Please pick up and throw away all the trash and keep the ...



Advanced Placement English Language and CompositionCharissa Lambertclambert.oh@ccboe.us256-741-4935Planning Period- 3ASign up for reminders- Text @ohshonor1a to (720) 924-4039Dear Student,Welcome to our classroom!!! I hope this year provides as much enjoyment for you as I know it will for me, and I aspire to provide you with a learning experience you’ll never forget. Eleventh grade is a special time in your life, and I am so fortunate to be sharing it with you. Juniors are my favorite students to teach, because you guys are heading into the college mode of thinking but you’re also super-fun! The eleventh grade year in English is centered around American literature from 1900-Present. This time period was chocked full of amazing moments in history (as you will soon see in your history class), and all this comes through in the vibrant literature of the period. The literature that we will read this year will provide a colorful tapestry of the American experience, while asking you to question what it truly means to be an American. AP Language and Composition will be fashioned after an introductory college English class. Therefore, much will be expected of you as this year progresses. We will be writing, reading, and analyzing texts of fiction, but especially nonfiction. In order to be prepared for the AP exam in May, you will need to stay on top of all assignments. Try your hardest to be in class and do not get behind. Let’s get our learn on!!!!!Classroom Rules-Disciplinary Actions-Be Punctual.1. BreakBe Respectful.2. Parental ContactBe Hardworking.3. Office ReferralBe ResponsibleBe Fabulous!Classroom ExpectationsManners- Consider yourself at home. How would you want someone to treat your domain? If you don’t take care of the furniture, it won’t be here. Please pick up and throw away all the trash and keep the room clean.Wait until I dismiss you before leaving class and/or packing up your materials and bags. Please do not enter class loudly or as if in a race. Do not throw anything during class, even if it is to throw it in the trashcan. Student Involvement and Participation Students will be responsible for questioning, discussing and commenting during class time; all students will be called on in class, whether a hand is raised or not.Quality and engaged responses are expected; “I don’t know” or “I was going to say what s/he said” is not acceptable. Please attempt to make an insightful comment, ask a thoughtful question, or make an educated guess. “YOU CAN DO IT!”MaterialsThey Say, I Say textbook (and other material handed out during the year) Binder with dividers and college rule paperPen and pencil DOL/Vocabulary/Journal (colored paper folder with dividers) Kept in class Flash Drive Index CardsNovels- Remember that these do not all have to be purchased. Look in the library, and always ask me if I have copies.Fee of $30AP Exam fee of $89Your energetic mindGrading/Evaluation PolicyYour grade for the class will be determined from the following:Vocab quizzes/tests In class workNotecardsDOL/Vocabulary/Journal folders Written papers ProjectsOral PresentationsClass participation Grades will be the following: A (92.5 – 100), A- (89 – 92.4), B+ ( 86.5 – 88.9), B (82 – 86.4), B- ( 79 – 81.9), C+ ( 76.5 – 78.9), C ( 72 – 76.4), C- ( 69 – 71.9), D+ (66.5 – 69.9), D ( 60 – 66.4), F ( 59.9 – below) Grades are based on mastery of skills. Percentages will vary each nine weeks. (During the first nine weeks, 20% of your grade will be for summer reading so the other percentages will be adjusted accordingly.)Late Assignments-Homework and project assignments will be given with plenty of time to complete, so you may learn to the best of your ability. Late assignments will receive a deduction points. Use your time wisely! Extra HelpIf at any time you do not understand a concept being taught or having difficulty in any other aspect being taught during this class, see me immediately. Please make an appointment with me for before school or after school and I will help you understand the material you feel is difficult.Makeup WorkThis is your responsibility!!! According to Calhoun County Board policy, if you miss an assignment/test, you have three days from the day you return to make arrangements with the teacher to make up your work. DO NOT ASK ME IN CLASS WHAT YOU’VE MISSED!!! You must fill out a makeup work slip before or after class, before or after school, or during break, and put it in the box. You make look on the calendar to see assignments that you missed. If you have questions about those assignments or if you missed an exam, you may write this on your makeup work slip. I will check these and get back with you as soon as possible to set up an appointment before or after school to discuss these issues or make up the exam. Please be aware that when making up exams, you will not be getting the same test as the rest of the class. Therefore, it is imperative to be at school.Plagiarism—using someone’s thoughts, words or work and not giving the person credit. This action occurs when you have put just your name on the paper and represent it as your own. Blatant plagiarism is cheating and will have