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Teacher: CORE AP English 12 / Year: 2014-15
Course: AP English 12 / Month: All Months
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Vocabulary
Standards / Essential Questions / Assessments / Skills / Content / Lessons / Resources
L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.11-12.2b-Spell correctly. / How does increasing your vocabulary make you a better reader?
How does knowing the root of a word help us to define it?
How does knowing a prefix or suffix help us in defining a word?
How does the appropriate use of correct spelling make writing credible? / Vocabulary Unit One Quiz
Vocabulary Unit Two Quiz
Vocabulary Unit Three Quiz
Vocabulary Unit Four Quiz
Vocabulary Unit Five Quiz
Vocabulary Unit Six Quiz / The students will be able to define the words in the vocabulary unit.
The students will be able to locate synonyms for the vocabulary words in the unit.
The students will be able to locate antonyms for the words in the vocabulary unit
The students will be able to use context to decode unfamiliar words.
The students will be able to use context to determine the most appropriate vocabulary word choice for a given sentence. / acquisitive
arrogate
banal
belabor
carping
coherent
congeal
emulate
encomium
eschew
germane
insatiable
intransigent
invidious
largesse
reconnaissance
substantiate
taciturn
temporize
tenable / Sadlier Vocabulary Workshop Level G
Practice Multiple Choice Exam ~ / Students will take released AP exams as practice for the test in May.
Standards / Essential Questions / Assessments / Skills / Content / Lessons / Resources
L.11-12.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
L.11-12.5a-Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
RI.11-12.4-Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RI.11-12.5-Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
RI.11-12.6-Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
RL.11-12.6-Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). / How does interaction with text promote thinking and response?
How can students deepen their understanding of the ways writers use language so as to provide both meaning and pleasure?
How can consideration of a work's structure, style, and themes as well as the use of figurative language, imagery, tone and symbolism contribute to the work as a whole and the reading experience? / Mr. Jones, "Sestina," Curates, & The Habit of Perfection / The students will be able to analyze how meaning is embodied in literary form.
The students will be able to interpret how literary elements contribute to the work as a whole.
The students will be able to recognize cultural and historical nuances in a literary work and how they contribute to it as a whole.
The students will extract literary detail from both prose and poetry through a close reading of the text in order to evaluate the work as a whole and determine, tone, theme, and other stylistic implications. / Mr. Jones excerpt
clauses: decoding
  • words in context
  • allusion
  • tone

"Sestina"
  • mood
  • characterization
  • imagery
  • syntax
  • tone

Curates
  • use of clauses
  • pronoun antecedent agreement
  • extended metaphor

"The Habit of Perfection"
  • paradox
  • connotation
  • word choice
  • metaphor
  • subject differentiation
/ College Board Released AP Exam: Mr. Jones
Practice Writing Portion of AP Exam ~ / During this unit, students will analyze released student responses from the AP Exam's Writing Portion. They will use the rubric as a guide to score the essays while noting both strengths and weaknesses of each essay. The higher scoring essays will be used as guides throughout the course as writing to be emulated.
Standards / Essential Questions / Assessments / Skills / Content / Lessons / Resources
L.11-12.3a-Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
RI.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.11-12.5-Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
RI.11-12.6-Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
RL.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RL.11-12.2-Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.11-12.3-Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). / What techniques do good writers employ to express themselves?
How do writers develop a well-balanced product?
How do rules of language effect written communication?
What can be learned by studying works by different writers on the same topic? / Johnny Got His Gun Released Writing Samples / The students will be able to identify essays that display a strong control of language and connotative resourcefulness.
The students will be able to identify and emulate essays that are controlled, clear, coherent, and written in precise language.
The students will be able to identify those essays that exhibit stylistic maturity.
The students will be able to determine which essays exhibit use of varied sentence structure, a controlled tone, a consistent voice, and a balance of generalizations and illustrative detail geared toward critical analysis.
/ The students will know how to incorporate textual support as part of their own analysis.
The students will know tone, author's purpose and what constitutes good rhetoric.
The students will know how to extract the theme or central idea of a written work whether implicit or implied.
The students will know the effects of varied syntax on a written work.
The students will know how to evaluate a paper's effectiveness based upon the criteria for good writing. / 2007 LaSalle University AP Course CD

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