AP Language

August 2019
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 2 3
BLUE; Targets are listed
in GREEN; Major as-
signments or assess-
ments are listed in RED

4 5 6 7 8 9 10
Teacher Teacher Teacher Teacher
Workday Inservice Inservice Workday
11 12 First day of class 13 MLK Discussion 14 PASA SWBAT 15 16 Syllabus due 17
Summer reading jour-
nals due Course wel-
SWBAT discuss the identify the audience, BLOCK PASA visual SWBAT
rhetorical moves they author, and situation create a visual repre-
come SWBAT know the noticed in MLK’s I in small groups, sup- SCHEDULE: sentation of the rhe-
expectations for this
course *Assign MLK’s I have a Dream speech porting their findings NO CLASS torical situation of
have a dream from the text and will MLK’s I have a
**Students must have create a purpose state- dream speech *Assign
TTTC by 8/23 ment as a class Gettysburg Speech

18 19 Summary practice 20 Quote Incorpora- 21 PASA and Thesis 22 23 TTTC Book Check 24
statements with Gettys-
with Gettysburg tion SWBAT seam-
burg; Diction SWBAT BLOCK London and Twain
SWBAT enhance lessly incorporate reading quiz Tone
their verbs, provide quotations into their use last week’s PASA as SCHEDULE: SWBAT explain how
a model to create their
time words, and incor- summaries from yes- own thesis statements NO CLASS an author’s choices in
porate appropriate terday to make them and discuss how word diction affect the tone
quotations to make even more effective choice is significant of the piece
summaries effective Summaries due at end *Assign London and
analytical tools of hour Twain
25 26 Faulkner’s Nobel 27 Green Eyed Mon- 28 Vietnam War 29 30 Tim O’Brien Im- 31
Speech SWBAT ana- ster Discussion; As- Background; Imagery; BLOCK agery SWBAT prac-
lyze how Faulkner’s sign diction essay Workday with syno- tice analyzing image-
diction affects the SWBAT describe the nyms SWBAT know SCHEDULE: ry using the Benny
tone of his piece difference between the motivating forces NO CLASS Paret passage as a
*assign Green Eyed envy and jealousy and in the Vietnam War model from Wednes-
Monster explore how the au- and will practice dis- day
thor achieved this cussing/analyzing
distinction imagery
 September 2019
Sun Mon Tue Wed Thu Fri Sat
1 2 3 Synonyms essay due 4 TTTC Mimicry 5 6 TTTC Quiz #1 pgs 7
Activities are listed in
BLUE; Targets are listed NO Syntax SWBAT know
what syntax is and
SWBAT mimic Tim
Obrien’s passages in
BLOCK
SCHEDULE:
1-116 SWBAT show
what they know in
how it can be manipu- order to convey the order to rock this test
in GREEN; Major as-
signments or assess- SCHOOL lated to affect a read-
er’s understanding
tangible and intangi-
ble things they carry
NO CLASS
ments are listed in RED
and emotion
8 9 Methods of develop- 10 Hunger of Memory 11 Hunger of Memory 12 13 Mimicry Essay due; 14
ment SWBAT know annotation check and PASTA; workday for BLOCK Assign Civil Disobedi-
these terms and how discussion SWBAT essay SWBAT define ence SWBAT begin
to annotate them in a discuss the passage the rhetorical situation SCHEDULE: annotating CD using the
Methods of Develop-
passage *assign Hun- and the rhetorical for HOM and will add NO CLASS ment and the study guide
ger of Memory moves Rodriguez to their syntax essays
makes
15 16 17 Civil Disobedience 18 Civil Disobedience 19 20 TTTC Quiz #2 pgs 21
Quiz; Small Group Dis-
Educator cussion SWBAT discuss
Scored Discussion
SWBAT analyze the
BLOCK 118-end SWBAT
show what they know
Effectiveness their findings in small rhetorical moves Tho- SCHEDULE: in order to rock this
groups of Thoreau’s CD
Day and deepen their under- reau makes in order to NO CLASS test
standing achieve his purpose

