Advanced Placement English Language & Composition Class...

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Advanced Placement English Language & Composition

Class Information and General Syllabus

Course Description & Objectives

Advanced Placement (AP) English Language and Composition is a college level course that

deals in recognizing, analyzing, and expressing ideas. Students will spend the semester

considering important ideas advanced throughout history as they test their own ideas against

those of others. Due to the challenging nature of Advanced Placement coursework, this course

demands each student’s best effort, all the time.

Specifically, AP English Language is intended to engage students in becoming skilled readers

of prose from various periods, disciplines, and rhetorical contexts, and in becoming skilled

writers who compose for a variety of purposes. It brings into focus the interactions among a

writer’s purposes, audience expectations, and subjects, as it promotes examination of the

conventions and resources of language that contribute to effective writing.

Students in AP English Language and Composition will work towards an appreciation of the

rhetorical and aesthetic dimensions that contribute to rich and effective writing. Students will

take the AP examination in May (possibly earning scores that lead to college English credit)

and will continue to develop as appreciative life-long readers and effective writers who think

deeply and analyze critically. According to guidelines promoted by the The College Board,

students should be able to do the following upon completion of this course:

● analyze and interpret samples of good writing, identifying and explaining an author’s use

of rhetorical strategies and techniques;

● apply effective strategies and techniques in writing;

● create and sustain arguments based on readings, research, and/or personal experience;

● write for a variety of purposes;

● produce expository, analytical, and argumentative compositions that introduce a

complex central idea and develop it with appropriate evidence drawn from primary

and/or secondary sources, cogent explanations, and clear transitions;

● demonstrate understanding and mastery of standard written English, as well as stylistic

maturity in writing;

● demonstrate understanding of the conventions of citing primary and secondary sources;

● effectively research, draft, revise, and reflect upon personal writing;

● analyze image as text; and,

● evaluate and incorporate references into researched essays using an established

format.

- Course Description: Advanced Placement English, The College Board (2006).

Grading System:

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Essays 30%: Most essays are first written as in-class essays and graded as rough drafts.

Rough drafts are self-edited and peer edited before students type the final copies. Final copies

make up 30 percent of the nine weeks’ grade. Rough drafts and editing assignments are part of

the daily work, which is 20 percent of the nine weeks’ grade. Students must submit all drafts

with final copies. Graded final copies are kept in a portfolio that counts as part of a final major

grade for the semester.

Tests 25%: Most tests consist of multiple-choice questions based on rhetorical devices and their

function in given passages. Some passages are from texts read and studied in class, but some

passages are from new material that students analyze for the first time.

Quizzes 25%: Quizzes are used primarily to check for reading and basic understanding of a

text. Each unit has at least one quiz on vocabulary from the readings. Also, each unit has at

least one quiz on grammatical and mechanical concepts reviewed in daily tasks as well as from

discussions and/or annotations of syntax from the readings.

Daily 20%: Daily assignments consist of a variety of tasks. Some of these tasks involve

individual steps leading to a larger product, such as plans, research, drafts, and edits for an

essay. Other daily tasks consist of grammar reviews, vocabulary exercises, annotation of texts,

and fluency writing.

Most lessons begin with a warm-up or anticipatory task. These focus on a grammatical or

writing concept that connects to the day’s reading assignment. Students do these exercises

during the first five minutes of the class period.

Course Organization

The course is organized by themes. (See syllabus.)

Each unit requires students to acquire and use rich vocabulary, to use standard English

grammar, and to understand the importance of diction and syntax in an author’s style.

Therefore, students are expected to develop the following through reading, discussion, and

writing assignments:

● 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; and

● an effective use of rhetoric including controlling tone, establishing and maintaining voice,

and achieving appropriate emphasis through diction and sentence structure.

For each reading assignment students must identify the following:

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● Thesis or Claim

● Tone or Attitude

● Purpose

● Audience and Occasion

● Evidence or Data

● Appeals: Logos, Ethos, Pathos

● Assumptions or Warrants

● Style (how the author communicates his message - rhetorical mode and rhetorical

devices, which always include diction and syntax)

● Organizational patterns found in the text (i.e., main idea detail, comparison/contrast,

cause/effect, extended definition, problem/solution, etc.)