serious consequences. Thinking:Each student must come prepared to class everyday ready to exercise their minds. Students need to actively think while they read, write, and speak. Developing effective habits of mind will contribute toward their growth:About Perspective: “From whose perspective is something being presented?”About Evidence: “How do you know what you know? What is the evidence for what you are considering?”About Connection: “Where did those ideas come from? How is the thing being said considered connected to other things? Text to text? Text to self? Text to world?”About Supposition?: “What if things were different?”About Significance: “Why do these ideas matter? To whom do they matter? Why are we considering them?” **Disclaimer: This syllabus is NOT final and has NOT been submitted to the AP College Board for approval; therefore, it is subject to change. This is a general idea of what we will be reading/studying over the course of the next year. I will be attending multiple trainings this summer in an effort to make this class successful. I will be learning new things and incorporating new ideas into my syllabus as I prepare for the upcoming school year. When my official syllabus is complete, I will email it to every student in AP Language and any parent that would like a copy.**First Nine Weeks –Introductory Activities: ?? ?Class rules, expectations, procedures ? ?Students review patterns of writing, which they will imitate throughout the course: reflection, ?narration and description, critical analysis, comparison and contrast, problem and solution, and ?persuasion and argument. ? ?Students review annotation acronyms, how to do a close reading, literary elements and rhetorical ?devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ? ?Students learn the format of the AP test, essay rubric and essay structure. ? ?Students take a full-length AP test for comparison purposes in the spring. Reading: The Great Gatsby – F. Scott Fitzgerald (class set) & Freakonomics by Steven Levitt and Stephen Dubner (must provide)Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that Jay Gatsby is the epitome of the American Dream, while others believe that he illustrates the decline of such. Which stance would you take? Explain your position using evidence from the text. (test grade)?Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Nick Carraway to another person in history, one who observes rather than initiates. Provide at least two research sources for the other person. (project grade)?Reading: Various essays from the Gilded AgeAnalyzing: SOAPSTONE and cannons of rhetoric?Reading: Teacher Introduction Essay?Writing: Students and teacher evaluate where each student’s writing is and where it needs to be by analyzing students’ introductory personal/reflective and descriptive writing assignments – What I need to know about you and Describe a person who has had a profound influence on your life and discuss the ramifications of your association with that person – by looking at the following:o Vocabulary – showing versus telling strategies, sensory imagery, wide-ranging vocabulary, balancing generalization and specific illustrative detail, painting with absolutes, participles, appositives, adjectives out of order, action verbso Style – varying sentence beginnings, varying sentence structure, varying sentence length, appropriate use of subordination and coordination, adding special features (simile, metaphor, personification, etc...), adding stronger verbso Logical Organization – specific techniques to increase coherence, such as repetition, parallelism, transitions and emphasiso Rhetoric – controlling tone, establishing and maintaining voice and achieving appropriate emphasis through diction and sentence structureRhetoric Text: “Everything Is an Argument” chapter 1 in Everything’s an Argument with Readings “Arguments from the Heart” chapter 2 in Everything’s an Argument with Readings?“Arguments Based on Character” chapter 3 in Everything’s an Argument with Readings “Arguments Based on Facts and Reason” chapter 4 in Everything’s an Argument with ReadingsLanguage Text: “An Introduction to Rhetoric: Using the Available Means” chapter 1 in The Language of Composition: Reading, Writing, Rhetoric?“Close Reading: The Art and Craft of Analysis” chapter 2 in The Language of Composition: Reading, Writing, RhetoricAP Essay Prompts: (Analytical/Expository) One Writer’s Beginning’s (Eudora Welty) In a well-organized essay, analyze how Welty’s language conveys the intensity and value of these experiences.?(Argumentative) Antigone (excerpt Sophocles) Take some time to think about the implications of the quotations. Then write a carefully reasoned essay that explores the validity of the assertion, using examples from your reading, observation, or experience to develop your position.AP Multiple-Choice Passages: Sample multiple-choice questions from AP English Language and Composition Course DescriptionSecond Nine Weeks:Reading: Their Eyes were Watching God by Zora Neale Hurston (class set) & A Raisin in the Sun by Lorainne Hansberry?