AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition...

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2009 1 AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers are expected to teach all reading, writing, and communication skills identified for their grade level in the Language Arts Content Standards and Skills Continuum. Instruction of specific skills for each unit is referenced in the concept-based units under the “Critical Content and Skills” section of the concept-based units. Teachers are also expected to teach the concept-based units. In those concept-based units, the unit topics and conceptual lenses, enduring understandings, critical content, and critical skills must be taught as written. Teachers should include guiding questions, instructional activities, and a performance assessment for each unit. The guiding questions, instructional activities and performance assessments listed in the units are suggestions for teacher use. AP English 11 Unit 1 Topic: Introduction to Rhetoric Conceptual Lens: Key Elements of Rhetoric Unit 2 Topic: Developing Knowledge and Comprehension Conceptual Lens: Rhetoric Unit 3 Topic: Analysis of the Elements of Rhetoric Conceptual Lens: Rhetoric Unit 4 Topic: Interpretation and Evaluation Conceptual Lens: Rhetoric Unit 5: Topic: Synthesis and Reflective Practice Conceptual Lens: Rhetoric Teacher’s Note: While the focus of the curriculum is rhetoric, it may be helpful to organize each unit around a theme. The adopted textbook, The Language of Composition, is organized by thematic chapters and includes essential questions. The teacher may find this organizational structure a useful tool in helping to organize class readings. The supplemental anthology 50 Essays is a resource that will be helpful to use as well. Coordinate the use of 50 Essays with the AP English 12 teacher(s) in each building.

Transcript of AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition...

Page 1: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

2009

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AP English 11: Language and Composition Curriculum

The AP English 11 curriculum is comprised of four concept based units.

Teachers are expected to teach all reading, writing, and communication skills identified for their grade level in the Language Arts Content Standards and Skills Continuum. Instruction of specific skills for each unit is referenced in the concept-based units under the “Critical Content and Skills” section of the concept-based units.

Teachers are also expected to teach the concept-based units. In those concept-based units, the unit topics and conceptual lenses, enduring understandings, critical content, and critical skills must be taught as written. Teachers should include guiding questions, instructional activities, and a performance assessment for each unit. The guiding questions, instructional activities and performance assessments listed in the units are suggestions for teacher use.

AP English

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Unit 1 Topic: Introduction to Rhetoric

Conceptual Lens: Key Elements of Rhetoric

Unit 2 Topic: Developing Knowledge and Comprehension

Conceptual Lens: Rhetoric

Unit 3 Topic: Analysis of the Elements of Rhetoric

Conceptual Lens: Rhetoric

Unit 4 Topic: Interpretation and Evaluation Conceptual Lens: Rhetoric

Unit 5: Topic: Synthesis and Reflective Practice Conceptual Lens: Rhetoric

Teacher’s Note: While the focus of the curriculum is rhetoric, it may be helpful to organize each unit around a theme. The adopted textbook, The Language of Composition, is organized by thematic chapters and includes essential questions. The teacher may find this organizational structure a useful tool in helping to organize class readings. The supplemental anthology 50 Essays is a resource that will be helpful to use as well. Coordinate the use of 50 Essays with the AP English 12 teacher(s) in each building.

Page 2: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

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AP English 11 Curriculum

Table of Contents Page Numbers

Critical Skills (a list of content standards and skills required at the 11th grade level)

3-12

Before, During and After Reading Strategies

13-14

Six Traits of Writing

15

Introduction to Rhetoric

16-21

Developing Knowledge and Comprehension

22-28

Analysis of the Elements of Rhetoric

29-34

Interpretation and Evaluation

35-39

Synthesis and Reflective Practice 40-45

Page 3: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

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Critical Skills It is expected that all skills will be taught by the end of the year.

It is up to teachers to decide where each skill best fits in terms of the literature taught and embed those skills into the appropriate units.

DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level

Standard 1: Reading Process Unit(s) in which

skills taught

11.LA.1.2.1 Identify the features and the rhetorical devices of a variety of literature and informational documents. (Ind)

Goal 1.8: Vocabulary and Concept Development

Use the dictionary entry which fits the syntactic and semantic context: Cross reference, parts of speech, etymology, and idioms/slang. (Ind)

11.LA.1.8.1 Apply knowledge of roots and word parts to draw inferences about new words. (Ind)

11.LA.1.8.2 Use context analysis to determine the meanings of unfamiliar and multiple-meaning words from American literature. (Ind)

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Critical Skills Continued

It is expected that all skills will be taught by the end of the year. It is up to teachers to decide where each skill best fits in terms of the literature taught.

DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level

Standard 2: Comprehension and Interpretation Unit(s) in which skills taught

Goal 2.1: Acquire Strategies and Skills for Comprehending Text

11.LA.2.1.1 Compare and contrast similar themes or topics by authors from different time periods or cultures to explain how the historical or cultural context shapes each author's point of view. (Ind)

Compare and contrast expository and literary information within a single work and from multiple works. (Ind)

11.LA.2.1.2 Apply reading strategies to self monitor for comprehension. (Ind)

e.g., Re-reading, visualizing, using text pictures and charts, adjusting rate, defining unknown words, questioning, predicting, and Directed Reading Thinking Activity (DRTA) (Ind)

Create and adjust mental images while progressing through text. (Ind) Support inferences and generalizations by using evidence from text: Quote, fact, question,

vocabulary, theme, plot, and illustrations. (Ind) Distinguish between cause and effect, fact and opinion within expository and literary text. (Ind) Recognize bias or assumptions as opinions. (Ind)

11.LA.2.1.3 Clarify an understanding of text by creating outlines, notes, annotations, charts, and/or diagrams.

Goal 2.2: Acquire Skills to Comprehend Expository Text

Identify social, cultural and/or historical significance and relate it to personal experience. (Ind)

11.LA.2.2.1 Analyze the relationships among theses and arguments in informational text (e.g., newspaper editorials, promotional literature). (Ind)

Determine importance of information (Ind) Determine the purpose and effectiveness of persuasive writing. (Ind) Recognize persuasive techniques used in writing. (Ind) Examine logic and detect bias in text. (Ind) Detect errors in reasoning. (Ind)

11.LA.2.2.2 Define the purpose and audience of a variety of communication formats (e.g., essays, letters, user manuals, lab reports, websites). (Ind)

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Critical Skills Continued

It is expected that all skills will be taught by the end of the year. It is up to teachers to decide where each skill best fits in terms of the literature taught.

DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level

Standard 2: Comprehension and Interpretation Unit(s) in which skills taught

Understand the vocabulary of organizational patterns: Numerical, directional, sequential, chronological, cause/effect, compare/contrast, problem/solution, question/answer, and description. (Ind)

11.LA.2.2.3 Extend, through original analysis, arguments presented in primary and/or secondary sources. (Ind)

Examine logic and detect bias in text. (Ind) Determine which facts best support a conclusion or opinion, and detect errors in reasoning. (Ind) Evaluate the quality, validity and accuracy of information. (G) Organize and interpret information to draw logical conclusions. (Ind) Form, present and defend opinions by making judgments about information, validity of ideas, or quality of

work in expository text. (Ind)

Goal 2.3: Acquire Skills to Comprehend Literary Text. Understand the vocabulary of organizational patterns: Numerical, directional, sequential, chronological,

cause/effect, compare/contrast, problem/solution, question/answer, and description. (Ind) Read and interpret a variety of age appropriate literature: Fiction, nonfiction, poetry, drama, and

biography. (Ind) Organize and interpret information to draw logical conclusions. (Ind) Determine which facts best support a conclusion or opinion, and detect errors in reasoning that lead to

stereotypical thinking. (Ind) Form, present and defend opinions by making judgments about information, validity of ideas, or quality of

work based on a set of criteria for literary text. (Ind) Detect bias in a character's thinking. (Ind)

11.LA.2.3.1 Analyze recognized works of literature representing a variety of genres and traditions that: Trace the development of the major periods of American literature; contrast the major themes, styles, and trends in different periods; evaluate the influences (i.e., philosophical, political, religious, ethical, and social) of the historical period that shaped the characters, plot, and setting. (Ind)

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Critical Skills Continued

It is expected that all skills will be taught by the end of the year. It is up to teachers to decide where each skill best fits in terms of the literature taught.

DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level

Standard 2: Comprehension and Interpretation Unit(s) in which skills taught

11.LA.2.3.2 Analyze how voice and the choice of a narrator effect characterization. (Ind)

11.LA.2.3.3 Analyze the ways in which the theme represents a view or comment on life, using textual evidence to support the claim. (Ind)

11.LA.2.3.4 Evaluate the significance of various literary devices, including irony, tone, and figurative language. (Ind)

Identify, interpret, and evaluate these literary elements in a story: Characterization, plot (exposition, conflict, rising action, turning point, falling action, resolution), setting, theme, point of view, mood, foreshadowing, flashback, humor, author’s style and purpose, allegory, and allusion. (Ind)

Compare and contrast literary elements within single and multiple fictional works. (Ind)

11.LA.2.3.5 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language, on tone, mood, and theme. (Ind)

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Critical Skills Continued

It is expected that all skills will be taught by the end of the year. It is up to teachers to decide where each skill best fits in terms of the literature taught.

DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level

Standard 3: Writing Process Unit(s) in which skills taught

Goal 3.1: Acquire Prewriting Skills See adopted writing resources for specific prewriting and organizational strategies.

11.LA.3.1.1 Generate ideas using a variety of strategies. (Ind)

11.LA.3.1.2 Generate a main idea or thesis appropriate to a type of writing. (Ind)

11.LA.3.1.3 Apply organizational strategies to plan writing. (Ind)

11.LA.3.1.4 Match format to purpose and audience. (Ind)

11.LA.3.1.5 Produce a piece of writing within a set period of time. (Ind)

Goal 3.2: Acquire Skills for Writing a Draft.

e.g., Expressive, expository, persuasive, and literary response

11.LA. 3.2.1 Use the ideas generated and organized through prewriting to write a draft. (Ind)

11.LA. 3.2.2 Sequence ideas in a cohesive, meaningful order. (Ind)

Goal 3.3: Acquire Skills for Revising a Draft.

11.LA. 3.3.1 Revise draft for meaning, clarity, and effective organization. (Ind)

11.LA. 3.3.2 Add relevant details and delete irrelevant or redundant information. (Ind)

11.LA. 3.3.3 Use transitional words and phrases to clarify meaning and improve organization. (Ind)

11.LA. 3.3.4 Use a variety of sentence structures to improve sentence fluency and enhance style. (Ind)

11.LA. 3.3.5 Use literary models to refine writing style. (Ind)

11.LA. 3.3.6 Conference with others to improve writing. (Ind)

Goal 3.4: Acquire Skills for Editing a Draft.

11.LA.3.4.1 Use editing marks to indicate errors in conventions. (Ind)

11.LA.3.4.2 Edit for correct punctuation, spelling, grammar, and usage errors. (Ind)

Goal 3.5: Acquire Skills to Publish Writing.

11.LA.3.5.1 Publish improved draft. (Ind)

11.LA.3.5.2 Share writing with intended audience. (Ind)

11.LA.3.5.3 Use appropriate technology to produce a final draft. (Ind)

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Critical Skills Continued

It is expected that all skills will be taught by the end of the year. It is up to teachers to decide where each skill best fits in terms of the literature taught.

DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level

Standard 4: Writing Applications Unit(s) in which skills taught

Goal 4.1: Acquire Expressive (Narrative/Creative) Writing Skills

11.LA.4.1.1 Write fictional, autobiographical, or biographical narratives that pace the presentation of action to accommodate changes in time and mood. (Ind)

11.LA.4.1.2 Write original creative works including prose and poetry. (Ind)

Goal 4.2: Acquire Expository (Informational/Research) Writing Skills

Write an appropriate response to an essay question that requires: Comparing/contrasting, explaining, proving, illustrating, discussing, classifying, tracing, analyzing, evaluating, relating and justifying. (G)

11.LA.4.2.1 Write expository essays that include a main idea, supporting details, and introductory, body, and concluding paragraphs. (Ind)

11.LA.4.2.2 Write a research paper or project that makes distinctions between the relative value and significance of specific data, facts, and ideas. The research paper or project should state a thesis, use internal citations, and include a Works Cited page. (Ind)

Choose and limit a research topic or information problem. Ask specific researchable questions, and identify the information needed to answer the questions. (G)

Choose, limit, and develop a thesis for a research paper. (G) Consider possible information sources (print, electronic, experts, etc.), then evaluate and select the most

appropriate. (Ind) Locate and access the information resources. (Construct and apply effective research techniques.)

(Ind) Find and use the information within the source. (Ind) Evaluate the information for relevancy and authority, currency and accuracy. (Ind) Locate, take notes on, summarize, organize and interpret key ideas from multiple written sources to

address the thesis and draw logical conclusions.(Ind) Demonstrate understanding of the difference between and purposes of summary, paraphrase, and direct

quotations when taking notes on key ideas. (Ind) Cite direct quotations, summaries, statistics, graphs, pictures, paraphrasing appropriately.(Ind) Create an MLA Works Cited list of sources of information used in a research document. (See MLA.org.)

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Critical Skills Continued

It is expected that all skills will be taught by the end of the year. It is up to teachers to decide where each skill best fits in terms of the literature taught.

DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level

Standard 4: Writing Applications Unit(s) in which skills taught

(Ind) Compare and contrast MLA and APA citation style, including format, internal citations, and Works

Cited/References pages. (DI/M), (G) Create a five to six page research paper with a minimum of ten sources. (Ind) Use correct outline format. (Ind)

11.LA.4.2.3 Write technical or scientific text including résumés and cover letters that include precise language appropriate for topic and audience. (Ind)

Write a letter of application (e.g., college, job, and scholarship applications). (Ind) Write a précis/abstract. (G)

Goal 4.3: Acquire Persuasive Writing Skills

11.LA.4.3.1 Write persuasive compositions that acknowledge and refute opposing arguments. (Ind)

Goal 4.4: Acquire Skills for Literary Response

Compose a response using ideas and techniques from a variety of literature and fine arts that represent many cultures and perspectives. (Ind)

11.LA.4.4.1 Write a literary analysis supporting important ideas and viewpoints through accurate and detailed citations from the text. (Ind)

11.LA.4.4.2 Write responses to literature that demonstrate an awareness and appreciation of a variety of authors' styles. (Ind)

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Critical Content Continued

It is expected that all skills will be taught by the end of the year. It is up to teachers to decide where each skill best fits in terms of the literature taught.

DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level

Standard 5: Writing Components Unit(s) in which skills taught

Goal 5.3: Acquire Skills for Sentence Structure

11.LA.5.3.1 Apply correct and varied sentence types in writing. (Ind)

11.LA.5.3.2 Edit for agreement, word usage, parallel structure, and fluency. (Ind)

Goal 5.4: Acquire Skills for Using Conventions

11.LA.5.4.1 Demonstrate control of conventions including subject/verb agreement, verb tense, parallel structure, and clauses. (Ind)

11.LA.5.4.2 Demonstrate in writing the correct use of punctuation and capitalization. (Ind) Refer to adopted texts for examples.

Use colons correctly (e.g., time, in business letters, and long lists, etc.). (Ind) Use semi-colons. (Ind) Use quotation marks to show emphasis. (Ind) Correctly use hyphens and dashes. (Ind)

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Critical Content Continued

It is expected that all skills will be taught by the end of the year. It is up to teachers to decide where each skill best fits in terms of the literature taught.

DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level

Standard 6: Communication Unit(s) in which skills taught

Speaking and Listening At Grade 11 level:

Listen and respond to: Oral messages, readings, student presentations, lectures, electronic presentations, interviews, live and electronic dramatic performances, and verse. (Ind)

Listen to gain enrichment and information about various cultures through live and recorded presentations reflecting dialect/jargon as encountered in the concept-based units. (Ind)

Listen and process information in order to solve problems presented verbally. (Ind) Practice responsive skills between and among a variety of oral presentations to: Paraphrase,

summarize, ask questions for elaboration and clarification, interpret, evaluate, discuss, analyze, compare/contrast, and critique. (Ind)

Develop responsive interpersonal listening skills and encourage others’ participation, while exhibiting courteous, attentive, and appropriate behavior during discussions: Listen well and verify understanding, avoid monopolizing conversations, raise pertinent questions, and exhibit cultural sensitivity. (Ind)

Listen for an organizational structure in order to determine how to take notes. (Ind) Listen for the main idea and supporting details. (Ind) Listen for organizational structure in an auditory medium. (Ind) Listen for propaganda techniques in an auditory medium. (Ind) Plan and deliver an oral presentation that demonstrates knowledge of content: Audience consideration,

appropriate introduction and conclusion, a clear purpose, a logical sequence, clarity of ideas, and expressive words, use of cause and effect and similarities and differences to demonstrate a key point, and appropriate responses to audience questions. (Ind)

Plan and deliver an oral presentation that demonstrates knowledge of delivery: Eye contact, appropriate body language, posture and poise, appropriate voice inflection, volume, clarity of speaking, rate of delivery, use of correct grammar, use of supporting visual aid(s), and use of notes. (Ind)

Read/recite verse and prose oral interpretations. (Ind)

Page 12: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

2009 12

Critical Content Continued

It is expected that all skills will be taught by the end of the year. It is up to teachers to decide where each skill best fits in terms of the literature taught.

DI/M=With Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade 11 Level

Standard 6: Communication Unit(s) in which skills taught

Viewing At Grade 11 level:

View printed and/or electronic sources for information and understanding. Use viewing skills to determine main idea and collect data. (Ind)

View printed and/or electronic sources for personal response and expressions, and to engage in critical analysis and evaluation. (Ind)

Explain, compare, and contrast relationships, ideas, and cultures represented in various media. (Ind) Recognize propaganda techniques in a visual medium. (Ind) Apply knowledge gained from charts and graphs. (Ind) Use a variety of resources to produce age appropriate visuals that communicate through printed and/or

electronic sources, which include: Essential meanings and images, effective use of time, space, and organization, appropriate style, word choices, grammar, punctuation, spelling, and proper documentation. (Ind)

Page 13: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

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Grade 11 Reading Strategies (Standard 1: Reading Process)

It is expected that these skills will be integrated into regular instruction in addition to the critical skills taught for each unit.

DI/M= Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade Level At Grade 11 level:

Before Reading Strategies Identify the type of text to be read, and match strategies and graphic organizers to the text to support the purpose

for reading: Textbooks, newspapers, magazines, charts, graphs, maps, expository essays, histories, journals/diaries, reference books, poetry, short stories, biographies, narratives, chapter books, electronic databases, and websites. (Ind)

Preview text to recognize organizational features: Cover information, title page, contents, chapter headings, diagrams, charts, and graphs, maps and map keys, labels, captions, glossary/alphabetical order, and index. (Ind)

Preview electronic text to recognize the organizational features. Include all of the above in addition to hypertext links, abstracts, subject headings, menus, data fields, advanced search fields, Boolean operators (and, or, not), and drop down boxes. (Ind)

Activate prior knowledge: Brainstorm related topics, become familiar with necessary background, learn about the author, recall related personal experiences, KWL-Plus, and PQ4R. (Ind)

Select strategies and graphic organizers to understand and remember various types of text: Outline, webbing/mind mapping, flow chart, timeline, and note taking. (Ind)

Determine purpose for reading. (Ind) Identify and define unfamiliar essential vocabulary. (Ind) In test taking situations, look over the test to: Understand directions, get an overview of test structure, estimate

timing/pacing needed to complete test, and decide in what order to answer questions. (Ind)

During Reading Strategies Connect new information to the known. (Ind) Make and revise predictions about what is being read. (Ind) Use features of texts to find and interpret information .(Ind) Look for information to fulfill purpose for reading. (Ind) Ask questions about the text and look for answers. (Ind) Use text to verify meaning(s) of essential vocabulary. (Ind) Use essential vocabulary to aid comprehension. (Ind) Locate and identify main and supporting ideas. (Ind) Understand the vocabulary of organizational patterns: Sequential, chronological, cause/effect, compare/contrast, and

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Grade 11 Reading Strategies (Standard 1: Reading Process) It is expected that these skills will be integrated into regular instruction in addition to the critical

skills taught for each unit.

DI/M= Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade Level description. (Ind)

Use outlining or note taking to organize information: Chronological, location, comparison-contrast, cause-effect, and order of importance. (Ind)

Locate, understand, paraphrase, and synthesize small but significant details in complex text. (Ind) In test taking situations: Read passages, define vocabulary, know what the questions are asking, answer by making

appropriate choices, and monitor test completion time. (Ind)

After Reading Strategies Determine if purpose for reading has been achieved. (Ind) Determine which questions have been answered and which still remain for re-reading or further reading. (Ind) Reflect and express what new knowledge has been added to prior knowledge. (Ind) Determine the correctness of predictions. (Ind) Summarize what has been learned. (Ind) Paraphrase important details from the text. (Ind) Use a variety of graphic organizers to analyze and synthesize ideas related to the reading: Outlines, notes,

annotations, charts, diagrams, maps, and webs. (Ind) Compare and contrast the text with other texts (expository and literary). (Ind) React and support reaction to the text. (Ind) Evaluate new information and hypothesis by testing against known information and ideas. (Ind) Evaluate information for currency, accuracy and authority. (Ind) Transfer knowledge of essential vocabulary to other reading and writing tasks. (Ind) Upon completing a test: Review to make sure all directions were followed, and review all questions to be sure

answers have been answered to the best of abilities. (Ind) When tests are graded and returned, reflect, revise, and rethink test responses: Error analysis, error correction, and

redirected thinking. (Ind) LEARNING EXTENSION: Compile information in a different way by combining facts, ideas, terms, and basic concepts

in a new pattern or proposing alternative solutions (Ind)

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Six Traits of Writing (Standard 5: Writing Components) It is expected that these skills will be integrated into regular instruction in addition to the critical skills

taught for each unit.