● Use of detail to develop a general idea

Primary Teacher Resources

Shea, Renee, Lawrence Scanlon, and Robin Dissin Aufses. The Language of Composition:

Reading, Writing, Rhetoric. Second Edition. Boston: Bedford/St. Martin’s. 2013.

Pearson Common Core Literature Georgia: The American Experience. Pearson. 2015.

Other resources will be specified within the reading or viewing sections of the syllabus.

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Syllabus: AP English Language and Composition

Spring Semester

Unit 1: Introduction: AP English Course Description, Class Rules and Responsibilities, Grading

System, Rhetorical Terms (Definitions), Rhetorical Modes, Rhetorical Devices, Close Reading

Focus 1: An Introduction to Rhetoric

Reading:

● Gehrig, Lou, “Farewell Speech”

● Cofer, Judith Ortiz, “The Myth of the Latin Woman: I Just Met a Girl Named Maria”

● Waters, Alice, from “Slow Food Nation”

● Nixon, Richard, from “The Checkers Speech”

● Marcus, Ruth, from “Crackberry Congress”

Viewing:

● Nixon, Richard, “The Checkers Speech”

https://www.youtube.com/watch?v=I9LcAJOsFGg

● Toles, Tom, “Rosa Parks” (cartoon)

Focus 2: Close Reading

Reading:

● Queen Elizabeth, “Speech to the Troops at Tilbury”

● Ellison, Ralph, from “On Bird, Bird-Watching and Jazz”

● Didion, Joan, “The Santa Anna Winds”

● Marx, Groucho, “Dear Warner Brothers”

Viewing:

● Dodge, “It’s a Big Fat Juicy Cheeseburger in a Land of Tofu” (advertisement)

● Girl Scouts, “What Did You Do Today”?

Assessments:

● Quizzes: Students are given a quiz on most readings. These check for understanding of

meaning and strategies.

● Quiz: Vocabulary from readings

● Quiz: Grammar (from warm-up exercises, syntax discussions, and/or reading

annotations)

● Test: Definitions of rhetorical modes and devices

● Composition:

○ Memoir Prompt: Select a moment from memory, an experience that has stayed

with you. In a well-written essay, recreate that experience, and then analyze it,

figuring out what it means to you.

○ Compare/Contrast Prompt: Read and analyze the following three pieces and

develop a thesis statement for an essay that compares and contrasts the styles

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of the three documents, focusing on how they convey the legacy of John F.

Kennedy.

■ Kennedy, John F., “Inaugural Address, January 20, 1961”

■ Clift, Eleanor, “Inside Kennedy’s Inauguration, 50 Years on”

■ United States Army Signal Corps, “Inauguration of John F. Kennedy

(photo)

● Original Visual:

○ Prompt: Create a 5-inch object, sculpture, or painting that reflects the central idea

of your memoir. These will be displayed in the classroom. Write a short essay in

which you either explain how your sculpture reflects the main idea of your

memoir, OR how the sculpture serves as an alternative form of text that “says”

the same thing as your memoir.

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UNIT 2: Analyzing Arguments

Reading:

● Domini, Amy, “Why Investing in Fast Food May Be a Good Thing”

● New York Times Editorial Board, “Felons and the Right to Vote”

● Oladipo, Jennifer, “Why Can’t Environmentalism Be Colorblind?”

● Santiago, Fabiola, “In College, These American Citizens Are Not Created Equal”

● Thomas, Dana, “Terror’s Purse Strings”

● Jefferson, Thomas “The Declaration of Independence”

Viewing:

● Toles, Tom, “Crazed Rhetoric” (cartoon)

● Polyp, “Rat Race” (cartoon)

● Striglitz, Alfred “The Steerage (photo)

● Theme-related photos video clips, and/or cartoons from current periodicals will be

analyzed as these become available. Students may contribute selections for viewing

with teacher’s approval.

