.265 Bedford | |

| |Compare/Contrast Review Activity | |

|12/12 & 12/13 |Journal #31 |Everyday Use p. 272 Bedford |

|(TW) |Unit 8 VCB |Complete Unit 8 VCB |

| |Collect Synthesis TW | |

| |Test: Compare and Contrast | |

|12/14 & 12/15 |Journal #32 |Climbing the Golden Arches p. 284 Norton |

|(RF) |Peer Review of Synthesis TW |Prison Man Considers Turkey p. 290 Norton |

| |Notes: Cause and Effect |Who Killed Easter Island? p.295 Norton |

| | |Test: Ch 7 Assigning Emphasis 12/18 & 12/19 |

|12/18 & 12/19 |Journal #33 |Read Controlling Rhythm Ch. 8 p. 128 Under |

|(MT) |Test: Ch 7 Assigning Emphasis |Timed Writing: Explain the causes and effects of students’ pressured to |

| |Group Activity: Cause/Effect Analysis |succeed. |

| | |Unit 8 VCB Quiz |

|12/20 & 12/21 |Journal #34 |Timed Writing: Explain the causes and effects of television on society. |

|(WR) |SSR |The Wounds That Can’t Be Stitched Up p.309 Norton |

| |Unit 8 VCB Quiz | |

| |A Giant Step p. 303 Norton | |

| |Practice Multiple Choice Questions | |

|12/22-1/1 |Winter Break |Read The Kite Runner or Glass Castle |

|(F) | |A Web of Brands p.440 Bedford |

| | |Live Free and Starve p.448 Bedford |

| | |Drugs p. 454 Bedford |

|1/2 & 1/3 |Journal #35 |Timed Writing on Novel-RD |

|(TW) |Rhetorical Devices-Literary Terms |Test: Ch 8 Controlling Rhythm 1/4 & 1/5 |

| |Share Newspaper Reviews: C & E | |

| |Nonfiction Novel Discussions | |

|1/4 & 1/5 |Journal #36 |Read Ch. 9 Naming Definite Actors and Actions Ch. 9 p. 142 Under |

|(RF) |Test: Ch 8 Controlling Rhythm |Timed Writing: Explain the causes and effects of morality in high school. |

| |Jigsaw-Cause/Effect Analysis | |

|1/8 & 1/9 |Journal #37 |Read Ch. 10 Achieving Structural Variety p. 157 Under |

|(MT) |Practice AP Test | |

| |Cause & Effect w/Media Illustrations |Timed Writing: Explain the causes and effects of young people conforming to |

| | |peer’s standards. |

|1/10 & 1/11 |Journal #38 |Videotape p. 466 Bedford |

|(WR) |SSR |Cause & Effect Activity |

| |Safe-Sex Lies p. 459 Bedford |Test: Ch 9 Naming Definite Actors and Actions p. 142 |

| |Multiple Choice Questions | |

|Dates |Class |Assignments |

|1/12 & 1/16 |Journal #39 |Read Ch. 10 Test: Ch.10 Achieving Structural Variety Under |

|(FT) |Test: Ch 9 Naming Definite Actors and Actions p. 142 |Timed Writing: Explain the causes and effects of competitive sports in high |

| |Cause/Effect Activity |school. |

|1/17 & 1/18 |Journal #40 |Timed Writing: Explain the causes and effects of underage drinking. |

|(WR) |Collect TW | |

| |Multiple Choice Questions | |

| |Midterm Review | |

|1/22, 1/23, 1/24, 1/25 |Exam Days, ½ Day Schedule | |

| |Early Dismissal 1:30 | |

|1/19 & 1/22 |Midterm Review |Study for your Exams ( |

|(FM) |(VCB 1-8) | |

|1/25 Q2 Ends |1/26 Student Holiday | |

| | | |

|Dates |Class |Assignments (2nd Semester) |

|1/30 & 1/31 (TW) |Journal #1 |Unit 9 VCB |

| |Beauty Synthesis Essay | |

|2/1 & 2/2 | Watch In Cold Blood |Scholastic C/E Scholarship Essay: Money and Influence |

