AP English Language and Composition Calendar
August-September 2017
Mrs. Kaszonyi
(412) 655-8610 x 6255
E-mail:
ALL LESSON PLANS APPEAR ONLINE AT: HTTP://KASZONYI.WIKISPACES.COM
*Please note: Plans are subject to change at teacher discretion.*
State Standards: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8
Monday / Tuesday / Wednesday / Thursday / Friday8/28 (Two hour delay bell)
Submit summer reading assignments
Review course syllabus, classroom procedures (PPt), and TED Talk on Grit
Discuss AP Incentives: AP English Bingo, AP Humanities Club, Mr. and Miss AP English, Mr. and Miss America
Print article titled “Putting in a Good Word for Guilt” by Ellen Goodman. Read and annotate. Consider your own reaction to her op-ed. before tomorrow’s reading quiz
HW: Prepare for TSL test tomorrow. Read syllabus and return course contract by Friday. / 8/29
Demonstrate understanding of the summer reading novel, The Scarlet Letter, through a reading comprehension quiz. Quiz includes a question on Goodman’s article (45 points)
Review letter of introduction assignment. Use my letter as an example of what’s expected. Composition due Fri.
HW: Return signed course contract and work on letter of introduction / 8/30
Print and complete diagnostic AP multiple choice test to assess current ability level (complete for homework by next Tuesday). Return TSL AP MC Scantrons. Review answer explanations online at kaszonyi.wikispaces.com
Receive lecture notes on The Scarlet Letter (historical context, Hawthorne’s style, symbolism, characters, and setting)
HW: Letter of introduction composition and AP MC / 8/31
Finish lecture on TSL. Discuss reaction to Goodman article when addressing the theme of guilt in TSL
Review answers to TSL summer reading quiz
HW: Letter of introduction composition and AP MC / 9/1
*Submit letter of intro.
Review the summer argument essay and elements of effective argumentation. Optional revision opportunity provided. Students may choose to revise essay and re-submit by next Thursday
HW: AP multiple choice due Tues.
9/4
Labor Day – No School!
HW: AP multiple choice due tomorrow / 9/5 (Open House)
*Submit AP diagnostic assessment
Introduce the summative assessment for The Scarlet Letter (creative group project or individual essay).
Brainstorm ideas for group project and organize into small groups. Groups may be formed outside of one’s class.
HW: Revise essay (optional) and TSL project / 9/6
Nonfiction novel “pitch” presentations (4-5 min./student)
HW: Revise essay (optional) and TSL project / 9/7
*Submit revision of essay (if you chose to revise)
Nonfiction novel “pitch” presentations (4-5 min./student)
HW: Revise essay (optional) and TSL project / 9/8
Receive Vocab. Unit #1 (quiz next Fri.)
Nonfiction novel “pitch” presentations (4-5 min./student) – if needed
If done with presentations, work within small groups to complete all required tasks for The Scarlet Letter project. Alternative assignment: individual critical analysis essay
HW: Work on group project or essay
9/11
Meet in the computer lab. Work within small groups to complete all required tasks for The Scarlet Letter project. Alternative assignment: individual critical analysis essay
HW: Work on group project or essay / 9/12
Meet in the computer lab. Work within small groups to complete all required tasks for The Scarlet Letter project. Alternative assignment: individual critical analysis essay
HW: Work on group project or essay / 9/13
Meet in the computer lab. Work within small groups to complete all required tasks for The Scarlet Letter Dinner Party. Alternative assignment: individual critical analysis essay
Homework: Work on group project or essay / 9/14
“Dress like a Puritan” Day and TSL Presentations. Submit scripts/essays for assessment
HW: none / 9/15
Vocab. Quiz #1; receive list #2
Listen to audio recording of “Sinners in the Hands of an Angry God” (Jonathan Edwards). Create a visual illustration by listening to Edwards’ use of imagery and figurative language. Students should capture key images and powerful words. Must also identify Edwards’ appeal to pathos (what emotions are evoked within Edwards’ audience through the course of the sermon?)
Receive 8 AP style multiple choice questions on Edwards’ sermon. Review format of AP MC questions and strategies for tackling the task. Complete these for homework.
Jonathan Edwards
(1703-1758)
HW: Complete 8 AP MC questions on Edwards’ passage.
9/18
Review answers for Edwards AP MC as class and discuss images drawn
Receive introduction to Socratic seminars packet (literary discussion format used throughout the year). Watch video of previous class discussion and review expectations and guidelines.
Watch Pink Floyd’s “Another Brick in the Wall” music video. Analyze the visual imagery and lyrics
Receive course textbook and read assigned articles in Ch. 5 by Wednesday
HW: Review questions for practice Socratic seminar and prepare responses. Students must print, read, and annotate the necessary resources from the course Web site. / 9/19
Watch Fox News segment on PISA exam performance
Look at TJ’s ranking compared to other Pittsburgh area schools. Discuss reaction to results
Return and review summer argument essays. Place essays in writing folder and complete “areas of correction”
Receive “editing” symbols handout and review editing marks. Also receive “ways to replace good, bad, get/got” handout and clichés
HW: Review questions for practice Socratic seminar and prepare responses. Students must print, read, and annotate the necessary resources from the course Web site. / 9/20
Engage in a practice Socratic seminar on the topic of education in America. All students are expected to contribute thoughtful responses and encouraged to pose related questions of their own
For homework, complete reflection form regarding performance in practice seminar
*Submit responses to Socratic questions for teacher review
HW: Post-Socratic evaluation form / 9/21
*Submit evaluation of performance in Soc. Seminar
Assigned Reading: Chapter 1 of The Language of Composition. Do not collaborate with peers on this assignment.
Receive elements of rhetoric chart which summarizes main ideas from Ch. 1. Discuss the trilogy of rhetoric (foundation of the Lang. and Comp. course). Due Monday
View George Bush’s 9/11 address and work on SOAPS together as a class
HW: Ch. 1 assignment and study for Vocab. Unit 2 Quiz / 9/22
Vocab. Quiz #2.; Receive Vocab. Unit 3
In-class work time for chapter 1 following the quiz
HW: Ch. 1 due Monday
9/25
Engage in a visual rhetorical analysis of the Federal Highway ad. for ethos, logos, pathos, and SOAPS as a class.
Introduce individual (or partner) visual rhetoric project. Possible visuals include:
*Photographs (Try Library of Congress archives and Google images)
*Postcards
* Billboards
*Advertisements
*Paintings
*Sculptures
*Political/ Editorial cartoons
*Charts, tables, graphs
*Magazine and Book covers
*Album covers
HW: Visual rhetoric analysis (individual or with a partner) / 9/26
Take The Language of Composition Chapter 1 Quiz. Reference the color copy of the visual source on the Promethean board for questions 23-25.
Begin Ch. 2 Reading Assignment
HW: Visual rhetoric analysis and chapter 2 assignment / 9/27
Begin “Writers of the Revolution” unit. Introduce Patrick Henry and his role in the American Revolution.
Review concept of a “rhetorical analysis.” Read speech aloud while students annotate the text. Review annotations by modeling how to annotate the text and what to look for. In this rhetorical analysis process, new terminology will be introduced
HW: Visual rhetoric analysis and chapter 2 assignment / 9/28
Individually or within small groups, complete the rhetorical analysis questions that follow the speech.
Also receive AP MC questions on Henry passage. Complete individually or within a small group. This activity serves as practice for the “Writers of the Revolution” unit test
HW: Visual rhetoric analysis and chapter 2 assignment / 9/29
Present your visual rhetoric analysis to class
HW: Chapter 2 assignment