Assessments:



● Quiz: Vocabulary from readings


annotations)

● Composition: Argumentative/persuasive essay on current event of student choice.

○ Prompt: Students will use “Essay in Progress” prompts as students read the

chapter to go from the process of Selecting a Topic, Staking A Claim, Developing

a Thesis, Using Evidence, Shaping an Argument, and writing a First Draft.

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Unit 3: Man versus Society

Independent Reading: Hawthorne, Nathaniel, The Scarlet Letter

Students do an annotated reading of this novel. they are responsible for identifying and

understanding its elements: characterization, setting, initial incidents, conflicts, climaxes,

resolutions, and conclusions, as well as identify and comment on the rhetorical and stylistic

choices that the author makes.

Reading:

● The Scarlet Letter, Chapter 1, “The Prison Door”

● The Scarlet Letter, Chapter 2, “The Market Place”

● Staples, Brent. “Just Walk on By: A Black Man Ponders His Power to Alter Public Space”

(textbook 541-546)

● Edwards, Jonathan, “Sinners in the Hands of an Angry God” (Pearson textbook)

● Gelsey, Zara, “Who’s Reading over Your Shoulder?”

(http://jupiter.plymouth.edu/~sshirley/wpPatriot3.htm) or

(http://faculty.washington.edu/jernel/551/wk504hum.htm)

Readings on Current Events:

● Theme-related articles, articles that reflect claims or central ideas made by the authors

studied in this unit, submissions from students with teacher’s approval

Viewing:

● Joffe, Roland, The Scarlet Letter, starring Demi Moore, Gary Oldman, and Robert Duvall

● Senator Joseph McCarthy attacks Edward R. Murrow on CBS, video clip,

www.AmericanRhetoric.com

● “Good Night and Good Luck”, video clip, www.AmericanRhetoric.com

● Theme-related photos and/or cartoons from current periodicals will be analyzed as these

become available. Students may contribute selections for viewing with teacher’s

approval.

Assessments:



● Quiz: Vocabulary from readings.


annotations)

● Test: The Scarlet Letter

● Composition: Analysis (choice of Prompt 1 or Prompt 2)

○ Prompt 1: Read the following passage (paragraph 3, “I might be, … martyrdom.”)

from The Scarlet Letter, chapter 5, “Hester at Her Needle.” Then write an essay

showing how Hawthorne depicts Hester’s inner turmoil. Consider such rhetorical

devices as diction, figurative language, syntax, irony, and tone.

http://jupiter.plymouth.edu/~sshirley/wpPatriot3.htm

http://faculty.washington.edu/jernel/551/wk504hum.htm

http://www.americanrhetoric.com/

http://www.americanrhetoric.com/

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○ Prompt 2: Read the following passage (paragraph 7, “Hester sought not… wrong,

beneath.”) from The Scarlet Letter, Chapter 5, “Hester at Her Needle.” Then write

an essay analyzing the author’s use of clothing to reveal Hester’s self-perception,

the attitude of Hester’s neighbors, and the nature of her daughter’s conception.

Consider such rhetorical devices as diction, imagery, syntax, irony, and tone.

● Composition: Comparison/Contrast

○ Prompt: Read the following passages from The Scarlet Letter. Passage 1 is from

Chapter 2, “The Market-Place” (paragraph 11, “The young woman… by herself”).

Passage 2 is from Chapter 3, “The Recognition” (paragraphs 1 and 2, “From this

intense… his lips”). Then write a carefully reasoned and fully elaborated analysis

of Hawthorne’s attitude toward these two characters. Consider allusion, irony,

imagery, syntax, organization of details, and other rhetorical devices.

● Composition: Analysis

○ Prompt: Read Chapter 9, “The Leech,” from The Scarlet Letter, Then write an

essay analyzing how Hawthorne uses setting, allusion, metaphor, irony, diction,

and tone to reveal character.