22 23 TTTC Scored Dis- 24 TTTC Scored Dis- 25 Columnist assign- 26 27 ICAP Day 28
cussion SWBAT ex- cussion SWBAT ex- ment SWBAT know BLOCK SWBAT receive in-
plore the symbolism plore the symbolism the expectations for formation about col-
and deeper meanings and deeper meanings this assignment and SCHEDULE: lege and career readi-
behind the book we behind the book we will begin looking for NO CLASS ness from Mr. Mack
just finished just finished their first column

29 30 Deconstructing the
prompt SWBAT
know the essential
elements of an AP RA
prompt and why it
matters to read it
 October 2019
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 Deconstructing the 2 How to write the 3 4 Column #1 due 5
BLUE; Targets are listed Passage SWBAT essay SWBAT know BLOCK Workday SWBAT
in GREEN; Major as- know what to look for how to structure their choose to work on
signments or assess- in the passage in order rhetorical analysis SCHEDULE: their Sanders essays
ments are listed in RED to write a rhetorical essays and will begin NO CLASS or their column anno-
analysis essay working with their tations
*Column check Sanders passage
6 7 Multiple Choice 8 Multiple Choice prac- 9 Elements of style; Re- 10 11 End of Quarter 1 12
tice SWBAT answer search Questions SWBAT Sanders essay due
practice SWBAT ana-
practice MC questions, familiarize themselves with BLOCK Workday SWBAT
lyze a typical AP
prompt and will anno- making explicit connec- the various rhetorical
moves authors use to SCHEDULE: choose to work on their
tions to how these corre- Sanders essays or their
tate it using the Meth- late to Methods of De-
strengthen their arguments
and create a viable research
NO CLASS column annotations
ods of Development velopment research question due
question for 2nd semester

13 14 15 16 Bush 9/11 Speech 17 18 Column #2 due 19

Teacher Teacher SWBAT create an

analytical summary of
BLOCK
SCHEDULE:
Sanders essay rubric
discussion SWBAT
Bush’s address to the know how their es-
Workday Inservice nation on 9/11 NO CLASS says will be scored
according to the AP
rubric
20 21 Shelter in place 22 Deconstructing 23 Kennedy essay and 24 25 Elements of Style test; 26
satire SWBAT show
day; no class prompt and passage debrief SWBAT dis- BLOCK what they know and
SWBAT mentally cuss the passage,
strong essay respons- SCHEDULE:
ROCK the elements of
prepare themselves style test and will com-
for their first in-class es, and reflect on what NO CLASS plete the satire Power-
essay on Monday theirs might have Point *assign a Modest
scored Proposal