DI/M= Direct Instruction and Modeling; G=With Guidance; Ind=Independent at Grade Level Traits At Grade 11 level: Traits: Ideas

Write with intriguing and original insights and/or a unique perspective. (Ind)

Maintain focus and clarity throughout writing by linking relevant and significant details to the thesis. (Ind)

Traits: Organization

Write pieces with captivating introductions, and a body that includes thoughtful transitions and clear connections, and satisfying conclusions. (Ind)

Narrow topic for a manageable thesis. (Ind) Write a piece in which a variety of details, facts,

examples, anecdotes, quotes, and/or explanations are used to support a thesis and are appropriate to topic, audience and purpose. (Ind)

Sequence details using problem/solution and order of importance. (Ind)

Traits: Voice

Tailor voice to engage the audience. (Ind) Write to reflect personality and expressiveness

tailored to audience and purpose. (Ind) Write to develop strong, effective mood and tone,

as well as experiment with personas. (Ind)

Traits: Sentence Fluency: Apply correct and varied sentence types in writing. Edit for agreement, word usage, parallel structure, and

fluency. Traits: Word Choice

Use precise nouns, energetic verbs, specific modifiers, and sensory details. (Ind)

Use vocabulary that reflects writer’s personality. (Ind) Use figurative language and sound devices: Simile,

metaphor, personification, alliteration, onomatopoeia, and hyperbole. (Ind)

Use irony, understatement, allusion, oxymoron and hyperbole as figurative language. (G)

Use a range of vocabulary that is simple, natural, and clear. (Ind)

Traits: Conventions Use correct spelling, grammar and punctuation. (Ind) Demonstrates that use of conventions clarifies and

enhances meaning and voice, as well as improves credibility of the work. (Ind)

Write final work neatly, legibly, and use appropriate forms (margins, indentation, spacing, etc.). (Ind)

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Critical Content/Concept Web

Unit Topic: Conceptual Lens: Grade:

Unit Overview Approximate Time Frame: Semester 1, Week 1-3 This unit introduces students to rhetoric and its purpose. Students will learn the basics of rhetoric and how it applies to reading and writing. Students will consider writing and other communication in terms of audience and purpose by utilizing an analytical process. This process will help students learn to establish their own purpose for reading by learning to ask questions of a text, interact with a text through conversations, annotations, dialectical journals, author-says/author does, inquiry, etc. Students will then begin to engage with texts that model various patterns of writing and learn to apply key elements of rhetoric in their own writing. Finally, students will engage in the writing process, with a special emphasis on revision. This emphasis will continue throughout the course.

Unit Topic: Introduction to

Rhetoric

Introduction to Rhetoric

11

Key Elements of Rhetoric

Rhetorical Triangle and Ethos,

Logos, and Pathos

Introduction to Patterns of Development in Writing

Visual Rhetoric

Rhetorical Style: Diction and Syntax

The Analytical Process and Reader and Writer

(Establishing a purpose for reading/writing, close reading,

questioning, annotating, synthesizing through writing)

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Grade: 11 Subject: AP English 11 Language and Composition

Unit: Introduction to Rhetoric

Conceptual Lens: Key Elements of Rhetoric Enduring Understandings Guiding Questions

1. Those who understand and can use rhetoric to appeal to an audience of one or many find themselves in a position of strength as they have tools to resolve conflict, persuade others to support their positions, and move people to action.

a. What is Rhetoric? b. What is the Rhetorical Triangle? c. What are ethos, logos, and pathos?

2. Writers, including student writers, purposefully use different formats and rhetorical structures to influence different audiences for different purposes.

a. How do audience and purpose determine format and rhetorical structures?

b. How does American literature from various time periods reflect authors’ audiences and purposes?

c. How do visual media purposefully use rhetorical structures and formats to achieve its purpose?

d. How does the student as a writer purposefully use rhetorical structures?

3. The pattern of development (organizational structure) of a text can influence its purpose.

a. What are the patterns of writing? b. What is the purpose of each pattern?

4. Skilled readers use close reading to develop a full understanding of a text.

a. What is close reading? b. What questions and processes do readers use

to help them analyze a text? c. How does the process of close reading lend

itself to writing a critical analysis?

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Grade: 11

Subject: AP English 11 Language and Composition Unit: Introduction to Rhetoric

Conceptual Lens: Key Elements of Rhetoric AC = Assessment Code: Q – Quizzes P - Prompts

Critical Content O – Observations WS – Work Samples

D – Dialogues SA – Student Self-Assessment

T - Tests

Students will know… AC

1. The definition of rhetoric.

2. The definition and use of the Rhetorical Triangle.

3. The definition and use of Ethos, pathos, logos and how to identify and use each.

4. The definition and use of syntax, diction, tone, style and other tropes and schemes (see p. 58-59 in the Language of Composition text).

5. The historical perspective of Puritanism and Rationalism.

6. How historical writing utilizes rhetoric. AC = Assessment Code: Q – Quizzes P - Prompts

Critical Skills O – Observations WS – Work Samples

D – Dialogues SA – Student Self-Assessment

T - Tests

Students will be able to… AC 11.LA.1.2.1 Identify the features and the rhetorical devices of a variety of literature and informational documents. 11.LA.2.1.1 Compare and contrast similar themes or topics by authors from different time periods or cultures to explain how the historical or cultural context shapes each author's point of view.

11.LA.2.2.1 Analyze the relationships among theses and arguments in informational text (e.g., newspaper editorials, promotional literature).

11.LA.4.3.1 Write persuasive compositions that acknowledge and refute opposing arguments. 11.LA.4.4.1 Write a literary analysis supporting important ideas and viewpoints through accurate and detailed citations from the text.

11.LA.4.4.2 Write responses to literature that demonstrate an awareness and appreciation of a variety of authors' styles.

Page 19: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

2009 19

Grade: 11 Subject: AP English 11 Language and Composition

Unit: Introduction to Rhetoric

Conceptual Lens: Key Elements of Rhetoric

Suggested Instructional Plan/Activities (Correlations)

1. Complete an “author says/author does” analysis contrasting form and content.

1, 2, 3 1, 2, 3, 4, 5

11.LA.2.1.1 11.LA.2.1.2 11.LA.2.1.3 11.LA.2.2.1 11.LA.2.2.2

2. Write a sermon in the style of Jonathan Edwards or other author utilizing rhetorical devices.

2 1, 2, 3, 4, 5, 6

Standard 3 11.LA.4.1.2 11.LA.4.3.1 Standard 5

3. Compare and contrast a puritan sermon with a modern sermon or speech. 1, 2, 3, 4 4, 5 11.LA.4.4.1

4. Engage in a close reading of an assigned text.

4 11.LA.1.2.1 11.LA.1.8.1 11.LA.1.8.2 11.LA.2.1.2 11.LA.2.2.2

5. Read to identify figures of speech and rhetorical devices and discuss the author’s use of those devices.

1, 2, 3, 4 3, 4 11.LA.2.3.1 11.LA.2.3.2 11.LA.2.3.4 11.LA.2.3.5

6. Rewrite a piece of literature from Puritanism/Rationalism for a different audience or purpose to determine how audience and purpose influence style and word choice.