○ Prompt: Read Chapter 22, “The Procession,” from The Scarlet Letter. Then write

an essay analyzing how Hawthorne uses rhetorical devices, including irony and

extended metaphor, to reveal the conclusion.

● Composition: Argumentation letter to the editor.

○ Prompt: Using Jonathan Edwards’ sermon as a model, write a letter to the editor

of our school newspaper using fear tactics to deter your audience from doing

something.

● Composition: Journal Entry

○ Prompt 1: Write a journal or diary entry reflecting on a time when you felt isolated

from society. -OR-

○ Prompt 2: What does guilt imply about free will and choice? If we had no free will

and choice, how would guilt likely affect us?

● Composition: Synthesis

○ Prompt: Who are considered outsiders in our society? Why are they in this

position? How does society treat them? Should society be more tolerant of them?

Using at least three sources from this unit, including The Scarlet Letter, write an

essay that discusses the position of the outsider in society. You must also find

and use two additional sources in support of the topic. These sources should be

credible and represent both primary and secondary sources. Remember to

attribute both direct and indirect citations, using MLA format. Refer to the sources

by authors’ last names or by titles. Avoid mere paraphrase or summary.

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Unit 4: Community: What is the relationship of the Individual to the community?

Reading:

● King Jr., Martin Luther, “Letter from Birmingham Jail”

● Thoreau, Henry David, “Where I Lived, and What I Lived For”

● Goodman, Ellen, “The Family That Stretches (Together)”

● Alvord, Lori Arviso, “Walking the Path between Worlds”

● Mengestu, Dinaw, “Home at Last”

● Brown, Scott, “Facebook Friendonomics”

● Gladwell, Malcolm, “Small Change: Why the Revolution Will Not Be Tweeted”




Viewing:

● Rockwell, Norman, “Freedom from Want” (painting)

● Chast, Roz, “The Last Thanksgiving” (cartoon)

● Nissan Motor Company, “The Black Experience Is Everywhere (advertisement)



approval.

Assessments:





annotations)

● Composition (Suggestions for Writing p. 295)

● Composition: Philosophical Essay

○ Prompt: Using the reflective style of Thoreau, write your own philosophical essay

entitled “Where I Live, and What I Live For” (note present tense).

● Composition: Argumentative Essay

○ Prompt: Explain why you agree or disagree with the following assertion that

Brown makes: “Friends are the currency of the socially networked world;

therefore, it follows that more equals better. But the more Friends you have, the

less they’re worth - and, more to the point, the less human they are. People

become mere collectibles…” (paragraph 3)

● Composition: Journal

○ Prompt: Chast imaginary dinner guest in the cartoon “The Last Thanksgiving” are

quite different from those in Rockwell’s painting “Freedom from Want”. Yet in

what ways does Chast’s depiction of Thanksgiving reflect the same American

values that Rockwell’s does?

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● Composition: Synthesis Essay

○ Prompt: what is the individual’s duty to his or her community? What is the

community’s duty to the individual? In an essay that synthesizes and uses for

support at least four of the readings from this unit, discuss the obligations of

individuals within a community. You must also find and use two additional

sources in support of the topic. these sources should be credible and represent

both primary and secondary sources. Remember to attribute both direct and

indirect citations. Refer to the sources by authors’ last names or by titles. Avoid

mere paraphrase or summary.

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Unit 5: The Economy

Independent Reading: Fitzgerald, F. Scott, The Great Gatsby

Students do an annotated reading of this novel. they are responsible for identifying and

understanding its elements: characterization, setting, initial incidents, conflicts, climaxes,

resolutions, and conclusions, as well as identify and comment on the rhetorical and stylistic

choices that the author makes.

Reading:

● Ehrenreich, Barbara, from “Serving in Florida”

● Washington, Booker T., “The Atlanta Exposition Address”

● Eighner, Lars, “On Dumpster Diving”

● Crawford, Matthew B., “The Case for Working with Your Hands”

● Zakaria, Fareed, “How to Restore the American Dream”



studied in this unit, submissions from students with teacher’s approval.