|(RF) | |HCK Weekly Reading Assignment |

|2/5 & 2/6 |Watch In Cold Blood |Best Buy Scholarship Online Activity |

|(MT) |Analyze M.C. Ques. from Exam |Read Bedford: |

|2/8 & 2/9 (RF) |Distribute New Syllabus |Study C/E Notes |

| |C/E Reading: Web Brands |C/E Essay |

| |Multiple Choice Practice | |

|2/12 & 2/13 |C/E M.C. Synthesis Essay |Unit 10 VCB |

|(MT) |Unit 9 VCB Quiz |How Come the Quantum p. 260 Norton |

| |Unit 10 VCB |Bop p.265 Norton |

| |Intro. Definition Unit, Analysis Sheet |If You are What You Eat, Then What? p. 269 Norton |

| |In Praise of the Humble Comma |Record Analysis on your Sticky Notes |

|2/14 & 2/15 |Journal |Happy Heart Day! |

|(WR) |Collect Unit 10 VCB | |

| |Rhetorical Devices: 2:1 Ratio | |

| |Read Guys vs. Men | |

| |AP Article: Record Notes about Rhetoric | |

| |(Jigsaw) | |

|2/16 & 2/20 |Journal/Passive Voice | Review Ch. 6 Under, Activity next Class Period |

|(FT) |Interactive Reading: |Being a Chink p. 492 Bedford |

| |Read Tracing a Boundary p. 477-485 |Needs p. 499 Bedford |

| |Read The Meanings of a Word p.486 Bed |Definition Essay: |

| |Being a Chink p. 492 Bedford | |

|2/21 & 2/22 |Timed Writing: Wilderness Essay |Unit 10 VCB Quiz |

|(WR) |Ch. 6 Under Activity |Cookies or Heroin? p. 508 Bedford |

|2/19= Holiday |Cookies or Heroin? p. 508 Bedford |Pride p. 503 Bedford |

|President’s Day | |Finish Definition Analysis Sheet |

|2/23 & 2/26 |Journal/M.C. |Timed Writing Assignment: “Organ & Tissue Donation: Persuade Someone to Give |

|(FM) |Unit 10 VCB Quiz |the Gift of a Lifetime”: |

| |Review Essay by Stegner |Max. 1,000 word Persuasive Argument |

| |Definition Analysis Sheet Review |Study Rhetorical Devices: Definition Test Next Class |

| |Create M. C. Questions from Def. Unit | |

|2/27 & 2/28 |Journal/SSR & HCK ( |Unit 11 VCB |

|(TW) |Unit 11 VCB |Ch. 7 Under Reading |

| |Definition Unit Quiz |Timed Writing: Definition in Advertisement |

| |Rhetorical Devices | |

|3/1 & 3/2 |Journal |Bring your favorite recipe to class! |

|(RF) |Collect Organ & Tissue Essay |Tone/Diction Activity Finished |

| |Collect TW/Unit 11 VCB | |

| |Ch. 7 Under Activity | |

| |AP Timed Writing Assignment: Synthesis Essay: Media | |

| |Tone/Diction Activity | |

| | | |

|Dates |Class |Assignments |

|3/2 & 3/5 |Journal (Directive Process) |How Boys Become Men p. 174 Norton |

|(FM) |Intro. To Process Analysis: Unwrapped |The Spider and the Wasp p. 179 Norton |

| |How to Make Razzleberry Lemonade p.168 Norton |How to Write a Letter p. 187 Norton |