1, 2, 3, 4 5, 6 Standard 3 11.LA.4.1.2 11.LA.4.2.1 Standard 5

7. Compare and contrast political writing from the American Revolution and 1, 2, 3, 4 5, 6 Standard 3

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compare it to current political discourse.

11.LA.2.1.1 11.LA.4.2.1

Page 21: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

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Performance Assessment

Subject: AP Language and Composition Grade: 11

Unit Topic: Introduction to Rhetoric Conceptual Lens: Key Elements of Rhetoric

Purpose: Engage students in writing to help them analyze the choices they make as a writer and learn to self-reflect on the degree to which the purpose and audience influences a writer’s rhetorical choices. All of Standard 3: Writing Process 11.LA.4.3.1 Write persuasive compositions that acknowledge and refute opposing arguments. 11.LA.4.4.2 Write responses to literature that demonstrate an awareness and appreciation of a variety of authors’ styles. All of Standard 5: Writing Components *********************************************************************************************************** Write a speech, sermon, editorial on a particular topic. The writing must include purposeful inclusion of at least 3 rhetorical devices from selected class readings which may include allusion, parallel structure, repetition, imagery, ethos, logos, pathos, etc. Students will present the final product to the class and engage in personal reflection on their own writing.

Page 22: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

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Critical Content/Concept Web Unit Topic: Conceptual Lens: Grade:

Unit Overview Approximate Time Frame: Semester 1, weeks 4-8 The goal of this unit is to help students develop strong independent reading and thinking skills. Students will learn to notice, identify, and track thesis statements, rhetorical devices, imagery, motifs, etc. that writers use to create meaning. In short, this unit will focus on helping students be better readers in order to develop stronger writing skills. Students will begin to think about reading/writing abilities by asking questions as they work toward the analytical skills needed to create a sold piece of writing. Students will continue to use close reading techniques to help develop and track student thinking developed through questioning schemes with the end goal of developing an understanding of how the process of close reading leads to an overall foundation for textual analysis. In addition, students will continue to develop and apply their vocabulary of rhetorical and literary devices.

Unit Topic: Developing

Knowledge and Comprehension

Developing Knowledge and Comprehension

11

Rhetoric

Identify and track rhetorical devices through close reading

techniques

Analysis of Audience and Purpose of a Text

Questioning Schemes

Page 23: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

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Grade: 11 Subject: AP English: Language and Composition

Unit: Developing Knowledge and Comprehension

Theme: Rhetoric Enduring Understandings Guiding Questions

1. Skilled readers/writers set a purpose for reading/writing and choose strategies to help meet their purpose.

a. Given a piece of writing, how does a reader/writer determine the purpose for reading/writing?

b. How does a reader/writer choose strategies based on their purpose?

c. How does a reader/writer monitor and adjust the use of strategies based on their purpose?

2. Skilled readers/writers ask questions of a text and read/write to answer those questions.

a. What questions do readers/writers ask when approaching a text?

3. Skilled readers/writers recognize the importance of details, and seek to find and evaluate patterns in details.

a. How are details used as rhetorical devices? b. How can small details contribute to the larger

meaning of a text? c. What are rhetorical devices commonly used by

writers? d. How do readers/writers evaluate patterns of

rhetorical devices?

4. Skilled readers/writers understand the needs of the intended audience(s)

a. How does a reader/writer identify the audience? b. How does a reader/writer anticipate the needs of an

audience?

Page 24: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

2009 24

Grade: 11 Subject: AP English: Language and Composition

Unit: Developing Knowledge and Comprehension Conceptual Lens: Rhetoric

AC = Assessment Code: Q – Quizzes P - Prompts

Critical Content O – Observations WS – Work Samples

D – Dialogues SA – Student Self- Assessment

T – Tests

Students will know… AC

1. Multiple literary and rhetorical devices (see glossary in The Language of Composition).

2. Multiple questioning strategies and questioning schemes.

3. Multiple strategies for close reading/note taking.

4. Patterns of arrangement (narration, description, process analysis, etc.).

5. Every text has an intended audience and purpose.

6. How to use the writing process to move closer to the writer’s intended audience and purpose. AC = Assessment Code: Q – Quizzes P - Prompts

Critical Skills O – Observations WS – Work Samples

D – Dialogues SA – Student Self-Assessment

T - Tests

Students will be able to… AC

11.LA.2.1.1 Compare and contrast similar themes or topics by authors from different time periods or cultures to explain how the historical or cultural context shapes each author's point of view.

11.LA.2.1.2 Apply reading strategies to self monitor for comprehension.

11.LA.2.1.3 Clarify an understanding of text by creating outlines, notes, annotations, charts, and/or diagrams.

11.LA.2.2.1 Analyze the relationships among theses and arguments in informational text (e.g., newspaper editorials, promotional literature).

11.LA.2.2.2 Define the purpose and audience of a variety of communication formats (e.g., essays, letters, user manuals, lab reports, websites).

11.LA.2.2.3 Extend, through original analysis, arguments presented in primary and/or secondary sources.

11.LA.2.3.1 Analyze recognized works of literature representing a variety of genres and traditions that: Trace the development of the major periods of American literature; contrast the major themes, styles, and trends in

Page 25: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

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different periods; evaluate the influences (i.e., philosophical, political, religious, ethical, and social) of the historical period that shaped the characters, plot, and setting.

11.LA.2.3.2 Analyze how voice and the choice of a narrator effect characterization.

11.LA.2.3.3 Analyze the ways in which the theme represents a view or comment on life, using textual evidence to support the claim.

11.LA.2.3.4 Evaluate the significance of various literary devices, including irony, tone, and figurative language.

11.LA.2.3.5 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language, on tone, mood, and theme.

11.LA.4.4.1 Write a literary analysis supporting important ideas and viewpoints through accurate and detailed citations from the text.

11.LA.4.4.2 Write responses to literature that demonstrate an awareness and appreciation of a variety of authors' styles.

Page 26: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

2009 26

Grade: 11 Subject: AP English: Language and Composition

Unit: Developing Knowledge and Comprehension

Conceptual Lens: Rhetoric

Suggested Instructional Plan/Activities (Correlations)

1. Complete a close reading using a dialectical journal, annotation, author-says/author-does analysis, graphic organizers, etc.

1, 2, 3, 4 1, 2, 3, 4, 5, 6

11.LA.1.2.1 11.LA.2.3.2 11.LA.2.3.3 11.LA.2.3.4 11.LA.2.3.5

2. Develop questions about a text as a means of thinking more critically about the text.

1, 2, 3, 4 2 11.LA.2.1.2 11.LA.2.1.3

3. Discuss the audience and purpose of a text and evaluate if the purpose of a text has been met relative to the audience.

1, 2, 3, 4 1, 2, 3, 4 11.LA.2.2.1 LL.LA.2.2.2

4. Track and analyze detail and rhetorical devices in a text to determine a pattern of use and the effect of that pattern.