Viewing:

● Luhrmann, Baz, The Great Gatsby, starring Leonardo DiCaprio and Carey Mulligan

● Parker, Jeff, “The Great GAPsby Society” (cartoon)

● Tomorrow, Tom. “This Modern World: A “Handy” Guide to the Housing Market” (cartoon)



approval.

Assessments:





annotations)

● Test: The Great Gatsby

● Composition: Argumentative

○ Prompt: In “Evaluation,” the final chapter of Nickel and Dimed, Ehrenreich

observes:

■ Some odd optical property of our highly polarized and unequal society

makes the poor almost invisible to their economic superiors. The poor can

see the affluent easily enough - on television, for example, or on the

covers of magazines. But the affluent rarely see the poor or, if they do

catch sight of them in some public space, rarely know what they’re

seeing, since - thanks to consignments stores and, yes, Wal-Mart - the

poor are usually able to disguise themselves as members of the more

comfortable classes.

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○ Write an essay supporting or challenging Ehrenreich’s analysis.

● Composition: Compare/Contrast

○ Prompt: The Great Gatsby uses contrasting places to represent opposing forces

or ideas that are central to the meaning of the work. Write an essay explaining

how the places differ, what each place represents, and how their contrast

contributes to the meaning of the work.


○ Prompt: Novels and plays often include scenes of weddings, funerals, parties,

and other social occasions. Such scenes may reveal the values of the characters

and the society in which they live. Select a scene from The Great Gatsby and in

a focused essay, discuss the contribution the scene makes to the meaning of the

work as a whole.


○ Each of the following texts presents a view of the individual’s responsibility to the

community.

○ Sources:

■ Andrew Carnegie, from “The Gospel of Wealth”

■ Bertrand Russell, from “The Happy Life”

■ Garrett Hardin, from “Lifeboat Ethics”

■ Peter Singer, from “The Singer Solution to World Poverty”

■ Zapiro (Jonathan Shapiro), “World Economic Forum” (cartoon)

■ Christian Science Monitor Editorial Board, “Warren Buffett, Bill Gates, and

the Billionaire Challenge”

■ Der Spiegel Online, “Negative Reaction to Charity Campaign

○ Prompt: How can “the good life” be lived well? Explain your position, first by

defining the term and then by presenting your own view within the context of the

sources. Support your argument with references to at least three of the seven

sources.

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Unit Six: Popular Culture

Reading:

● Twain, Mark, “Corn-Pone Opinions”

● McCloud, Scott, from “Show and Tell” (graphic essay)

● Denby, David, “High School Confidential: Notes on Teen Movies”

● Johnson, Steven, “Watching TV Makes You Smarter”

● Klosterman, Chuck. “My Zombie, Myself: Why Modern Life Feels Rather Undead”




Viewing:

● Warhol, Andy, “Myths” (painting)

● Tansey, “The Innocent Eye Test” (painting)



approval.

Assessments:





annotations)


○ Prompt: Write your own version of “Corn-Pone Opinions,” giving examples from

contemporary culture and politics. Do you end up making the same argument as

Twain, or do you think Americans are more independent thinkers now? Explain

why.


○ Charles McGrath, an editor of the New York Times Book Review, wrote in a 2004

essay, “Not Funnies,” that comic books are “what novels used to be - an

accessible, vernacular form with mass appeal.” He says that if the “highbrows”

are right, they are a “form perfectly suited to our dumbed-down culture and

collective attention deficit.” How might McCloud respond to McGrath and the

“highbrows”? How does McCloud address the gap between high and low culture?


○ Each of the following documents comment directly or indirectly on the effects of

exporting american pop culture to the rest of the world.

○ Sources:

■ Friedman, Thomas L., “The Revolution is U.S.”

■ Havrilesky, Heather, “Besieged by “Friends””

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■ Straughan, Deirdre, “Culture Hegemony: Who’s Dominating Whom?”

