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Lawrence International High School Working together to influence learning one student at a time 70-71 North Parish Road, Lawrence, Massachusetts 01843 Phone: 978-722-8460 Fax: 978-722-8504 www.lawrencehighschool.org Dr. Terika Smith, Principal Candice Jimerson-Johnson, Assistant Principal Course Title/Course Number AP Language and Composition Academic Year 2010-2011 Teacher Name: Adam Kirk Edgerton Grade Level(s) AP Room Number: Room 310 Number of Credits: 5 Pre-requisite Courses: Successful of completion English 3, or comparable course. Course Description: This course is based on the guidelines set forth by The AP English Language and Composition course description created by The College Board. I have chosen the readings for this class from various sources and genres, but the list draws heavily from the representative pool of non-fiction authors cited by The College Board. Although we will pay particular attention to the development of American Literature, we will devote time to connections to the Level 3 theme, Social Injustice, in order to adhere to the school-wide curriculum. All readings are listed in the Teacher Resources section of this proposal. I expect students to independently read and write a substantive amount in order to perform at the level of high expectations set for students of this course. We will rigorously practice our expository, argumentative, and analytical writing skills in order to develop and strengthening our writing voice. We will focus much of our study to the rhetorical devices employed by great writers and we will adopt these rhetorical techniques into our own writing. As writers we learn to employ logical (logos), ethical (ethos), and emotional (pathos) appeals in service of an argument, and learn to identify and differentiate between them in our readings. We will also learn to read as critics, evaluating an author's use of rhetorical devices in order to achieve their purported goal. This year we will develop a year long portfolio of strong writing, which we will workshop in class together throughout the revision process. We have five areas of concentration this year: 1. 2. 3. 4. Race and Injustice: Beginning with students’ summer reading, The Autobiography of Malcolm X, we will explore and discuss the meaning of racism, how society creates race, and the impacts of racial injustice on daily life. Gender: Students will work to identify how society creates gender and notions of masculinity and femininity, their constructive and destructive implications, and how they affect both a writer’s purpose and how one sees the world. Class: Students will work to identify how society creates and sustains notions of class, how it varies across time periods, and how it impacts both daily and political life. Civil Rights and Responsibilities: By examining a wide range of texts, from Plato to Richard Rodriguez, students will consider both individual and collective responsibility for the 5. existence and perpetuation of various social injustices. The Research Paper By the end of your year in AP Language, students will be prepared to take on any college level reading, writing, and speaking tasks with confidence. Textbook(s) and/or required materials/supplies: First Quarter – Justice, Injustice and Race Introduction to Rhetoric Hephzibah Roskelly and David A. Jolliffe, Everyday Use: Rhetoric at Work in Reading and Writing (used throughout the course) Aristotle, Selection from “Rhetoric” Thomas Jefferson, “The Declaration of Independence” African-American Literature Malcolm X and Alex Haley, The Autobiography of Malcolm X Ron Suskind, A Hope in the Unseen Mary Rowlandson, Selection from A Narrative of the Captivity Olaudah Equiano, Selection from The Interesting Narrative of the Life of Olaudah Equiano Frederick Douglass, Narrative of the Life of Frederick Douglass, An American Slave Claude McKay, “The Outcast,” “White City,” and “Tropics in New York” Film: Director Francis Ford Coppola, Apocalypse Now! Native-American Literature The Sky Tree Coyote Finishes His Work Zitkala-Sa, American Indian Stories Second Quarter – Class and the Role of Education Contemporary Memoir The Color of Water by James McBride Hunger of Memory by Richard Rodriguez Classical Literature Plato, “The Death of Socrates: Crito” Plato, “The Apology” Plato, “Allegory of the Cave” from The Republic Satire and Humor Jonathan Swift, “A Modest Proposal” David Sedaris, Selections from Me Talk Pretty One Day Washington Irving, “Rip Van Winkle” Sloane Crosley, Selections from I Was Told There Would Be Cake Short Fiction Shirley