27 28 Satire SWBAT 29 Magnasoles Essay 30 Magnasoles de- 31

gain an understanding SWBAT Examine an brief; Three Little BLOCK SCHED-
of satire’s function author’s rhetorical Pigs SWBAT discuss ULE: NO CLASS
and how it works as a choices in order to the passage, strong Modest Proposal
rhetorical strategy achieve his purpose essay responses, and
what theirs might
PASTA and discus-
have scored sion questions due
 November 2019
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 Column #3 due 2
BLUE; Targets are listed Modest Proposal Soc-
in GREEN; Major as- rates Café SWBAT
signments or assess- discuss Swift’s use of
ments are listed in RED satire and the way in
which it contributes to
his purpose
3 4 Modest Proposal Soc- 5 Archaic Language 6 Company man essay 7 8 Multiple Choice 9
rates Café SWBAT dis-
cuss Swift’s use of satire
and Satire SWBAT and debrief SWBAT BLOCK practice SWBAT
understand how not to examine the rhetorical practice with an AP
and the way in which it be intimidated by ar- strategies an author SCHEDULE: multiple choice pas-
contributes to his pur-
pose *Assign Freddie D chaic language and uses to express her NO CLASS sage *Freddie D Book
will explain how it purpose and will dis- Check
can heighten satire cuss the scoring of it
10 11 Adams passage 12 Boothe Luce essay 13 Essay debrief and 14 15 Column #4 due 16
analysis SWBAT SWBAT examine the fixing a three SWBAT BLOCK Thinking like a Writer
practice with teacher rhetorical strategies an discuss the scoring of MC practice SWBAT
modeling the annota- author uses to express yesterday’s passage SCHEDULE: practice the composi-
tion-style MC questions
tion of a particularly her purpose and will offer sugges- NO CLASS from the AM exam
difficult passage tions for revision on *assign What to a Slave
an Adams essay
17 18 What to a slave 19 What to a slave 20 What to a slave 21 22 Analytical sum- 23
reading day SWBAT scored discussion scored discussion BLOCK maries and research
discern Douglass’ SWBAT examine SWBAT examine questions SWBAT
argument and create a Douglass’ argument Douglass’ argument SCHEDULE: finalize their research
PASTA and discus- and the strategies he and the strategies he NO CLASS questions and/or
sion questions uses to achieve his uses to achieve his work on their column-
purpose purpose ist summaries
24 25 26 27 28 29 30

NO NO NO NO NO
SCHOOL SCHOOL SCHOOL SCHOOL SCHOOL
 December 2019
Sun Mon Tue Wed Thu Fri Sat
1 2 Douglass reading jour- 3 Douglass scored 4 Assign Declaration of 5 6 Columnist summar- 7
nal due Douglass scored Independence Douglass
Activities are listed in
discussion SWBAT dis-
discussion SWBAT
scored discussion BLOCK ies due Dubois MC
BLUE; Targets are listed discuss the various SWBAT practice
in GREEN; Major as-
cuss the various rhetori-
cal techniques Douglass rhetorical techniques
SWBAT discuss the vari-
ous rhetorical techniques
SCHEDULE: multiple choice strate-
signments or assess- makes to convey his Douglass makes to Douglass makes to con- NO CLASS gies on a reading
ments are listed in RED argument about slavery convey his argument vey his argument about practice MC
about slavery slavery

8 9 Declaration of Inde- 10 Banneker Prompt 11 Banneker debrief; 12 13 Declaration of 14

pendence discussion SWBAT analyze the Assign Slavery Jigsaw BLOCK Sentiments discussion
SWBAT discuss the rhetorical choices an SWBAT discuss the SWBAT discuss the
significance of Jeffer- author makes to fur- scoring of AP essay SCHEDULE: significance of Cady-
son’s argument As- ther his argument responses and will NO CLASS Stanton’s argument
sign Declaration of know the expectations
Sentiments for their final
15 16 Slavery Jigsaw 17 Slavery Jigsaw 18 Slavery Jigsaw 19 Slavery Jigsaw 20 End of Quarter 2 21
SWBAT collaborate SWBAT collaborate SWBAT compose a SWBAT compose a
with those individuals with those individuals dialogue in which they dialogue in which they
who read the same who read different take on the persona of take on the persona of FINALS
their author and engage their author and engage
essay as they did in essays in order to find in a discussion with in a discussion with SCHEDULE:
order to deepen their common ground
understanding
other authors other authors NO CLASS
22 23 24 25 26 27 28

NO NO NO NO NO
SCHOOL SCHOOL SCHOOL SCHOOL SCHOOL
29 30 31

NO NO
SCHOOL SCHOOL
 January 2020
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 2 3 4
BLUE; Targets are listed
in GREEN; Major as- NO NO NO
signments or assess-
ments are listed in RED SCHOOL SCHOOL SCHOOL
5 6 7 8 Pathos, ethos, logos 9 Pathos, ethos, logos 10 Last Child in the 11

