AP English Language and Composition

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AP English Language and Composition

Curriculum Guide Dunmore School District

Dunmore, PA

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AP English Language and Composition Page 1 AP English Language and Composition

Prerequisite:

 Successful completion of English 11 Honors

The AP English Language and Composition course aligns to introductory college-level rhetoric and writing curriculum, which requires students to develop evidence-based analytic and argumentative essays that proceed through several stages or drafts. Students evaluate, synthesize, and cite research to support their arguments. Throughout the course, students develop a personal style by making appropriate grammatical choices. Additionally, students read and analyze the rhetorical elements and their effects in non-fiction texts, including graphic images as forms of text, from many disciplines and historical periods.

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AP English Language and Composition Page 2 Year-at-a-glance

Subject: AP English Language and Composition Grade Level: 12 Date Completed: 7/16/2017

1^st Quarter

Topic Resources Standards

Summer Reading Exam Teacher Generated Exam AP Scoring and Curricular

Requirement: 1, 2, 3, 4 Course Orientation- Introduction to Close Reading and

Rhetorical Awareness

APA Language and Composition Terms, Modes, and Devices

Teacher Generated Material

McGraw-Hill Education – The Art of Voice:

Language and Composition

Prestwick House, Inc. – Reading and Analyzing non-fiction – Slant, Spin, & Bias

AP Scoring and Curricular Requirement: 1, 2, 3, 4,

APA Research Paper Teacher Generated Material

APA Handbook 7^th Edition Writing the Research Paper

AP Scoring and Curricular Requirement: 1, 2, 3, 4, 7, 9, 10, 11, 12, 13, 14, 15, 16

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AP English Language and Composition Page 3 American Traditions and Reason and Revolution Bradstreet, Anne –“To My Dear and Loving

Husband”

Edwards, Jonathan – “Sinners in the Hands of an Angry God”

Henry, Patrick – “Speech in the Virginia Convention”

Paine, Thomas – “The Crisis, Number 1”

Lincoln, Abraham – “The Gettysburg Address”

King, Martin Luther, Jr. – “I Have a Dream”

AP Scoring and Curricular Requirement: 1, 2, 3, 4, 5, 6, 7, 12, 13, 14, 15, 16

Independent Reading Northup, Solomon – Twelve Years a Slave AP Scoring and Curricular

Requirement: 1, 2, 3, 4

AP Practice Test Teacher Generated Materials AP Scoring and Curricular

Requirement: 5, 8

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AP English Language and Composition Page 4 2^nd Quarter

Government and Satire Swift, Jonathan – “A Modest Proposal”

Auden, W.H. – “The Unknown Citizen”

Owen, Wilfred – “Dulce et Decorum Est”

AP Scoring and Curricular Requirement: 1, 2, 3, 4, 6, 7, 9, 10, 11, 12,13, 15, 16

Nature of Man Hawthorne, Nathaniel – The Scarlet Letter:

Chapters 1, 2, 3, 9, 22

Steinbeck, John – The Grapes of Wrath:

Chapters 3, 9, 17, 21, 30

Emerson, Ralph Waldo – “Self-Reliance”

Thoreau, Henry David – from “Civil Disobedience”

from Walden

AP Scoring and Curricular Requirement: 1, 2, 3, 4, 6, 7, 9, 10, 11, 12,13, 15, 16

Independent Reading Wilde, Oscar – The Picture of Dorian Gray AP Scoring and Curricular

AP Practice Exam Teacher Generated Materials AP Scoring and Curricular

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AP English Language and Composition Page 5 3^rd Quarter

Genes Wright, Robert – “Who Gets Good Genes?”

Cohen, Eric – “The Real Meaning of Genetics”

Mitchell, Ben C. – “The Return of Eugenics”

Sandel, Michael J. – “The Case Against Perfection”

AP Scoring and Curricular Requirement: 5, 6, 7, 8, 9, 10, 11, 12, 14, 15, 16

Food Reichl, Ruth – “The Queen of Mold”

Brassil, Claire –“Cake Walk”

Williams, Elizabeth M. – “The Sixth Deadly Sin”

Tucker, Cynthia – “Broad-based Effort Needed to Attack Americans’ Obesity

AP Scoring and Curricular Requirement: 5, 6, 7, 8, 9, 10, 11, 12, 14, 15, 16

Independent Reading

Skloot, Rebecca – The Immortal Life of Henrietta Lacks

AP Scoring and Curricular Requirement: 1, 2, 3, 4

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AP English Language and Composition Page 6 4^th Quarter