| |Process Analysis Project |Directive Process Analysis Project |

| | |Read Ch. 8 Under |

|3/6 & 3/7 |Journal |How to Get Out of a Locked Trunk p.192 Norton |

|(TW) |Ch. 8 Under |Directive Process Analysis Project |

| |Process Analysis Quiz (/Analysis Sheet |Unit 11 VCB Quiz |

| |Multiple Choice Activity: Manipulatives | |

|3/8 & 3/9 |Rhetorical Devices-Literary Terms |Update Process Analysis Sheet |

|(RF) |How to Poison the Earth p.294 Bedford |Read Ch. 9 Under |

| |How You Became You p.299 Bedford | |

| |Interactive Reading | |

| |Unit 11 VCB Quiz | |

|3/12 & 3/13 |Journal |Body Ritual Among Nicirema p.316 Bedford |

|(MT) |Ch. 9 Activity, Under |Timed Writing: Write a directive process analysis (“how-to”) essay on your |

| |Unit 12 VCB |own topic. ( |

| |AP Practice Multiple Choice |Unit 12 VCB |

| |Behind the Form Curtain p.305 Bedford | |

|3/14 & 3/15 |Journal | Orientation p. 324 Bedford |

|(WR) |Collect Timed Writing: Your Topic |Timed Writing: Write a directive process analysis (“how-to”) on how to get |

| |Collect Unit 12 VCB |ready for a dance/formal occasion. ( |

| |Practice Multiple Choice w/Manipulative |Read Ch. 10 Under |

| |Directive Analysis Project Due | |

|3/16 & 3/19 |Journal |Unit 11 VCB |

|(FM) |Collect Process Analysis Essay |Study Rhetorical Devices: Process Analysis Quiz |

| |Peer Review: Your Topic |Online Journaling |

| |Ch. 10 Activity, Under | |

| |Update Process Analysis Sheet | |

|3/20 & 3/21 |Journal |Rhetoric Article w/Notes |

|(TW) |SSR w/Journal: HCK & VCB ( |Unit 12 VCB Quiz |

| |Process Analysis Quiz | |

|3/22 & 3/23 |Journal |The Color of Success p.140 Norton |

|(RF) |Unit 12 VCB Quiz |What Do You Call a Platypus p.140 Norton |

| |Intro. Classification and Division |Science, Guided by Ethics p.154 Norton |

| |Mother Tongue p. 132 Norton |Read Ch. 11 Under |

| |The Color of Success p.140 Norton | |

|3/26 & 3/27 |Journal |The Rise of the Blended American p. 159 Norton |

|(MT) |Ch. 11 Activity, Under |Timed Writing: Synthesis Essay War |

| |Unit 13 VCB |Read Nickel & Dimed |

| |Norton Reading Quiz, Rhetorical Devices |Unit 13 VCB |

| |Intr. Nickel & Dimed, Read ND |Nickel & Dimed Project |

| |Update Classification & Division Sheet | |

|3/28 & 3/29 |Journal |Not All Men are Sly Foxes p. 348 Bedford |

|(WR) |Collect 13 VCB |Our Barbies, Ourselves p. 353 Bedford |

| |Collect AP Prompt, Synthesis Essay |Read Nickel & Dimed |

| |Read pgs. 336-340 | |

| |I Want a Wife p.344 Bedford | |

|3/30 & 4/9 |Journal/Nickel & Dimed Project |The Capricious Camera p.359 Norton |

|(FM) |AP Practice M.C. |Girl p. 368 Norton |

| |Speech Analysis |Read Nickel & Dimed |

|4/10 & 4/11 |Journal |Unit 12 VCB |

|(TW) |Discuss Nickel & Dimed |Timed Writing: Complete a Classification Analysis Essay on “An especially bad|

| |Nickel & Dimed Fish Bowl |movie, television show, or book” |

| |Classification & Division Jeopardy |Review Classification & Division Sheet |

| | | |

|Dates |Class |Assignments |

|4/12 & 4/16 |C & D Quiz |The Island of Plenty p.328 Norton |

|(RM) |Classification Essay |The Price of Power p. 334 Norton |

| |Unit 13 VCB Quiz, Unit 14 VCB |Being Prepared in Suburbia p. 340 Norton |

| |Intro. Argument & Persuasion |Update Argument Analysis Sheet |

| |Dec. of Independence p.320 Norton |Timed Writing? |

| | |Unit 14 VCB |

|4/17 & 4/18 |Nickel & Dimed Project Due |Reply to the U.S. Government p.352 Norton |

