AP Language and Composition

ENGLISH II 3rd 4th 5th Date: 9/20/2010 (Monday)

Content Drawing Conclusions and Predicting Outcomes

Essential Questions/Learning Targets:

I can improve my vocabulary.

I can identify and correct grammatical errors in sentences.

I can identify a memoir.

I can read and draw conclusions and predict outcomes about a written piece.

Independent Work – establishing engagement (8-10 minutes):

Vocabulary Chapter 6 Part 1

Review vocabulary words

Go over answers

Daily Language Lesson

Correct answers on overhead—students make corrections

Guiding Purpose – fostering engagement (3-5 minutes):

Review of learning targets

Interactive Instruction and Authentic Engagement – deepening understanding (25-40 minutes):

 Read Text page 147 “Drawing Conclusions”

 discuss strategies

o Read “No Witchcraft for Sale” pages 148-155

o Cite predictions and draw conclusions

o Do page 156

 Discuss/Review Predicting Outcomes

 Do preview activity on page160 prior to reading selection

o Read short story from Text “The Son From America” 160-166

 Do Connect to the Literature activity page 167 ENGLISH II 3rd 4th 5th

Closure and Consolidation – making meaning, clarify (5-10 minutes):

Discuss student responses

Date: 9/21/2010 (Tuesday)

Content Persuasive Writing

I can identify the formats of persuasive writing.

I can write a position statement and supporting details.

I can write a persuasive essay.

Go over answers

Guided Practice:

o Discuss/Review formats of persuasive writing: argument: fact and opinion and problem/solution

Discuss activity and group roles:

o Scribe for brainstorming/prewriting ENGLISH II 3rd 4th 5th o Researcher: each groups gets 5 minutes on computer for research of topic in which he/she finds support for or against his topic (according to his/her assignment)

o Scribe for draft

 Both scribes will read and note argument from persuasive essay while researcher collects data

 Persuasive essay with strong argument: page 617-618 “Support School Uniforms”

 Group students into groups of three—students decide roles

 Topic is assigned—There will be four topics—one group will take the positive support role ---another group will take the negative view of each topic

o Use of cell phone blockers in educational facilities

o Prohibiting students from driving to school

o Equality for everyone (as in short story “Harrison Bergeron”)

o Mandatory Military Service for all American Citizens

 Researchers go to alternate location to collect data (approximately 5 minutes each at computer station

 Scribes read essay on page 617

o Discuss with scribe groups

o Scribes write position statements about topic

o Student groups come back together: brainstorming scribe develops statements for (3) supporting paragraphs as everyone generates ideas from data the researcher presents

o Scribe for draft writes final draft as other two members are generating a conclusion

Students share problems/solutions with writing task

May carry over to next class period. ENGLISH II 3rd 4th 5th

Date: 9/22/2010 (Wednesday)

Content Persuasive Writing

I can evaluate a persuasive essay.

Go over answers

Guiding Purpose – fostering engagement (3-5 minutes): ENGLISH II 3rd 4th 5th Review of learning targets

Guided Practice:

 Discuss/Review Group assignments

 Students group and review progress

 Groups continue until drafts are ready

 Give everyone an essay evaluation form

 Students present their essay to class (each topic –positive and negative views)

 Audience rates positions

Discuss student responses ENGLISH II 3rd 4th 5th

Date: 9/23/2010 (Thursday)

Content Evaluating Student Essays

Go over answers

Correct answers on overhead—students make corrections ENGLISH II 3rd 4th 5th Guiding Purpose – fostering engagement (3-5 minutes):

Guided Practice:

Discuss student responses

Date: 9/24/2010 (Friday)

Content Drawing Conclusions and Predicting Outcomes

Go over answers

Vocabulary Quiz

Daily Language Lesson ENGLISH II 3rd 4th 5th Correct answers on overhead—students make corrections

Guided Practice:

 Continue with essay presentations and evaluations

 Give student topic choices ---assign student essays

 They may choose a different topic or choose to write on drafts generated previously if appropriate

 Must be of global or societal issue

 Portion of class may research topics while others brainstorm and do prewriting

 Switch roles with remaining class time

Discuss problems

Assign 1st draft completion as homework