The Power of Pictures Murray, Donald M. – “The Stranger in the

Photo Is Me”

Eggers, Dave – “Woman Waiting to Take a Photograph”

LIFE Magazine – “The Power of Pictures”

Zimmerman, Matthew – “Marilyn Monroe, New York, 1954”

Gomes, C.E. – “Swahili Woman”

AP Scoring and Curricular Requirement: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 14, 15, 16

Propaganda Dover Thrift Editions – Infamous Speeches:

From Robespierre to Osama Bin Laden

AP Scoring and Curricular Requirement: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 14, 15, 16 Independent Study

Video – Grisham, John – A Time to Kill AP Scoring and Curricular Requirement: 1, 2, 3, 4

AP Practice Exam Teacher Generated Materials AP Scoring and Curricular

Review and Final Exam Teacher Generated Materials AP Scoring and Curricular

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AP English Language and Composition Page 7 General Topic Essential Knowledge,

Skills & Vocabulary

Resources & Activities Assessments Suggested Time (In Days) Course

Orientation:

Explanation and Practice of AP Language and Composition

Essential Knowledge:

Students will be able to recognize and apply AP Language and Composition Terms, Modes, and Devices in written and oral responses.

Students will read closely to

understand the implicit and explicit meanings of the text.

Students will be able to use textual evidence to support arguments.

Skills:

Recognize by definition and

application new terms, modes, and devices of AP Language study.

Close and careful reading of selected sections

Quick-writes and Timed Writings Vocabulary

 Five Canons of Rhetoric

 Invention

 Arrangement

 Style

 Memory

 Delivery

Teacher Generated Materials The Art of Voice: Language and Composition

Reading and Analyzing non- fiction – Slant, Spin, & Bias

Teacher prepared tests, quizzes, quick writes, essays, presentations Collins Writing

10 days

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AP English Language and Composition Page 8

 Ethos

 Logos

 Pathos

 Rhetorical Triangle

 Writer

 Audience

 Message

 Purpose

 Rhetorical Context

 Toulmin Scheme

 Claim

 Reasons

 Warrant

 Grounds

 Backing

 Conditions of Rebuttal

 Qualifier

 Rogerian Approach

 Seeking Common Ground

 Building Trust

 Reducing Threat

AP Curricular Requirement

Curricular Requirement 1: 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).

Scoring Component 1: The course 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).

Curricular Requirement 2: The course requires students to write essays that proceed through several stages or drafts, with revision aided by teacher and peers.

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AP English Language and Composition Page 9 Scoring Component 2: The course requires students to write essays that proceed through several stages or drafts with the revision incorporating,

as appropriate, feedback from teachers and peers

Curricular Requirement 3: 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.

Scoring Component 3: 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/or aware of the techniques employed by the writers they read.

Curricular Requirement 4: The course requires expository, analytical, and argumentative writing assignments that are based on readings representing a wide variety of prose styles and genres.

Scoring Component 4: The course requires students to produce one or more expository writing assignments. Topics should be based on readings representing a wide variety of prose styles and genres and might include such topics as public policies or popular culture.

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Resources & Activities Assessments Suggested Time (In Days) APA Research

Paper

Students will create a 4-6 page APA style research paper

Students will select scholarly

materials as research documentation Students will create documents that lead up to the creation of an APA style research paper

Students will be able to format an APA style research paper properly Skills:

Recognizing scholarly sources Formatting an APA style paper Close and careful reading of selected non-fiction scholarly selections

Vocabulary

 American Psychological Association

 Cover Page

 Running Head

 Abstract

 In-text Citations

 References

Approved textbook: 7^th edition Teacher Generated Materials Copies of Templates:

Cover Page Abstract In-text citations References

Teacher prepared quizzes and material checks

12 days

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 Plagiarism

 Scholarly Language

Curricular Requirement1: 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).

Scoring Component 2: The course requires students to write essays that proceed through several stages or drafts with the revision incorporating, as appropriate, feedback from teachers and peers.

Scoring Component 3: 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/or aware of the techniques employed by the writers they read.

Scoring Component 4: The course requires students to produce one or more expository writing assignments. Topics should be based on readings representing a wide variety of prose styles and genres and might include such topics as public policies or popular culture.