(must provide)Writing: Write an editorial for the newspaper in response to the following: Does the American Dream exist today? How does this compare with the time period of the books? Cite your sources using MLA documentation. (test grade)?Analyzing: How you would revise this work for a different audience.?Writing: Compare the treatment of African American slaves to the negative treatment by society of another group of people in history. Provide at least two research sources for each group of people. (project grade)??Rhetoric Text: “Thinking Rhetorically” chapter 5 in Everything’s an Argument with Readings?“Structuring Arguments” chapter 6 in Everything’s an Argument with Readings?Language Text: “Synthesizing Sources: Entering the Conversation” chapter 3 in The Language of Composition: Reading, Writing, Rhetoric“Education” chapter 4 in The Language of Composition: Reading, Writing, Rhetoric – Guiding Question: To what extent do our schools serve the goals of a true education??“Work” chapter 5 in The Language of Composition: Reading, Writing, Rhetoric – Guiding Question: How does our work shape or influence our lives?Writing: Write a narrative illustrating why it is important to fight for what one believes in.??AP Essay Prompts: (Analytical/Expository) Narrative of the Life of Frederick Douglass, an American Slave (excerpt Frederick Douglass) Write an essay in which you identify the stylistic elements in the third paragraph that distinguish it from the rest of the passage and show how this difference reinforces Douglass’ rhetorical purpose in the passage as a whole.?(Analytical/Expository) Narrative of the Life of Frederick Douglass, an American Slave (excerpt Frederick Douglass) Write an essay in which you analyze the language – especially the figures of speech and syntax – Douglass uses to convey his states of mind.?(Synthesis) Read or examine carefully the sources that follow; you should keep in mind the validity of the documents, as well as their relevance to the prompt. Then write a well-organized essay in which you include citations from at least four of the sources. Relying heavily on the sources that follow, would you have voted for or against women’s suffrage, had you been given the opportunity to vote in the late 1880’s? (this paper is not a timed writing)AP Multiple-Choice Passages: Narrative of the Life of Frederick Douglass, an American Slave (excerpt Frederick Douglass)?Lincoln-Douglas Debates (excerpt Stephen Douglas)?Plessy v. Ferguson (excerpt)Group Project: Public Relations Campaign – Students create a public relations campaign for the campus club or campus organization of their choice. Their campaign includes the client’s current situation/problem, the objectives they set which they believe will help their client fix its problem, the target audience for their public relations campaign, the strategy/tactics their group will use to meet the objectives they set, a timetable for completing their objectives and an estimated budget for completing their objectives.Third Nine Weeks –Reading: To Kill a Mockingbird – Harper Lee? (class set) & The Glass Castle by Jeanette WallsViewing: Create a map of the story’s setting based on the descriptions given in the novel. (test grade) Viewing: Understand how visual images serve as alternative forms of text themselves, using “Ordeal by Cheque.” Delineate the major events that happened to this family over the course of two generations based on copies of the checks they wrote.?Writing: Research the Death Penalty. (project grade)?Writing: Short answer test covering entire novel?Rhetoric Text: “Style and Arguments” chapter 12 in Everything’s an Argument with Readings?“Visual Arguments” chapter 14 in Everything’s an Argument with Readings?“Presenting Arguments” chapter 15 in Everything’s an Argument with Readings???Language Text: “Community” chapter 6 in The Language of Composition: Reading, Writing, Rhetoric – Guiding Question: What is the relationship of the individual to the community??“Gender” chapter 7 in The Language of Composition: Reading, Writing, Rhetoric – Guiding Question: What is the impact of gender roles that society creates and enforces??AP Essay Prompts: (Argumentative) The German poet Goethe once wrote, “Treat people as if they were what they ought to be and you help them to become what they are capable of being.” Goethe’s statement might be applied to schools, government, social services, business, even to families – any place, really, where people interact with each other. Is Goethe just expressing pretty-sounding, idealistic nonsense, or does his ideal have real-life applicability? In a well-organized essay, comment on the validity of Goethe’s statement as a realistic guide to human relationships. To support your point of view, you may draw evidence from your reading, personal experience, and observation.?