3 1, 2, 3 11.LA.2.1.2 11.LA.2.3.1 11.LA.2.3.2 11.LA.2.3.3 11.LA.2.3.4 11.LA.2.3.5

5. Copy change a piece of writing to help better understand how audience and purpose influence stylistic choices.

5, 6 Standard 3 11.LA.4.1.2

6. Create an advertisement/commercial using rhetorical devices to sell a product to a variety of audiences.

5, 6

Standard 3 11.LA.1.2.1 11.LA.4.3.1

7. Read a variety of writing on a specific theme (education, for example) and 1, 3, 4 2, 3, 4 11.LA.2.2.1

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compare/contrast the writers’ opinions of education.

11.LA.2.2.2 11.LA.2.3.3

Page 28: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

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Performance Assessment

Subject: AP English: Language and Composition Grade: 11

Unit Topic: Developing Knowledge and Comprehension Conceptual Lens: Rhetoric

Purpose: To complete a close reading and analysis of multiple texts, compare and contrast main premises from texts, and write an essay using the writing process. All of Standard 1: Reading Process 11.LA.2.1.1 Compare and contrast similar themes or topics by authors from different time periods or cultures to explain how the historical or cultural context shapes each author’s point of view. 11.LA.2.1.2 Apply reading strategies to self monitor for comprehension. 11.LA.2.1.3 Clarify an understanding of text by creating outlines, notes, annotations, charts, and/or diagrams. 11.LA.2.2.1 Analyze the relationships among theses and arguments in information text. 11.LA.2.2.2 Define the purpose and audience of a variety of communication formats. 11.LA.2.2.3 Extend, through original analysis, arguments present in primary and/or secondary sources. 11.LA.2.3.3 Analyze the ways in which the theme represents a view or comment on life, using textual evidence to support the claim. All of Standard 3: Writing Process 11.LA.4.2.1 Write expository essays that include a main idea, supporting details, and introductory, body, and concluding paragraphs. All of Standard 5: Writing Components *********************************************************************************************************** Students will be presented with two pieces of writing (one can be a piece of visual media) that share either audience or purpose on the topic of the purpose of education. The pieces of writing can be self-selected or pre-determined by the teacher. Students will analyze the paired texts, examining the purpose of education. Students will then write a compare/contrast analysis of the texts, answering the question, “What is the true purpose of education?” Students will engage in peer response and use

Page 29: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

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Critical Content/Concept Web Unit Topic: Conceptual Lens: Grade:

feedback for revision.

Unit Overview Approximate Time Frame: 1st Semester, Weeks 9-18 In this unit, students will apply knowledge of rhetoric, rhetorical devices and literary terms to analyze a text. Students will examine how form and function are inter-related to be able to describe and analyze stylistic differences. Students will describe how an author creates meaning through rhetorical choices. They can readily apply learned vocabulary in order to examine the function of a device in a text. Students will continue to focus their questioning and close reading techniques broadening the scope of their questions. Finally, students will engage in several pieces of writing, both formal and informal, as well as timed writes and process pieces. Revision strategies for timed writes and process writing in particular will be utilized.

Unit Topic: Analysis of Elements of

Rhetoric

Analysis of the Elements of Rhetoric

11

Rhetoric

Application of Vocabulary

Stylistic Differences

Meta-cognitive Choices as Thinking Tools

Putting it Together: Written Analysis

Page 30: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

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Grade: 11 Subject: AP English 11: Language and Composition

Unit: Analysis of the Elements of Rhetoric

Conceptual Lens: Rhetoric

Enduring Understandings Guiding Questions

1. Skilled readers and writers use meta-cognition to determine the most appropriate note-taking techniques for a close a reading.

a. What is meta-cognition? b. Why is meta-cognition important? c. What are appropriate note-taking techniques one

can use when engaged in a close reading?

2. A writer purposefully chooses details and rhetorical devices for a specific function which is based on purpose and audience.

a. Which rhetorical devices are appropriate for specific purposes and audiences?

b. Which devices are inappropriate for specific purposes and audiences?

3. Style and purpose are interrelated and interdependent.

a. What is the difference between style and purpose? b. How are style and purpose congruent in a piece of

writing?

4. Authors develop their own form and writing style specific to their audience and purpose.

a. How do various rhetorical choices interact with each other to create a cohesive and unique writing style?

5. Writing has a common vocabulary to describe stylistic choices.

a. How does an understanding of common vocabulary allow for deeper discussion and comprehension of a piece of writing?

Page 31: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

2009 31

Grade: 11 Subject: AP English 11: Language and Composition

Unit: Analysis of the Elements of Rhetoric Conceptual Lens: Rhetoric AC = Assessment Code: Q – Quizzes P - Prompts

Critical Content O – Observations WS – Work Samples

D – Dialogues SA – Student Self-Assessment

T - Tests

Students will know… AC

1. The importance of meta-cognition and the role it plays in analyzing and evaluating.

2. How to describe literary devices using a common vocabulary.

3. How to trace rhetorical devices back to the intentions of the author.

4. How to select rhetorical devices for their own writing based on their purpose for writing.

5. How to articulate the inter-relationship between style and purpose in specific terms.

6. How to articulate what makes a piece of writing cohesive and unique. AC = Assessment Code: Q – Quizzes P - Prompts

Critical Skills O – Observations WS – Work Samples

D – Dialogues SA – Student Self-Assessment

T - Tests

Students will be able to do… AC

11.LA.2.3.1 Analyze recognized works of literature representing a variety of genres and traditions that: Trace the development of the major periods of American literature; contrast the major themes, styles, and trends in different periods; evaluate the influences (i.e., philosophical, political, religious, ethical, and social) of the historical period that shaped the characters, plot and setting).

11.LA.2.3.2 Analyze how voice and the choice of a narrator effect characterization.

11.LA.2.3.3 Analyze the ways in which the theme represents a view or comment on life, using textual evidence to support the claim.

11.LA.2.3.4 Evaluate the significance of various literary devices, including irony, tone, and figurative language.

11.LA.2.3.5 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language, on tone, mood, and theme.

11.LA.4.1.1 Write fictional, autobiographical, or biographical narratives that pace the presentation of action to

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accommodate changes in time and mood.

11.LA.4.1.2 Write original creative works including poetry and prose.

11.LA.4.2.1 Write expository essays that include a main idea, supporting details, and introductory body, and concluding paragraphs.

Page 33: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

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Grade: 11 Subject: AP English 11: Language and Composition

Unit: Analysis of the Elements of Rhetoric

Conceptual Lens: Rhetoric

Suggested Instructional Plan/Activities (Correlations)

1. Write a parody of an author’s style. 2, 3, 4 4 Standard 3 11.LA.2.3.1 11.LA.4.1.2 Standard 5

2. Engage in written reflection about one’s own writing to point out literary devices used and determine the effectiveness of that use.