■ Appiah, Kwame Antony, from “The Case for Contamination

■ Joffe, Josef, “The Perils of Soft Power”

■ Nye Jr., Joseph S., “The U.S. Can Reclaim “Smart Power””

■ Ammar, Hassan, “Slovakian Soccer Fan at 2012 World Cup in South

Africa” (photo)

○ Prompt: Write an essay explaining why the export of American culture has either

a positive or a negative effect on the cultures and societies that adopt it. Support

your argument with references to at least three sources.

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Research Paper: the Documented Essay

Task and Prompt:

● Choose a current event that reflects on of the themes that we studied this semester.

● Research the topic through different types of sources (newspapers, magazine, news

stories, interviews, online sources, radio broadcasts, visuals, etc.) evaluating sources for

credibility and appropriateness.

● Take careful notes, making sure that you cite your sources accurately using MLA format.

● Develop an argument about this topic.

● Establish a claim.

● then integrate a variety of sources into a coherent, well-written essay.

● Use the sources to support your position; avoid mere paraphrase or summary.

● Your argument should be central.

● Remember to attribute both direct and indirect citations using MLA format.

● Create a Works Cited page using MLA format.

● Plagiarism will result in a zero.

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Calendar

Date Description of Student Goals

& Activities

Homework (Tonight’s Reading)

6-Jan Introduction: AP English

Course Description, Class

Rules and Responsibilities,

Grading System

reading of syllabus

7-Jan UNIT 1: Review Fall reading;

review of Rhetorical Terms

(Definitions), Rhetorical

Modes, Rhetorical Devices

p. 1-6 TEXTBOOK

8-Jan p. 8-17 TEXTBOOK

9-Jan Practice AP test - multiple

choice

p. 18-38 TEXTBOOK

12-Jan Memoir Prompt review of Rhetorical Terms

13-Jan Quiz Rhetorical Terms p. 39-47 TEXTBOOK

14-Jan Submission of visual p. 48-68 TEXTBOOK

15-Jan Compare/Contrast Prompt

p. 69-77

78-80 TEXTBOOK

16-Jan Practice AP test - multiple

choice

review of Style Elements

20-Jan Quiz Style Elements p. 85-97 TEXTBOOK

21-Jan UNIT 2: Analyzing Claims -

Types of Claims

p. 98-111 TEXTBOOK

22-Jan Presenting Evidence p. 112-130 TEXTBOOK

23-Jan Induction, Deduction,

Toulmin Model

p. 131-140 TEXTBOOK

26-Jan Visual Texts as Arguments p.141-144 TEXTBOOK

27-Jan Submission of

Persuasive/Argumentative

Essay

p. 160-164 TEXTBOOK

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28-Jan Quiz: Argument Terms and

Fallacies

p. 166-174 TEXTBOOK

29-Jan Writing a Synthesis Essay UNIT 3: Man versus Society - Begin reading

“The Scarlet Letter” by Nathaniel Hawthorne

30-Jan Practice AP Test - multiple

choice

2-Feb Close reading analysis of

“The Scarlet Letter”

Composition Essay: Compare/Contrast over

chapters 2 and 3 passages

3-Feb Peer group discussion


5-Feb Peer group discussion Composition Essay: Analysis of chapter 5

passage

6-Feb Staples, Brent. “Just Walk on

By: A Black Man Ponders His

Power to Alter Public Space”

9-Feb The Scarlet Letter: Peer

group discussion

Composition Essay: Analysis of chapter 9

passage



12-Feb Edwards, Jonathan, “Sinners

in the Hands of an Angry

God”

Composition Essay: Argumentation Letter to the

Editor

Conclude reading The Scarlet Letter over the

winter break

17-Feb Test: The Scarlet Letter Composition Essay: Analysis of chapter 22

passage

18-Feb Viewing critically analysis Composition: Journal Entry

19-Feb Gelsey, Zara, “Who’s

Reading over Your

Shoulder?”