Teacher Teacher SWBAT analyze the

logical, emotional and
SWBAT analyze the
logical, emotional and
Woods SWBAT re-
spond to a rhetorical
credible appeals an credible appeals an analysis prompt and
Workday Inservice author makes in order
to convey his/her ar-
author makes in order
to convey his/her ar-
analyze how an au-
thor’s choices serve
gument gument their purpose
12 13 Last Child in the 14 Smile or Die 15 Whiteboard project 16 17 Total Domination 18
Woods debrief SWBAT observe how SWBAT know the BLOCK Socrates café
SWBAT discuss the visual and verbal rhet- expectations of their SWBAT discuss the
author’s rhetorical oric work together in major research project SCHEDULE: moves Arendt makes
choices and self assess order to convey an this semester and will NO CLASS in order to convey her
their work *Assign author’s purpose get started with their PASTA and discussion argument regarding
Total Domination thesis/proposal questions due government control
19 20 21 6-part oration 22 Thesis and proposal 23 24 TSIS quiz #1; PT 25
due Rogerian argument
NO SWBAT know how
this argument is struc- SWBAT know how this
argument is structured
BLOCK
SCHEDULE:
essay workday
SWBAT begin formu-
tured and when it is lating a Rogerian ar-
SCHOOL appropriate to use it
*assign participation
and when it is appropri-
ate to use it *assign PT NO CLASS gument on the topic
of participation tro-
essay
trophies reading phies
26 27 Rhetorical analysis 28 Florence Kelley 29 Research day for 30 31 *Assign Chap 4
essay prompt SWBAT debrief SWBAT dis- whiteboard SWBAT BLOCK TSIS; Argument ba-
respond to a rhetorical cuss the author’s rhe- begin assembling their sics and Layers of
analysis prompt and torical choices and research notecards SCHEDULE: Abstraction SWBAT
analyze how an au- self assess their work and bibliographies on NO CLASS know the types of
thor’s choices serve Noodle Tools evidence needed for
their purpose an effective argument
 February 2020
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1
BLUE; Targets are listed
in GREEN; Major as-
signments or assess-
ments are listed in RED

2 3 Argument Speed 4 Research notecards 5 “A Case for Torture;” 6 7 *Assign Chap 6 TSIS; 8
Thinking Like a Writer Chap 4 TSIS quiz; As-
Dating SWBAT pro- due Argument speed
MC SWBAT examine BLOCK sign Morality as Anti-
duce evidence for a dating wrap-up
wide variety of AP SWBAT finalize the how hypothetical evi- SCHEDULE: Nature SWBAT use the
dence undermines argu- templates from TSIS and
argument prompts evidence they will use ments and will respond NO CLASS their research to create
for their essays and to AP thinking like a phrases that could go in
will start work on writer questions their whiteboard scripts
their assigned prompt

9 10 Speed dating essay 11 Outline due Thom- 12 Synthesis prompt 13 14 Thomas Paine de- 15
due Workday as Paine Argument basics SWBAT know BLOCK brief SWBAT discuss
SWBAT select the essay SWBAT re- the structure and ex- the types of evidence
learning activity best spond to an AP argu- pectations of this last SCHEDULE: used and its effective-
suited to their aca- ment prompt with type of essay on the NO CLASS ness in making their
demic needs sufficient evidence to AP Lang exam arguments assign
make their case chap 7 TSIS

16 17 18 Scripts due Review 19 20 21 Chap 7 TSIS quiz 22

Review expectations for
NO synthesis SWBAT
know what to expect
AP LANG MOCK
EXAM: Get thee to
BLOCK
SCHEDULE:
whiteboard motif
SWBAT brainstorm a
for tomorrow’s mock church!
SCHOOL exam and will practice
a synthesis prompt
NO CLASS recurring image that fits
with their scripts
*Assign Morality as
Anti-Nature