1, 2, 3, 4, 5 1,2, 3, 4, 5, 6

11.LA.2.3.2 11.LA.2.3.4 11.LA.2.3.5

3. Compare and contrast two author’s styles. 2, 4 4 11.LA.2.3.2 11.LA.2.3.4 11.LA.2.3.5

4. Write a cause/effect essay that examines the use and result of an author’s specific rhetorical device.

2, 5 1, 2, 3, 4, 5, 6

11.LA.2.3.2 11.LA.2.3.4 11.LA.2.3.5 Standard 3 11.LA.4.4.1 Standard 5

5. Complete a stylistic analysis of a piece of writing. 2, 3, 4, 5 1, 2, 3, 4, 5, 6

11.LA.4.4.2

6. Examine what happens when stylistic choices are ineffective. 2, 3, 4, 5 1, 2, 3, 4, 5, 6

11.LA.4.4.2

7. Write about the same topic from a variety of formats and purposes. 2, 3, 4 1, 2, 3, 4, 5, 6

11.LA.4.1.2 11.LA.4.2.1 Standard 3 Standard 5

Page 34: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

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Performance Assessment

Subject: AP English 11: Language and Composition Grade: 11

Unit Topic: Analysis of the Elements of Rhetoric Conceptual Lens: Rhetoric

Purpose: To prepare for the AP Exam; to write for varying purposes using varying formats. Standard 3: Writing Process 11.LA.4.1.2 Write original creative works including prose and poetry. 11.LA.4.2.3 Write technical or scientific text including resumes and cover letters that include precise language appropriate for topic and audience 11.LA.4.3.1 Write persuasive compositions that acknowledge and refute opposing arguments. Standard 5: Writing Components *********************************************************************************************************** Write three persuasive pieces in three different formats on a shared topic with the same purpose. Some examples of formats include a persuasive essay, a letter to the editor, a personal narrative, a political cartoon, a poem, etc. Annotate each piece to point out the specific rhetorical devices used appropriate to format and write a reflection about how each piece achieves its purpose based on the format other stylistic choices used.

Page 35: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

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Critical Content/Concept Web Unit Topic: Conceptual Lens: Grade:

Unit Overview Suggested Time Frame: 2nd Semester, 1st nine weeks. This unit focuses on critical interpretation and evaluation, teaching students to read between the lines. Students will move beyond considering how meaning is created to why meaning is created. They will evaluate the effectiveness of an author’s use of rhetorical devices. Study will focus on bias, assumptions and elements of argument and persuasion with the goal of evaluating the accuracy of claims in a text. Students will write a researched argument paper in which students create and sustain an argument based on secondary research.

Unit Topic: Interpretation and

Evaluation

Interpretation and Evaluation

11

Rhetoric

Critical Interpretation and

Evaluation

Elements of Argument

Claim/Thesis Data Warrant/Backing Reservation/Response

Ethos, Pathos, Logos

Persuasion vs. Argument

Bias Assumptions

Evaluating the Effectiveness of an Author’s Rhetorical Devices

Page 36: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

2009 36

Grade: 11 Subject: AP English 11: Language and Composition

Unit: Interpretation and Evaluation

Lens: Rhetoric Enduring Understandings Guiding Questions

1. There are multiple interpretations of any piece of writing, but they are all subject to the same standard of argumentation, reasoning, and rhetorical analysis.

a. How does an interpretation of a piece of writing vary based on the audience?

b. How is it possible for a piece of writing to have many meanings that may be contradictory?

c. What goes into creating a well-developed critical interpretation of writing?

2. The effectiveness of a piece of writing depends on the balance of the author’s intent and the reader’s interpretation of the writing.

a. To what extent does an author’s intention have to be taken into account when providing a critical interpretation?

b. To what extent does a reader’s personal interpretation and intentions have to be taken into account when providing a critical interpretation?

3. There is a different purpose and audience for persuasion and argument.

a. How do persuasion and argument differ? b. What audiences are subject to persuasion? c. What audiences are subject to argumentation?

4. All texts are subject to bias and assumption, and it is the reader’s responsibility to read critically in order to identify and consider the bias and assumption.

a. What is bias? b. What is an assumption? c. What are skills and strategies for detecting bias and

assumption?

Page 37: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

2009 37

Grade: 11 Subject: AP English 11: Language and Composition

Unit: Interpretation and Evaluation

Lens: Rhetoric AC = Assessment Code: Q – Quizzes P - Prompts

Critical Content O – Observations WS – Work Samples

D – Dialogues SA – Student Self-Assessment T - Tests

Students will know… AC

1. A quality interpretation of writing includes sound reasoning and an ample use of evidence from the text.

2. To consider their own background, biases and assumptions when interpreting a piece of writing.

3. That persuasion is not held to the same standard of argument.

4. Bias reveals itself through the use of certain rhetorical devices. AC = Assessment Code: Q – Quizzes P - Prompts

Critical Skills O – Observations WS – Work Samples

D – Dialogues SA – Student Self-Assessment T - Tests

Students will be able to… AC

11.LA.1.8.1 Apply knowledge of roots and word parts to draw inferences about new words.

11.LA.2.2.3 Extend, through original analysis, arguments presented in primary and/or secondary sources.

11.LA.2.3.2 Analyze how voice and the choice of a narrator effect characterization.

11.LA.2.3.3 Analyze the ways in which the theme represents a view or comment on life, using textual evidence.

11.LA.4.1.2 Write original creative works including prose and poetry .

11.LA.1.2.1 Identify features and the rhetorical devices of a variety of literature and informational documents.

11.LA.3.2.1 Write persuasive compositions that acknowledge and refute opposing arguments. (Use persuasive techniques to create an original argument based on the rhetorical situation.)

11.LA.4.2.2 Write a research paper or project that makes distinctions between the relative value and significance of specific data, facts, and ideas. The research paper or project should state a thesis, use internal citations, and include a Works Cited page.

Page 38: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

2009 38

Grade: 11 Subject: AP English 11: Language and Composition

Unit: Interpretation and Evaluation Lens: Rhetoric

Instructional Plan/Activities (Correlations)

1. Read two letters to the editor showing opposing viewpoints on the same topic, and determine which letter is the most effective.

1, 2, 3, 4 1, 2, 3, 4 11.LA.1.2.1 11.LA.2.2.3

2. Write a critical interpretation essay in which the student writes a reflection on the argumentative or persuasive techniques used in the paper.

1, 2, 3, 4 1, 2, 3, 4 Standard 3 11.LA.4.4.1 Standard 5

3. Read a piece of literary criticism and assess the reasoning and validity based on the knowledge of sound interpretation.

1, 2, 3, 4 1, 4 11.LA.1.2.1 11.LA.2.2.3

4. Compare and contrast two pieces of writing: one that is sympathetic to, or encourages reader interpretation and one that is straight-forward, or discourages reader interpretation.

1, 2, 3, 4 1, 2, 3, 4 11.LA.1.2.1 11.LA.2.2.3

Page 39: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

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Performance Assessment

Subject: AP English 11: Language and Composition Grade: 11

Unit Topic: Interpretation and Evaluation Conceptual Lens: Rhetoric

Purpose: To engage in the research process. 11.LA.4.2.2. Write a research paper or project that makes distinctions between the relative value and significance of specific data, facts, and ideas. The research paper or project should state a thesis, use internal citations, and include a Works Cited page.

Choose and limit a research topic or information problem. Ask specific researchable questions, and identify the information needed to answer the questions. (G)

Choose, limit, and develop a thesis for a research paper. (G) Consider possible information sources (print, electronic, experts, etc.), then evaluate and select the most appropriate. (Ind) Locate and access the information resources. (Construct and apply effective research techniques.) (Ind) Find and use the information within the source. (Ind) Evaluate the information for relevancy and authority, currency and accuracy. (Ind) Locate, take notes on, summarize, organize and interpret key ideas from multiple written sources to address the thesis and draw logical

conclusions.(Ind) Demonstrate understanding of the difference between and purposes of summary, paraphrase, and direct quotations when taking notes on key ideas.