|(TW) |Argument Reading Quiz |Too Much Pressure p.532 Bedford |

| |Collect Unit 14 VCB |Why Don’t We Complain p.538 Bedford |

| |Nonfiction Analysis: Dead Soldier |Update Argument Analysis Sheet |

| |AP Practice Test | |

|4/19 & 4/20 |Library Research | |

|(RF) | | |

|4/23 & 4/24 |Library Research |What’s Wrong with Gay Marriage p.560 Bedford |

|(MT) | |Gay Marriage: Societal Suicide p. 566 Bedford |

| | | |

| | |Morning AP Review Sessions 7:45-8:45 |

|4/25 & 4/26 |Lab/Library Research |Timed Writing: Chief Seattle’s Oration to Gov. Stevens |

|(WR) |Unit 14 VCB Quiz/Unit 15 VCB |Close Encounters with US Immigration p.570 Bedford |

| | |Everything Isn’t Racial Profiling p.575 Bedford |

| | |Unit 15 VCB |

| | | |

| | |Morning AP Review Sessions: 7:45-8:45 |

|4/27 & 4/30 |Journal |The FBI is Reading over Your Shoulder p.579 Bedford |

|(FM) |Collect Chief Seattle Essay |How the USA Patriot Act Defends Democracy p.585 Bedford |

| |I Stopped Being a Veg. p.546 Bedford |Update Argument Analysis Sheet |

| |A Vegetarian Philosophy p.552 Bedford |Revise Brochure |

| |Vegan Debate | |

| |Collect 15 VCB |Morning AP Review Sessions 7:45-8:45 |

| |Peer Edit Research Brochure | |

|5/1 & 5/2 |Journal |Timed Writing: Walden Analysis |

|(TW) |Research Paper Due | |

| |Argument Analysis Sheet | |

| |Argument Test: Article Analysis |Morning AP Review Sessions 7:45-8:45 |

|5/3-5/4 |Journal |Sleep Well! ( Good Luck on your AP Exams! ( |

|(RF) |Unit 15 VCB Quiz | |

| |Collect Walden Essay |Morning AP Review Sessions 7:45-8:45 |

| |Practice AP Test | |

|5/7 & 5/8 |Practice AP Passages |Good luck on all of your AP Exams! ( |

|(MT) | | |

|5/9 & 5/10 |Practice AP Passages | |

|(WR) | | |

|5/11 & 5/14 |Practice AP Passages | |

|(FM) | | |

| | | |

|Dates |Class |Assignments |

|5/16 |AP English Language and |Relax! Congratulations! ( |

|(W) |Composition Exam | |

|AP Test Day | | |

| |Embrace the Rhetorical Keystone! |A tasty breakfast will be provided in Room 307 |

| |Good Luck! |(Brain food will be served) ( |

|5/15 & 5/16 |Analyze Rhetorical Devices in Film | |

|(TW) | | |

|5/17 & 5/18 |Analyze Rhetorical Devices in Film |Memoir Ch. 1: Elementary School |