(Argumentative) (quotation Henry David Thoreau) “Many men go fishing all of their lives without knowing that it is not fish they are after.” In a well-thought-out essay, examine the accuracy of this aphorism in modern society. Concentrate on examples from your observations, reading, and experiences to develop your ideas.AP Multiple-Choice Passages: “Life Without Principle” (excerpt Henry David Thoreau) A Room of One’s Own (excerpt Virginia Woolf)?Seneca Falls Address (excerpt Elizabeth Cady Stanton)?Group Project: Interview Unit – Students participate in the job application process from beginning to end. First they select the job they want to apply for based on several descriptions provided to them. Then they fill out a job application, write a cover letter, create a resume, write a thank you letter, and write either an acceptance or rejection letter all based on the job description they selected. The culminating activity is an interview in class performed by a panel of their peers and the instructor. Students are graded on both their verbal and nonverbal skills during the interview.Reading: A Thousand Splendid Suns – Khaled Hosseini?(must provide) Writing: Write a well-developed essay addressing each of the following prompts. Be sure to cite the text in your response. (test grades)Fourth Nine Weeks –Writing: TBDRhetoric Text: “Arguments of Fact” chapter 7 in Everything’s an Argument with ReadingsLanguage Text: “Sports and Fitness” chapter 8 in The Language of Composition: Reading, Writing, Rhetoric – Guiding Question: How do the values of sports affect the way we see ourselves??AP Essay Prompts: (Analytical/Expository) (Analytical/Expository) “On Seeing England for the First Time” (excerpt Jamaica Kincaid) Write an essay analyzing the rhetorical strategies Kincaid employs to convey her attitude toward England.?AP Multiple-Choice Passages: “Communiqué from the Vortex of Gravity Sports” (excerpt Ellen Meloy’s)Group Project: Newscast – Students create a news broadcast that includes news, weather, sports and a commercial. Students learn how to write in the appropriate style and how to perform for the camera. Students also evaluate commercials based on narrative structure, actors/actresses, dialogue/language, sound/music and signs/symbols.Reading: “The Declaration of Independence” (Thomas Jefferson) “Speech in the Virginia Convention” (Patrick Henry)?“Speech in the Convention” (Benjamin Franklin)?“The Gettysburg Address” (Abraham Lincoln)“And Ain’t I A Woman?” (Sojourner Truth)Rhetoric Text: “Arguments of Definition” chapter 8 in Everything’s an Argument with Readings? Rhetorical Criticism Project – Students complete an extensive rhetorical criticism paper based on the inaugural address of their choice. Their finished paper evolves through several stages with revision and feedback from both the teacher and peers. Each part of the project requires research and MLA citation. The first step in the project is writing a one-page speech selection report which includes the who, what, when, where and why of the speech selected as well as an explanation as to why this speech is worthy of analysis. The second step is writing a four- to five- page background paper, which elaborates on the speaker, audience, subject, context and purpose for the speech. It also includes a brief biography of the speaker as well as how all of these things influence the chosen rhetorical strategies. The third step is completing a descriptive analysis worksheet for the speech, which involves citing examples of the following: theme; implied audience; organization; appeals to logos, ethos and pathos; narrative; metaphor and aesthetic/stylistic choices. During this step, students learn more about needs and values using Abraham Maslow’s “Hierarchy of Needs Theory of Motivation” and various articles on American values. Students also answer several synthesis questions aimed at determining the overriding rhetorical methods used. From these answers come the beginnings of the students’ thesis statement. The fourth step is completing the method application worksheet, which introduces students to Neo-Aristotelian Criticism, has them make an argument for why it is an appropriate method of criticism for their speech and has them apply the method to their speech. Students analyze their speech using the first three cannons – invention (speaker’s main idea, appeals to logos, ethos and pathos), organization and style. Again students are asked to draw conclusions from their analysis to help firm up their thesis statement. The fifth step is writing the final paper which includes an introduction, explanation of methodology, justification of methodology, analysis of background information, analysis using cannons, conclusion of analysis, and general conclusions about the effectiveness of the speech and the rhetorical strategies used by the speaker. ?? University Research Project – Students complete an extensive research paper based on the university of their choice. Their finished paper evolves through several stages with revision and feedback from both the teacher and peers. Each part of the project requires research and MLA citation. The first step is writing a business letter to the school they have chosen requesting information in the form of pamphlets, catalogues and reports. The second step is completing an admission application and writing an admission essay based on the prompts provided by the Texas Common Application. The third step is researching the university using online, print and interviewed sources. The fourth step is creating a visual display that represents their university. The fifth step is writing the documented research paper which covers everything from