(Ind) Cite direct quotations, summaries, statistics, graphs, pictures, paraphrasing appropriately.(Ind) Create an MLA Works Cited list of sources of information used in a research document. (See MLA.org.) (Ind)

Compare and contrast MLA and APA citation style, including format, internal citations, and Works Cited/References pages. (DI/M), (G)

Create a five to six page research paper with a minimum of ten sources. (Ind)

Use correct outline format. (Ind)

*********************************************************************************************************** Write a researched argument paper in which students are asked to evaluate the validity of sources. Topic choice is the teacher’s discretion.

Page 40: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

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Critical Content/Concept Web Unit Topic: Conceptual Lens: Grade:

Unit Overview Approximate Time Frame: 2nd semester, 2nd nine weeks. In this unit, students will focus on applying all they’ve learned about rhetoric in a meaningful and skilled manner. Students will write for a variety of audiences and purposes, using a variety of styles and rhetorical choices. This unit will also focus on evaluating the historical, cultural, philosophical, ethical, social, religious and critical influences on piece writing. Students will examine texts from three main perspectives: text to self, text to text, and text to world. Students will practice for the AP exam by developing and organizing dissimilar pieces of writing from diverse sources into synthesized written compositions. Finally, students will engage in reflection regarding how they’ve grown as a reader and writer.

Unit Topic: Synthesis and

Reflective Purpose

Synthesis and Reflective Practice

11

Rhetoric

Application of Rhetorical

Choices in Student Writing

The Reflective Reader/Writer Synthesis

Contextual Analysis

Page 41: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

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Grade: 11 Subject: AP English 11: Language and Composition

Unit: Synthesis and Reflective Practice

Lens: Rhetoric Enduring Understandings Guiding Questions

1. Writers carefully consider audience and purpose when making stylistic, rhetorical and organizational choices.

a. What is one’s purpose for writing? b. What is your personal writing style? How do you

know? c. What influences your writing style?

2. Readers carefully consider the diverse context of a piece of writing in terms of the historical period in which it was produced, and the cultural significance of the writing.

a. How does the interpretation of a piece of writing change over time?

b. How does an author’s life influence a piece of writing?

c. What role does the culture significance play on the reader’s interpretation or value of a text?

3. Critical thinkers pull from diverse, dissimilar and even contradictory sources to create meaning.

a. How can seemingly dissimilar pieces of writing be in conversation with each other?

b. What is the value of being able to draw connections between diverse, dissimilar and contradictory text?

4. Critical thinkers use reflective practice in their reading and writing which influences one’s perspective on life.

a. When it is appropriate to be reflective? b. In what ways does literature influence one’s

understanding of the world? Why read and write? c. How is critical reflective thinking applicable in other

areas of life?

Page 42: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

2009 42

Grade: 11

Subject: AP English 11: Language and Composition Unit: Synthesis and Reflective Practice

Lens: Rhetoric AC = Assessment Code: Q – Quizzes P - Prompts

Critical Content O – Observations WS – Work Samples

D – Dialogues SA – Student Self-Assessment

T- Tests

Students will know… AC

1. Strategies for finding thematic connections between texts.

2. Why they are making specific rhetorical choices.

3. Where to go to find contextual background information about a text.

4. Personal reflection is important for growth as a thinker, reader, and writer.

Page 43: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

2009 43

Grade: 11 Subject: AP English 11: Language and Composition

Unit: Synthesis and Reflective Practice

Lens: Rhetoric AC = Assessment Code: Q – Quizzes P - Prompts

Critical Skills O – Observations WS – Work Samples

D – Dialogues SA – Student Self-Assessment T - Tests

Students will be able to… AC

11.LA.2.1.1 Compare and contrast similar themes or topics by authors from different time periods or cultures to explain how the historical or cultural context shapes each author's point of view.

11.LA.2.1.2 Apply reading strategies to self monitor for comprehension.

11.LA.2.3.3 Analyze the ways in which the theme represents a view or comment on life, using textual evidence.

11.LA.4.1.1 Write fictional, autobiographical, or biographical narratives that pace the presentation of action to accommodate changes in time and mood.

11.LA.4.1.2 Write original creative works including poetry and prose.

11.LA.4.2.1 Write expository essays that include a main idea, supporting details, and introductory, body, and concluding paragraph.

11.LA.4.2.3 Write technical or scientific text including resumes and cover letters that include precise language appropriate for topic and audience.

11.LA.4.3.1 Write persuasive compositions that acknowledge and refute opposing arguments.

11.LA.4.4.1 Write a literary analysis supporting important ideas and viewpoints through accurate and detailed citations from the text.

11.LA.4.4.2 Write responses to literature that demonstrate an awareness and appreciation of a variety of authors’ styles.

Standard 3: Writing Process

Standard 5: Writing Components

Page 44: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

2009 44

Grade: 11 Subject: AP English 11: Language and Composition

Unit: Synthesis and Reflective Practice

Lens: Rhetoric

Instructional Plan/Activities (Correlations)

1. Write a manifesto of personal style and intention: “why I write” and “how I write.”

1, 3, 4 2 Standard 3 11.LA.4.2.1 Standard 5

2. Write a reflection on the year’s course explaining personal growth as a reader, writer, and thinker.

4 2 Standard 3 11.LA.4.2.1 Standard 5

3. Write a synthesis paper in which students draw connections between multiple diverse and dissimilar pieces.

1, 3, 4 1 Standard 3 11.LA.4.4.1 11.LA.4.4.2 Standard 5

4. Research the cultural influence of a piece of writing or an author, and present the influences of and on your subject.

2 1, 2, 3, 4 11.LA.2.2.1

5. Write a completed piece of writing for publication based on student choice. The purpose, audience, form and style will be selected by the student.

3, 4 2 Standard 3 Standard 4 Standard 5

Page 45: AP English 11: Language and Composition Curriculum · AP English 11: Language and Composition Curriculum The AP English 11 curriculum is comprised of four concept based units. Teachers

2009 45

Performance Assessment

Subject: AP English 11: Language and Composition Grade: 11

Unit Topic: Synthesis and Reflective Practice Conceptual Lens: Rhetoric

Purpose: To help students become reflective writers. All of Standard 3: Writing Process, with an emphasis on revision 11.LA.4.1.1 Write fictional, autobiographical, or biographical narratives that pace the presentation of action to accommodate changes in time and mood. 11.LA.4.1.2 Write original creative works including poetry and prose. 11.LA.4.2.1 Write expository essays that include a main idea, supporting details, and introductory, body, and concluding paragraph. 11.LA.4.4.2 Write responses to literature that demonstrate an awareness and appreciation of a variety of authors’ styles. 11.LA.4.2.3 Write technical or scientific text including resumes and cover letters that include precise language appropriate for topic and audience. 11.LA.4.3.1 Write persuasive compositions that acknowledge and refute opposing arguments. 11.LA.4.4.1 Write a literary analysis supporting important ideas and viewpoints through accurate and detailed citations from the text. All of Standard 5: Writing Components *********************************************************************************************************** Create a portfolio of selected self-written pieces and class readings. The written pieces should include a variety of styles, purposes and contexts. The readings are selected based on their importance to the student’s development as a writer. Include written reflections on each entry.