23 24 Whiteboard work- 25 Whiteboard work- 26 Whiteboard work- 27 28 Morality as Anti- 29

day SWBAT make day SWBAT make day SWBAT make BLOCK SCHED- Nature Socrates café
revisions on their revisions on their revisions on their ULE: NO CLASS SWBAT discuss the
scripts and draw in the scripts and draw in the scripts and draw in the PASTA and Discus- moves Nietzsche makes
in order to convey his
margins those images margins those images margins those images sion Questions Due argument regarding
they plan to use they plan to use they plan to use morals *Assign Hazlitt
 March 2020
Sun Mon Tue Wed Thu Fri Sat
1 2 Multiple Choice 3 Workday SWBAT 4 Sketches and revisions 5 6 Certainty and Doubt 7
read and prepare discus- due Pleasure of Hating
Activities are listed in Practice SWBAT use
sion questions/PASTA Socrates café; MC fix-up BLOCK SWBAT establish a Saturday Study Ses-
BLUE; Targets are listed a variety of test taking position on Certainty sion Central High
in GREEN; Major as- strategies to answer for tomorrow’s Socrates SWBAT discuss the moves
Hazlitt makes in order to SCHEDULE: and Doubt and pro- School 8am-noon
Café OR put the finish-
signments or assess- multiple choice ques- ing touches on their
convey his argument re-
garding hatred and make
NO CLASS vide evidence to sup-
ments are listed in RED
tions from College scripts/illustrations corrections to their mock
port themselves
Board
8 9 Certainty and Doubt 10 Mock Exam con- 11 End of Quarter 3 12 13 14
Debrief; whiteboard
tutorials SWBAT self
ferences SWBAT
discuss the work they
Multiple Choice Prac-
tice SWBAT use a Teacher Teacher
assess the arguments did on their mock variety of test taking
they wrote last week
and know the next
exam and set goals for
how to improve their
strategies to answer
multiple choice ques-
Workday Inservice
steps on their white- scores tions from College
board project Board
15 16 17 18 19 20 21

NO NO NO NO NO
SCHOOL SCHOOL SCHOOL SCHOOL SCHOOL
22 23 Synthesis review 24 Library prompt 25 Is college worth it 26 27 Whiteboard project 28
due Multiple Choice
SWBAT remind SWBAT practice SWBAT write a full- BLOCK Practice SWBAT use a
themselves of the ex- what to do with length synthesis essay
pectations of the syn- graphics on the syn- on an AP prompt and SCHEDULE: variety of test taking
strategies to answer mul-
thesis prompt and how thesis prompt and how discuss how they NO CLASS tiple choice questions
to tackle it they can be useful would have scored on from College Board
that essay
29 30 Multiple Choice 31 USPS prompt
Practice SWBAT use SWBAT practice
a variety of test taking what to do with
strategies to answer graphics on the syn-
multiple choice ques- thesis prompt and how
tions from College they can be useful
Board
 April 2020
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 Locavore SWBAT 2 3 Fixing a 3 SWBAT 4
pretend to be a student
BLUE; Targets are listed write a full-length BLOCK writer’s coach and offer
in GREEN; Major as- synthesis essay on an
signments or assess- AP prompt and dis- SCHEDULE: them suggestions in
order to improve their
ments are listed in RED cuss how they would NO CLASS essay and receive a high-
have scored on that er score
essay
5 6 7 8 9 10 11
BLOCK BLOCK
SCHEDULE: SCHEDULE:
NO CLASS NO CLASS

12 13 14 15 16 17 18
PSAT 9/SAT PSAT 10
TESTING: NO TESTING: NO
CLASS CLASS

19 20 21 22 23 24 25
BLOCK
SCHEDULE:
NO CLASS

26 27 28 29 30
BLOCK
SCHEDULE:
NO CLASS
 May 2020
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 2
BLUE; Targets are listed
in GREEN; Major as-
signments or assess-
ments are listed in RED

3 4 5 6 7 8 9
BLOCK
SCHEDULE:
NO CLASS

10 11 12 13 14 15 16
BLOCK
SCHEDULE:
NO CLASS

17 18 19 20 21 Last day of school 22 23

Graduation: NO
CLASS
Teacher
Workday

24 25 26 27 28 29 30

31