admission requirements to life on campus, to course offerings, to career opportunities related to majors/minors offered at the school.AP Essay Prompts: (Analytical/Expository) “Second Inaugural Address” (Abraham Lincoln) – Write an essay analyzing the rhetorical techniques Lincoln used to express his thoughts about the war and the country’s future. AP Multiple-Choice Passages: The American Crisis (excerpt Thomas Paine)“On Democracy” Jean Jacques RousseauBiography: Students’ choice about someone who lived from the 1940s to the present.?Analyzing/Viewing: Map your person’s life using pictures to represent major events in his or her life. Cite sources using MLA format. (project grade)?Writing: Write the story of someone’s life based on information obtained from interviewing that person and at least three other people associated with that person. (project grade)Reading: Study of irony?“To Build a Fire” (Jack London), “The Story of an Hour” (Kate Chopin), “Désirée’s Baby (Kate Chopin),? “The Necklace” (Guy de Maupassant), “A Rose for Emily” (William Faulkner)Reading: Study of style in poetry?“Who Burns for the Perfection of Paper (Martín Espada) and “The Road Not Taken” (Robert Frost) Writing: Write a narrative about a time in your life that you took the road less traveled.Reading: “A Modest Proposal” Jonathan Swift?Writing: Select a problem in society today. Possible topics include: drugs, school dropouts, academic pressure, cheating, unemployment, crime and punishment, or illegal immigration. Write an essay in which you identify the problem and then provide a solution for the problem. Your essay must be satirical in nature. This means you are making fun of society in an intelligent and thought-provoking way.Rhetoric Text: “Evaluations” chapter 9 in Everything’s an Argument with Readings “Causal Arguments” chapter 10 in Everything’s an Argument with Readings “Proposals” chapter 11 in Everything’s an Argument with Readings?“Humor in Arguments” chapter 13 in Everything’s an Argument with Readings “Fallacies of Argument” chapter 17 in Everything’s an Argument with ReadingsLanguage Text: “Language” chapter 9 in The Language of Composition: Reading, Writing, Rhetoric – Guiding Question: How does the language we use reveal who we are??“Science and Technology ” chapter 10 in The Language of Composition: Reading, Writing, Rhetoric – Guiding Question: How are advances in science and technology affecting the way we define our humanity?“Popular Culture” chapter 11 in The Language of Composition: Reading, Writing, Rhetoric – Guiding Question: To what extent does pop culture reflect our society’s values??“Nature ” chapter 12 in The Language of Composition: Reading, Writing, Rhetoric – Guiding Question: What is our responsibility to nature?“Politics” chapter 13 in The Language of Composition: Reading, Writing, Rhetoric – Guiding Question: What is the relationship between the citizen and the state?AP Essay Prompts: (Synthesis) The following prompt is based on the accompanying six sources. The questions require you to synthesize a variety of sources into a coherent, well-written essay. Refer to the sources to support your position; avoid mere paraphrase or summary. Your argument should be central; the sources should support this argument. Remember to attribute both direct and indirect citations. Television has been influential in the United States presidential elections since the 1960’s. But just what is this influence, and how has it affected who is elected? Has it made elections fairer and more accessible, or has it moved candidates from pursuing issues to pursuing images? In an essay that synthesizes at least three of the sources of support, take a position that defends, challenges, or qualifies the claim that television has had a positive impact on presidential elections. (this paper is not a timed writing)?AP Multiple-Choice Passages: “A Modest Proposal” (excerpt Jonathan Swift) Darkness Visible (excerpt William Styron’s)Please keep this portion-Contact information- Charissa Lambert- clambert.oh@ccboe.usPhone- 256-741-4935Planning Period- 3ASign up for reminders- Text @ohshonor1a to (720) 924-4039Possible donation items-*Markers, crayons, or colored pencils*Scissors*Paper towels*Masking Tape*Colored paper or construction paper*Craft Items (rhinestones, pipe cleaners, fabric, etc.)*Clorox Wipes*Monetary Donation- Any sum is helpful. Make checks payable to OHS.______________________________________________________________(Please sign and return this portion.)I have read and understand the classroom policies and procedures as outlined in the AP Language syllabus, and I am aware that there is a $30 fee for the class, which pays for my child’s Shakespeare field trip. I am also aware that there is a fee for the AP exam to be given in May. The fee for the exam is $89, and can be paid from now until May. ___________________________________________________ ________Student’s printed nameStudent’s signature Date__________________________________________________Parent’s/Guardian’s printed nameParent’s/Guardian’s signature _______________________________Parent’s/Guardian’s email (optional) ................
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