|(RF) | | |

|5/21 & 5/22 |Creative Writing Groups |Memoir Ch. 2: Middle School |

|(MT) | | |

|5/23 & 5/24 |SSR |Memoir Ch. 3: Old Friends |

|(WR) |Creative Writing |Read The Glass Castle |

| |Intro. The Glass Castle | |

|5/25 & 5/29 |SSR | Read The Glass Castle |

|(FT) |Creative Writing Groups |Memoir Ch. 4 |

|5/28=Holiday | | |

|5/30 & 5/31 |SSR |Read The Glass Castle |

|(WR) |Creative Writing Groups |Memoir Ch. 5 |

|6/1 & 6/4 |Carpe Diem Letters |Read The Glass Castle |

|(FM) |Creative Writing Groups |Memoir Ch. 6 |

|6/5 & 6/6 |Creative Writing Groups |Read The Glass Castle |

|(TW) | | |

|6/7 & 6/8 |Finish Memoirs | |

|(RF) | | |

|6/11& 6/12 | --- SR Picnic & Trip??? | |

|(MT) | | |

|6/13 |Exam Review | |

|(WR)End Grading | | |

|6/14-6/19 |Final Exams | |

Extra Credit Assignments (Scholarship Opportunities)

Important Websites

ap (College Board)

ap/english (College Board)

(Exam Links)

(Practice Multiple-Choice Questions)

(AP Test Club)

(AP Exam Review)

AP Language Essay Scoring Guide

25 Points (9) 24 Points (8)

Superior papers specific in their references, cogent in their definitions, and free of plot summary that is not relevant to the question. These essays need not be without flaws, but they demonstrate the writer's ability to discuss a literary work with insight and understanding and to control a wide range of the elements of effective composition. At all times they stay focused on the prompt, providing specific support--mostly through direct quotations--and connecting scholarly commentary to the overall meaning.

23 Points (7) 22 Points (6)

These papers are less thorough, less perceptive or less specific than 9-8 papers. They are well written but with less maturity and control. While they demonstrate the writer's ability to analyze a literary work, they reveal a more limited understanding and less stylistic maturity than do the

papers in the 9-8 range.

21 Points (5)

Safe and "plastic," superficiality characterizes these essays. Discussion of meaning may be formulaic, mechanical, or inadequately related to the chosen details. Typically, these essays reveal simplistic thinking and/or immature writing. They usually demonstrate inconsistent control over the elements of composition and are not as well conceived, organized, or developed as the upper-half papers. However, the writing is sufficient to convey the writer's ideas, stays mostly focused on the prompt, and contains at least some effort to produce analysis, direct or indirect.

20 Points (4) 19 Points (3)

Discussion is likely to be unpersuasive, perfunctory, underdeveloped or misguided. The meaning they deduce may be inaccurate or insubstantial and not clearly related to the question. Part of the question may be omitted altogether. The writing may convey the writer's ideas, but it reveals weak control over such elements as diction, organization, syntax or grammar. Typically, these essays contain significant misinterpretations of the question or the work they discuss; they may also contain little, if any, supporting evidence, and practice paraphrase and plot summary at the expense of analysis.

18 Points (2) 17 Points (1)

These essays compound the weakness of essays in the 4-3 range and are frequently unacceptably brief. They are poorly written on several counts, including many distracting errors in grammar and mechanics. Although the writer may have made some effort to answer the question, the views presented have little clarity or coherence.

15 Points (0)

Does not respond to the prompt

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CR=Curricular Requirements

[pic]

CR7-Analyze graphics and visual images

CR 1-The teacher has read the most recent AP Eng. Course Description

CR10-AP teacher communicates and enforces skills

CR5-Expository, analytical, and argumentative writing from various genres

CR4-Informal writing

CR3-Writing in stages

CR10-AP teacher communicates and enforces skills

CR8-Research skills

CR9-Cite sources

CR2-Write in several forms

CR5-Expository, analytical, and argumentative writing from various genres

CR9-Cite sources

CR6-Nonfiction readings

CR7-Analyze graphics and visual images

Juniors enrolled in AP Language & Composition are required to enroll in AP Literature during their senior year.

Seniors enrolled in both AP Literature and AP Language will complete one of the two courses as an elective.

All reading and vocabulary exercises are to be completed before the day for which they are assigned. No late portfolios will be accepted. Students are expected to complete two 40-minute timed writing assignments at home. Maintain the Honor Code!

Synthesis Essays are highlighted in red.

1st Semester Schedule

2nd Semester, AP Language and Composition Syllabus 2007

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