AP+English+Language+and+Composition

=AP ENGLISH LANGUAGE and COMPOSITION=

//Most of Carolynn's AP Resources are on her hard drive OR in the 11th/12th Literature sections of the wiki. Please contact me if you want to talk AP Language OR Ali, Maura & Elena for AP Literature!//

Rhetorical Modes/Types of Writing
//**The aim of this unit** is for students to be able to identify types of writing (in a text overall AND in isolated lines/paragraphs within a text.) Is the text a narrative that opens with description? Is the text an argument that uses exemplification to prove the point? This is a foundational concept to AP Language & Composition that is not too difficult.// //**The key points:**// There are many "rhetorical modes"/"types of writing". You can identify a text's "rhetorical mode" based on its "defining features/key words". Texts can (and often do) include more than one "rhetorical mode".


 * Day 1:** Students define the types of writing. (Create note cards for each mode. Mode name and definition on the front, features/identifying words on the back. I had my students do this on their own using the internet (http://www.tc.umn.edu/~jewel001/CollegeWriting/START/Modes.htm) then we went over them as a class.
 * [[file:en-c-glish/Mar 24 - Rhetorical Modes--Types of Writing.doc|Introduction Rhetorical Modes/Types of Writing (for teacher, create notes for students).doc]]


 * Day 2:** Students memorize/practice features/identifying words of each mode. Print out the excel sheet. Cut it into strips and mix them.
 * **Matching Cards Practice:** [[file:en-c-glish/Rhetorical Modes and Features.xls|Rhetorical Modes and Features.xls]] Students must form 8 piles of matching cards (one for each mode.) Each pile will have: (1) the name of the rhetorical mode/writing type (2) the definition (3) the features/identifying words (4) an example.
 * **Gallery Walk Practice:** I printed out MC passages from the previous AP exam, on the college board website and my students did a gallery walk identifying the rhetorical mode(s) used in each passage. They had to write down on their papers: (1) the passage # (2) the rhetorical mode(s) (3) the features/identifying words from the passage that helped them figure this out
 * **Worksheet Practice:** [[file:en-c-glish/Mar 30 - Do Now - Rhetorical Modes.doc|Rhetorical Mode Passages for Identification.doc]]

The Prince, by Machiavelli
//**The aim of this unit** is to help students develop comprehension skills for extremely high-level texts, apply difficult concepts from one text to new texts, and analyze the use of style/structure in non-fiction.// (Created by Carolynn, Spring 2010 for AP English Language and Composition as an extension of a unit on Power & Leadership that began with __Lord of the Flies__.)




 * Day 1: Introduce Machiavelli's Historical Context, so students will understand what shaped his views**
 * [[file:en-c-glish/Mar 16 - Machiavelli's Historical Context.doc|Day 1 - Machiavelli's Historical Context.doc]]
 * Day 2-3: Walk students through comprehension of two excerpts from //The Prince,// decoding unknown words, translating individual sentences, and outlining the overall point //[the "WHAT"/"SAYS" of the text]//**
 * [[file:en-c-glish/Unit Text - The Prince.doc|Unit Text - The Prince (Blank Student Copy).doc]]
 * [[file:en-c-glish/Mar 16 - Do Now - Virtue.doc|Day 2 - Do Now - Virtue.doc]]
 * [[file:en-c-glish/Mar 17 - Do Now and Notes - on being 'bad'.doc|Day 3 - Do Now and Notes - on being 'bad'.doc]]
 * Day 4: Apply Machiavelli's philosophies of leadership to a short story about a tyrannical mayor**
 * [[file:en-c-glish/Mar 18 - Lesson Plan - Applying Machiavelli to Fiction.doc|Day 4 - Lesson Plan - Applying Machiavelli to Fiction.doc]]
 * [[file:en-c-glish/Mar 18 - Text - One of These Days by Gabriel Marquez.doc|Day 4 - Text - One of These Days by Gabriel Marquez.doc]]
 * [[file:en-c-glish/Mar 18 - Handout - Do Now and Marquez Historical Context .doc|Day 4 - Handout - Do Now and Marquez Historical Context .doc]]
 * Day 5: Analyze Machiavelli's Style (using Says/Does Outline) //[the "HOW"/"DOES" of the text]//**
 * [[file:en-c-glish/Mar 19 - Lesson Plan - Intro to Says-Does Analysis.doc|Day 5 - Lesson Plan - Intro to Says-Does Analysis.doc]]
 * [[file:en-c-glish/Mar 19 - Handout - Intro to Says-Does Analysis.doc|Day 5 - Handout - Intro to Says-Does Analysis.doc]]
 * Day 6: Students independently read next section of //The Prince// in preparation for Unit Test (60 min) then play "Review Jeopardy**"
 * [[file:en-c-glish/Test - Jeopordy Review for Machiavelli Test.ppt|Test - Jeopardy Review for Machiavelli Test.ppt]]
 * [[file:en-c-glish/Test - Study Guide.doc|Test - Study Guide.doc]]
 * Day 7: Unit Test**
 * [[file:en-c-glish/Unit Test - Text with line numbers.doc|Unit Test - Text (with line numbers).doc]]
 * [[file:en-c-glish/Unit Test - AP Style Multiple Choice.doc|Unit Test - AP Style Multiple Choice, Vocabulary, Historical Context.doc]]
 * [[file:en-c-glish/Mar 23 - AP Argument Essay on Authority.doc|Post-Test Handout - AP Argument Essay on Authority.doc]]
 * [[file:en-c-glish/Mar 23 - AP Argument Essay on Authority.doc|Post-Test Handout - AP Argument Essay on Authority.doc]]