Composition: Synthesis Analysis Unit 3

20-Feb AP PRACTICE TEST: Writing

Prompts 1 and 2

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23-Feb UNIT 4: Community - Martin

Luther King Jr. “Letter from

the Birmingham Jail”

24-Feb Critical analysis

25-Feb Thoreau, Henry David,

“Where I Lived, and What I

Lived For”

Composition: Philosophical Essay - Thoreau

26-Feb Critical analysis

27-Feb Goodman, Ellen, “The

Family That Stretches

(Together)”

2-Mar Rockwell, Norman, “Freedom

from Want” (painting)

Chast, Roz, “The Last

Thanksgiving” (cartoon)

Composition: Journal over Visual works

3-Mar Brown, Scott, “Facebook

Friendonomics”

4-Mar Gladwell, Malcolm, “Small

Change: Why the Revolution

Will Not Be Tweeted”

Composition: Argumentative Essay

5-Mar Alvord, Lori Arviso, “Walking

the Path between Worlds”

6-Mar Mengestu, Dinaw, “Home at

Last”

Composition: Synthesis Essay

9-Mar UNIT 5: Economy Begin reading The Great Gatsby

10-Mar Close reading analysis of

The Great Gatsby

11-Mar Washington, Booker T., “The

Atlanta Exposition Address”


The Great Gatsby

13-Mar Ehrenreich, Barbara, from Composition: Argumentative over quote by

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“Serving in Florida” Ehrenreich


The Great Gatsby

17-Mar Eighner, Lars, “On Dumpster

Diving”


The Great Gatsby

Composition: Compare/Contrast - Gatsby

19-Mar Crawford, Matthew B., “The

Case for Working with Your

Hands”

20-Mar AP PRACTICE TEST:

Multiple Choice


The Great Gatsby

24-Mar Zakaria, Fareed, “How to

Restore the American

Dream”


The Great Gatsby

Composition: Analysis - Gatsby


The Great Gatsby

27-Mar Test - Gatsby Composition: Synthesis Essay in MLA format

6-Apr Unit 6: The Popular

Culture - Denby, David,

“High School Confidential:

Notes on Teen Movies”

7-Apr Tansey, “The Innocent Eye

Test” (painting)

8-Apr AP Test Practice: Essay

Prompt 1 and 2

9-Apr Twain, Mark, “Corn-Pone

Opinions”

Composition: Analysis

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10-Apr Johnson, Steven, “Watching

TV Makes You Smarter”

13-Apr Klosterman, Chuck. “My

Zombie, Myself: Why Modern

Life Feels Rather Undead”

14-Apr AP Test Practice: Essay

Prompt 3

15-Apr McCloud, Scott, from “Show

and Tell” (graphic essay)

Composition: Analysis - McCloud

16-Apr AP Test Practice: Multiple

Choice

17-Apr analysis of readings Composition: Synthesis - The Popular Culture

20-Apr analysis of readings

21-Apr AP Practice Test: Multiple

Choice

22-Apr UNIT 7: THE

DOCUMENTED ESSAY

Choose a current event that reflects on of the

themes that we studied this semester

23-Apr research Research the topic through different types of

sources

24-Apr AP Practice Test: Prompt 1

and 2

27-Apr research Research the topic through different types of

sources

28-Apr AP Practice Test: Prompt 3

29-Apr research Take careful notes, making sure that you cite your

sources accurately using MLA format

30-Apr research Take careful notes, making sure that you cite

your sources accurately using MLA format

1-May AP Practice Test: Prompt 1

and 2

4-May research Develop an argument about this topic

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5-May AP Practice Test: Prompt 3

6-May research Establish a claim

7-May research integrate a variety of sources into a coherent,

well-written essay

8-May AP Practice Test: Multiple

Choice

11-May research integrate a variety of sources into a coherent,

well-written essay

12-May research Create a Works Cited page using MLA format

13-May AP TEST

14-May GEORGIA MILESTONES

TEST - date TBA

Polish Portfolio and research paper

15-May GEORGIA MILESTONES

TEST - date TBA

Polish Portfolio and research paper

18-May Research paper and portfolios Due

19-May Portfolio Presentations




Advanced Placement English Language & Composition Class...

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