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AP English Language and Composition Page 12 Scoring Component 6: The course requires students to produce one or more argumentative writing assignments. Topics should be based on

readings representing a wide variety of prose styles and genres and might include such topics as public policies, popular culture, and personal experiences.

Curricular Requirement 7: 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.)

Scoring Component 7: 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 explain an author’s use of rhetorical strategies or 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.

Curricular Requirement 10: 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.

Scoring Component 10: The course requires students to produce one or more 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 synthesis of ideas from an array of sources. Evaluation Guideline(s) A simple reference to a research paper.

Curricular Requirement 11: The course teaches students how to cite sources using a recognized editorial style (e.g., Modern Language Association, The Chicago Manual of Style, etc.).

Scoring Component 11: Students will cite sources using a recognized editorial style (e.g., Modern Language Association (MLA), The Chicago Manual of Style, American Psychological Association (APA), etc.).

Curricular Requirement 12: 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

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 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.

Scoring Component 12: 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 a wide-ranging vocabulary used appropriately.

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

Scoring Component 13: 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 a variety of sentence structures.

Scoring Component 14: 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 logical organization, enhanced by specific techniques to increase coherence. Such techniques may include traditional rhetorical structures, graphic organizers, and work on repetition, transitions, and emphasis.

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

Scoring Component 15: The AP teacher provides instruction and feedback on students’ writing assignments, both before and after they revise their work, that help the students develop a balance of generalization and specific, illustrative detail.

Scoring Component 16: The AP teacher provides instruction and feedback on students’ writing assignments both before and after they revise their work that help the students establish an effective use of rhetoric including controlling tone and a voice appropriate to the writer’s audience.

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Resources & Activities Assessments Suggested Time (In Days) American

Traditions and Reason and Revolution

Students will be able to demonstrate the use of poetic devices and identify them in the poem.

Students will be able to demonstrate the use of rhetoric and parallel structure in writing.

Students will interpret the literature and its social and historical values.

Students will demonstrate the use of tone and author’s purpose.

Skills:

History of Time Period: Puritan and Revolutionary War

Students will analyze the works for both literary and propaganda purposes

Vocabulary

 Rhetoric

 Parallel Structure

 Irony

 Metaphor/Simile

Approved textbook

Copies of Poems, Speeches, Essays

“To My Dear and Loving Husband” “Sinners in the Hands of an Angry God” “The Crisis, Number 1” “The

Gettysburg Address” “I Have a Dream”

Teacher prepared tests, quizzes, quick writes, essays Collins Writing

15 days

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 Author’s Purpose

 Tone

 Propaganda

 Allusion

 Imagery

 Personification

 Hyperbole

 AP Curricular Requirement

Scoring Component 2: The course requires students to write essays that proceed through several stages or drafts with the revision incorporating, as appropriate, feedback from teachers and peers

Scoring Component 4: The course requires students to produce one or more expository writing assignments. Topics should be based on readings

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AP English Language and Composition Page 17 representing a wide variety of prose styles and genres and might include such topics as public policies or popular culture.

Scoring Component 6: The course requires students to produce one or more argumentative writing assignments. Topics should be based on readings representing a wide variety of prose styles and genres and might include such topics as public policies, popular culture, and personal experiences.

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Scoring Component 14: 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 logical organization, enhanced by specific techniques to increase coherence. Such techniques may include traditional rhetorical structures, graphic organizers, and work on repetition, transitions, and emphasis.

Scoring Component 15: The AP teacher provides instruction and feedback on students’ writing assignments, both before and after they revise their work, that help the students develop a balance of generalization and specific, illustrative detail.

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AP English Language and Composition Page 19 Curricular Requirement 16: 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:

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Resources & Activities Assessments Suggested Time (In Days) Independent

Reading

Student will identify and

comprehend: character, plot, setting, point of view

Twelve Years a Slave Teacher Generated Test 1 day

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Resources & Activities Assessments Suggested Time (In Days) Government and

Satire

Students will define and recognize the different social classes.

Students will demonstrate knowledge of satirical argument through written response.

Students will demonstrate their understanding of the text on four levels: factual, interpretive, critical and personal.

Students will study the satiric and propaganda aspects of different works from different tie periods.

Skills:

Students will analyze the tone with which each selection was written.