Jackson, “The Lottery” Junot Diaz, “Wildwood” The Purpose of Education Sherman Alexie, “Superman and Me” Leon Botstein, “Let Teenagers Try Adulthood” David von Drehle, “The Case Against Summer Vacation” Francine Prose, “I Know Why the Caged Bird Cannot Read” o Connection: Maya Angelou, “I Know Why the Caged Bird Sings” Floyd Norris, “Fuzzy on Math” Third Quarter – Gender and Revolution Shakespeare William Shakespeare, A Midsummer Night’s Dream William Shakespeare, Much Ado About Nothing Stephen Greenblatt, Selections from Will in the World Religion and Revolution Johnathan Edwards, Selection from Sinners in the Hands of an Angry God Nathanial Hawthorne, “The Minister's Black Veil” Ralph Waldo Emerson, Selection from “Self-Reliance” FILM: Director Richard Attenborough, Gandhi Nation magazine and Boston Globe Editorials on Civil Disobedience Henry David Thoreau, Selection from “Resistance to Civil Government” Patrick Henry, “Speech to the Virginia Convention” Thomas Paine, Selections from “Common Sense” Thomas Paine, Selection from “The Crisis, No. 1” Martin Luther King, Jr., “Letter from the Birmingham City Jail Feminist Theory and Feminism Dulce Maria Loynaz, Selections from A Woman in Her Garden Judith Butler, Selections from Gender Trouble Marianne Gingher, “Teen Angel” Amy Dooling, Selections from Writing Women in Modern China Beth Loffredo, Selections from Losing Matt Shepard Bell Hooks, Feminism is for Everybody Fourth Quarter - Civil Rights and Responsibilities The American Revolution and Beyond Ben Franklin, Selection from “The Autobiography” Edgar Allen Poe, The Fall of the House of Usher Herman Melville, Selected Short Stories Connections: Julio Cortázar translated by Paul Blackburn, House Taken Over Ryunosuke Akutagawa, Selection from Rashomon: And Other Stories Richard Rodriguez, Brown, The Last Discovery of America Environmental Justice and Individual Responsibility T.S. Eliot Four Quartets Walt Whitman “Song of Myself” “I Sing the Body Electric” “When Lilacs Last in Dooryard Bloom'd” Connections: Pablo Neruda, “Full Powers” Sherman Alexie, “Defending Walt Whitman” Emily Dickinson “The Soul selects her own Society” “I taste a liquor never brewed” “Much Madness is divinest Sense” “I heard a Fly buzz- when I died” “Tell all the Truth but tell it slant” “Because I could not stop for Death” Connections: Kyoshi Takahama, Selected haikus Annie Dillard, Selection from Pilgrim at Tinker Creek Rachel Carson Selections from Silent Spring Grading: Students will be given multiple opportunities to achieve proficiency on a given assignment. Throughout each term you will have deadlines to meet, and it is important to meet these deadlines, as they provide adequate time to make necessary changes and improvements in your work. During these preliminary stages of work you will be given comments and support on your work for improvement. All writing will be graded according to appropriate rubrics, with special emphasis on the Lawrence Public Schools Writing Rubric. The following represents an example of a basic rubric that may be used to assess class work: Rubric Descriptor 4 Exemplary 3 Proficient 2 Developing 1 Beginning % Equivalent The student meets and demonstrates in depth understanding of the grade level standards. The student grasps, applies and extends the key concepts, processes and skills for the grade level. The student meets and demonstrates proficiency in the grade level standards. The student grasps and applies the key concepts, processes and skills for the The student is beginning to, and occasionally does, meet the grade level standards. The student is beginning to grasp and apply the key concepts, processes and skills for the grade level. 90% 80% 70% The student is not meeting the grade level standards. Final Graded Work will breakdown as follows: Homework/Classwork: 20% Quizzes: 30% Tests/Papers/Performance Tasks: 50% (includes Participation grade) 60% Teacher Availability / Other course specific information: Office hours: I am available after-school most days, but make sure to let me know you are coming after-school. I am also available to meet with parents either before or after school upon appointment. Please call the main office at INT to schedule said appointments: 978-975-5707 Email: [email protected] Classroom Conduct Expectations There is no food or gum allowed in my classroom. This is a Lawrence Public Schools district wide mandate. Same for cell phones! Bottled water is the only beverage that should be consumed in my class. Swearing, disrespectful, and/or disruptive behavior will not be tolerated. We will conduct class as any college