Students will create a response to a social crisis using the form and tone of Swift and the appropriate

rhetorical devices.

Vocabulary

 Characterization

 Irony

Approved textbook Copies of Poems

“A Modest Proposal” “The Unknown Citizen” “Dulce et Decorum Est”

Teacher prepared tests, quizzes, quick writes, essays, presentation Collins Writing

10 days

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 Flashback

 Foreshadowing

 Symbolism

 Allusion

 Voice

 Satire

 Pun

 Irony

 Logos

 Ethos

 Pathos AP Curricular Requirement

Scoring Component 1: The course 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).

Curricular Requirement 4: The course requires expository, analytical, and argumentative writing assignments that are based on readings

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AP English Language and Composition Page 23 representing a wide variety of prose styles and genres.

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Scoring Component 13: 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 a variety of sentence structures.

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AP English Language and Composition Page 25 Scoring Component 15: The AP teacher provides instruction and feedback on students’ writing assignments, both before and after they revise

their work, that help the students develop a balance of generalization and specific, illustrative detail.

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Resources & Activities Assessments Suggested Time (In Days) Nature of Man Essential Knowledge:

Students will study the basic tenets of Puritanism, Realism, and Existentialism.

Students will demonstrate their

understanding of the mindsets of peoples in diverse religious, social, and

philosophical realms.

Students will evaluate and justify the rules of these peoples – and as they impact today’s society.

Students will evaluate the narrative structure and the rhetorical value of these fiction and non-fiction selections

Students will reflect upon the meaning of these works.

Skills:

History of Puritanism, The Dust Bowl and the Depression, and

Existentialism.

Students will explain how the authors’ language supports their messages.

Vocabulary

 Allegory

Approved textbook

Copies of Chapters and Essays The Scarlet Letter: Chapters 1, 2, 3, 9, 22

The Grapes of Wrath: Chapters 3, 9, 17, 21, 30

“Self-Reliance”

From “Civil Disobedience”

From Walden

Teacher prepared tests, quizzes, quick-writes, essays, presentations Collins Writing

30 days

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 Symbol

 Irony

 Realism

 Allusion

 Depression

 Dust Bowl

 “Oakies”

 Setting

 Ostracism

 Transcendentalism

 Imagery AP Curricular Requirement

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Scoring Component 14: 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 logical organization, enhanced by specific techniques to increase coherence. Such techniques may include traditional rhetorical structures, graphic organizers, and work on repetition, transitions, and emphasis.

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their work, that help the students develop a balance of generalization and specific, illustrative detail.

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Resources & Activities Assessments Suggested Time (In Days) Independent

Reading

Student will recognize and analyze character, plot, setting, literary terms, rhetorical language Skills:

Vocabulary

 Context clues

 Figurative language

 Imagery

 Symbolism

 Tone

 Style

 Theme

Teacher Generated Test The Picture of Dorian Gray

Teacher prepared tests, quizzes, etc.

1 day

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AP English Language and Composition Page 32 Curricular Requirement 3: 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.

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Resources & Activities Assessments Suggested Time (In Days) Genes / Food

Discussions Within Society Today

Students will demonstrate understanding of a satirical argument.

Students will understand how what is directly stated differs from what is really meant in text.

Students will analyze author’s point of view and purpose.

Students will analyze use of language and style.

Students will analyze bias in writing.

Students will analyze pros and cons to issues.

Skills:

History of Satire Literature Recognize and analyze modes of satire.

Produce an essay that develops claims and counterclaims that mirror those in Swift’s essay.

Quick-writes and Timed Writings

Approved textbook Copies of essay, speeches, articles

Genes:

“Who Gets Good Genes?”

“The Real Meaning of Genetics”

“The Return of Eugenics”

“The Case Against Perfection”

Food:

“The Queen of Mold”

“Cake Walk”

“The Sixth Deadly Sin”

“Broad-based Effort Needed to Attack Americans’ Obesity”

Teacher prepared tests, quizzes, quick writes, presentations, essays Collins Writing

25 days

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AP English Language and Composition Page 34 Vocabulary

 Satire

 Hyperbole

 Persona

 Eugenics

 Connotation

 Denotation

 Ethos

 Logos

 Pathos

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Scoring Component 13: 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 a variety of sentence structures.

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their work, that help the students develop a balance of generalization and specific, illustrative detail.