setting, and/or professional setting would; therefore, I expect you to act accordingly. Respect your classmates; respect your teacher, and MOST importantly respect yourself. WORK HARD! Students will focus on all of the following MA ELA Standards throughout the year, with additional focus on the quarterly learning outcomes outlined quarterly below: CONTENT: Students will know (SWK): STANDARD 1: Discussion: how to partake in small and large group discussions. STANDARD 2: Questioning, Listening, and Contributing: how to pose questions, listen to the ideas of others, and contribute their own information or ideas in group. STANDARD 4: Vocabulary and Concept Development: understand and acquire new vocabulary and use it correctly in reading and writing. STANDARD 8: Understanding a Text: the basic facts and main ideas in a text and use them as the basis for interpretation. STANDARD 9: Making Connections: how a literary or non-literary work by relates to its contemporary context or historical background. STANDARD 12: Fiction: how to identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding. 12.6 STANDARD 19: Writing: how to write with a clear focus, coherent organization, and sufficient detail. STANDARD 21: Revising: how to improve organization, content, paragraph development, level of detail, style, tone, and word choice (diction) in their compositions after revising them STANDARD 24: Research: how to gather information from a variety of sources, analyze and evaluate the quality of the information they obtain, and use it to answer their own questions PERFORMANCE: Students will be able to (SWBAT): Participate in large and small group discussions. Apply new vocabulary to their reading and writing. Write open response and long composition style essays in order to demonstrate understanding of a text. Relate works of literature to historical and contemporary times both orally and in writing. Work independently, with peers, and with teacher on writing conferences, and peer editing in order to improve writing. Perform effective research. Use technology to improve writing Students will focus on all of the following MA ELA Standards throughout the year, with additional focus on the quarterly learning outcomes outlined below: CONTENT: Students will know (SWK): STANDARD 1: Discussion: how to partake in small and large group discussions. STANDARD 2: Questioning, Listening, and Contributing: how to pose questions, listen to the ideas of others, and contribute their own information or ideas in group. STANDARD 3: Oral Presentation how make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed. STANDARD 4: Vocabulary and Concept Development: understand and acquire new vocabulary and use it correctly in reading and writing. STANDARD 8: Understanding a Text: the basic facts and main ideas in a text and use them as the basis for interpretation. STANDARD 9: Making Connections: how a literary or non-literary work by relates to its contemporary context or historical background. STANDARD 12: Fiction: how to identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding. 12.6 STANDARD 19: Writing: how to write with a clear focus, coherent organization, and sufficient detail. STANDARD 21: Revising: how to improve organization, content, paragraph development, level of detail, style, tone, and word choice (diction) in their compositions after revising them STANDARD 24: Research: how to gather information from a variety of sources, analyze and evaluate the quality of the information they obtain, and use it to answer their own questions STANDARD 27: Media Production how to design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium. PERFORMANCE: Students will be able to (SWBAT): Participate in large and small group discussions. Apply new vocabulary to their reading and writing. Write open response and long composition style essays in order to demonstrate understanding of a text. Relate works of literature to historical and contemporary times both orally and in writing. Work independently, with peers, and with teacher on writing conferences, and peer editing in order to improve writing. Perform effective research. Use technology to enhance understanding, organize assignments, and improve writing See above content standards and performance standards addressed throughout the year. Learning Outcomes Assessment(s)/ Relevant Content and Units SWK: Success Criteria Performance Standards Content SWK: How colonial, Unit pre-assessment STANDARD 15: Style classical, Native Weekly Open Quarter 1 and Language: SWK American and Response Quizzes, African-American Students will identify graded via open literature relates to response rubric. and analyze how an the theme of taking Bi-Weekly Long author’s words appeal your place in the Composition Essay, to the senses, create world. graded via AP imagery, suggest Elements of rhetoric Language and mood, and set tone, How to write Composition rubric. and provide evidence essays/speeches that from the text. persuade the STANDARD 16: Myth, audience in a Traditional Narrative, particular direction. and Classical How to create a Literature: SWK proposal and works themes, structure, and cited page using elements of myths, APA format traditional narratives. How race affects the Performance: formation of both SWBAT apply elements global and local of myth and classical societies literature to their own writing. STANDARD 23: Performance Tasks: Students will: Create a website, wherein they will maintain and organize all major research findings related to the theme of “Taking your Place in the World.” Write a letter proposing a topic of research related to the theme of “Taking your Place in the World,” along with open ended question(s) related to said topic. Students will also gather sources and create a reference page in APA format for the research paper. Organizing Ideas in Writing: how to organize ideas in writing in a way that makes sense for their purpose Quarter 2 Quarter 3 Quarter 4 How to write a college-level research paper How to effectively and efficiently analyze prose How to read as writers How to recognize authorial purpose, particularly within comic and/or satirical contexts How to connect contemporary memoir to their own experiences and their own vision of themselves as adults How class affects the formation of both global and local societies How education can both alleviate and exacerbate class problems as well as its overall purpose How two works of literature can express the same message but using entirely different rhetorical strategies Elements of nonfiction, and how those elements contribute to overall meaning. How to use analyze prose in terms of social, historical, and cultural considerations. How gender affects the formation of both global and local societies How to write poems using poetic techniques, forms, figurative language and graphic elements, all with the theme of taking your place in the world. How to perform well on the AP Language Unit pre-assessment Weekly Open Response Quizzes, graded via open response rubric Bi-weekly Long Composition Essay, graded via LPS writing rubric Content SWK: STANDARD 13: NonFiction Students will identify, analyze, and apply knowledge of the purposes, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their understanding. Performance SWBAT: STANDARD 19 Writing: Write coherent compositions with a clear focus. Unit pre-assessment Weekly Open Response Quizzes, graded via open response rubric Bi- Weekly Long Composition Essay, graded via LPS writing rubric Unit pre-assessment Weekly Open Response Quizzes, graded via open response rubric Bi-Weekly Long Composition Essay, graded via LPS writing rubric Continue work on website, wherein they will maintain and organize all major research findings related to the theme of “Taking your Place in the World.” Students should focus on the visual aspects of the website. Complete a first draft of their research paper, and present their research via power point presentation. Content SWK: STANDARD 17: Dramatic Literature: themes, structure, and elements of drama and provide evidence from the text to support their understanding. Performance SWBAT: STANDARD 18: Dramatic Reading and Performance plan and present dramatic readings, recitations, and performances that demonstrate appropriate consideration of audience and purpose. Continue work on website, wherein they will maintain and organize all major research findings related to the theme of “Taking your Place in the World.” Students should focus on the audio and video aspects of the website. Content SWK: STANDARD 14: Poetry SWK how to identify, analyze, and apply knowledge of the theme, structure, and elements of Poetry. Performance SWBAT: STANDARD 3: Oral Presentation oral Present their final website centered on the level 4 theme of “Taking your Place in the World.” The website. Complete a research paper related to the theme of “Taking your Place in the World” in APA format. Present their final research findings in the Capstone Panel presentations. exam How to analyze any work of non-fiction and effectively employ rhetorical strategies in their own writing presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed. Write a self-reflective piece related to their website.