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Rice University Pre-AP High School English For Rice University Advanced Placement Summer Institute June 26 - June 29, 2018 Pre-AP High School English for Experienced Teachers Jerry Brown [email protected] Pre-AP© English APSI 2018 Table of Contents College Board AP© Equity and Access 1 The Elements of a Fairy Tale 154 “Did I Miss Anything?” – Wayman 2 “The Princess and the Tin Box” – Thurber 156 AP© Language and Composition 3 Literary Analysis paper assignment 159 AP© Literature and Composition 5 “The Giant Waterbug” – Dillard 161 Levels of Reading and Questioning the Text 7 “The Giant Waterbug” – Final Draft 162 “The Psychological Comforts of Storytelling” 8 Multiple Choice Test-Taking Strategies 163 “A Nation of Wimps” 10 Percentage of Question Types 165 Lesson for Synthesis – Karen Werkenthin 17 Newspaper Poetry Instructions 167 BAT the prompt 18 The Hero’s Journey (one page) 168 Synthesis Essay Directions from Past Exams 20 “The Bridge of Khazad-dûm” – Tolkien 169 Introduction to Argumentation 21 “The Mirror of Galadriel” – Tolkien 173 Question 1 – 2015 English Language 22 Example of highlighting 179 Question 1 – 2015 Scoring Guidelines 29 Sample Lesson Using “Bridge” and “Mirror” 182 Question 1 – 2015 CB Scoring Notes 30 RAY BRADBURY Question 1 – 2015 Student Samples 33 “There Will Come Soft Rains” – Bradbury 184 Question 2 – 2015 English Language 41 Writing Assignment “Soft Rains” 190 Question 2 – 2015 Scoring Guidelines 42 Elements of Fiction 193 Question 2 – 2015 CB Scoring Notes 43 “The Fruit At The Bottom Of The Bowl” Question 2 – 2015 Student Samples 47 – Bradbury 195 Question 3 – 2015 English Language 55 EDGAR ALLAN POE Question 3 – 2015 Scoring Guidelines 56 “The Tell-Tale Heart” – Poe – analysis lesson 203 Question 3 – 2015 CB Scoring Notes 57 Murder He Wrote – How People Die in Poe’s Question 3 – 2015 Student Samples 60 Stories 210 Question 3 – 2011 Student Sample Comparison 68 “Examination Day” – Henry Seslar 211 Planning your Argumentative Essay 71 “The Sun Goes Down On Summer” – Lawhead 215 Rhetorical Terms from Released Exams “Graham Cracker” Poem 216 (Werkenthin) 72 Analyzing Poetry Diagram 217 Rhetorical Strategies (Werkenthin’s Essential SANDBURG AND HUGHES List) 73 38 Definitions of Poetry – Sandburg 218 Question 1 – 2017 English Literature 74 “Arithmetic” – Sandburg 220 Question 1 – 2017 Scoring Guidelines 75 “Doors” – Sandburg 220 Question 1 – 2017 CB Scoring Notes 76 “Jazz Fantasia” – Sandburg 221 Question 1 – 2017 Student Samples 82 Acting our Sandburg’s short poems 221 Question 2 – 2017 English Literature 94 “Grass” – Sandburg 224 Question 2 – 2017 Scoring Guidelines 95 Comparison of Polonius’s Advice to Laertes - Question 2 – 2017 CB Scoring Notes 96 Hamlet to “A Father To His Son” - Sandburg 225 Question 2 – 2017 Student Samples 101 Folk Song – Sandburg Collection 227 Question 3 – 2017 English Literature 112 “Mother to Son” – Hughes 228 Question 3 – 2017 Scoring Guidelines 113 “Hold fast to dreams” – Hughes 228 Question 3 – 2017 CB Scoring Notes 114 “Theme for English B” – Hughes 229 Question 3 – 2017 Student Samples 119 “Theme for English B” – discussion questions 230 Thirty Years of AP Open Questions (condensed) 130 “Problems” – Hughes 230 Modifying free response questions for Middle “The Negro Speaks of Rivers” – Hughes 231 School and 9th and 10th grades 131 “Dream Variations” – Hughes 232 Implicit and Explicit Documentation – Sarrett 136 “Lincoln Monument: Washington” – Hughes 232 TONE “The Weary Blues” – Hughes 233 Tone lesson using theme music 139 Diamante Poems 234 List of Tone Words 140 Haiku and Comic Strip Haiku 235 Using Art to recognize tone in Literature 141 English Strategies on One Page 236 Movie Clips – Tone and Mood 143 103 Things to Do Before During and Tone Article – Carol Jago 144 After Reading - Jim Burke 237 Interpreting Figurative Language 145 Moving through circles to a thematic statement 243 A Humument (A Human Document) 148 Frankenstein: Finding my Father Two poems on “Blues” – Auden and Hughes 150 Frankenstein: The Creature speaks 244 Two poems on “America” – “In the Absence of Fathers: A Story of Whitman and Hughes 151 Elephants and Men” 247 Create a Tone Illumination Book 153 Barack Obama: Dreams from my father (26-27) 249 FAIRY TALES “The Heart Grows Smarter” 250 Pre-AP© English APSI 2018 Table of Contents Importance of Fathers – Sarah Laing 252 Sample Novel Unit: A Day No Pigs Would Die 255 Quiet: The Power of Introverts in a World That Can’t Stop Talking 281 MACBETH Shakespeare Choral Reading 299 Kohlberg - Stages of Moral Development 302 Macbeth – Act IV: Scene 1 304 Cauldron Ingredients Chart 305 5-4-3-2-1 – Chart 306 “Tomorrow” Speech 307 Scene Performance Evaluation 312 “Out, out…” – Frost 313 Macbeth Likert scale chart 314 JANE EYRE AND ANTIGONE Jane Eyre background information 316 Chapter Check test: samples 318 Syntax techniques in Jane Eyre 321 One-Page on Jane Eyre Settings 325 Jane Eyre Facebook Page 326 Can you live in world without technology? 327 Technology Avoidance Reflective Essay 328 Reflective Rubric 329 Antigone and Ismene Argument 330 Haemon and Creon Argument 332 Literature Review Templates 336 Templates to Declare the Writer’s Position 339 Useful Templates 342 Using Transitions Effectively 346 Common Transitional Words and Phrases 347 AP® Literature Action Plan 350 Jerry W. Brown 2018 Rice University APSI [email protected] 1 College Board AP Equity and Access Policy Statement The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. 1. What words stand out to you in the above statement? 2. Why are they important to you and your AP program? 3. How can you make sure these ideals are the foundation of your AP program? We encourage educators to: Eliminate barriers that restrict access to AP students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Make every effort to ensure their AP classes reflect the diversity of their student population. Provide all students with access to academically challenging coursework before they enroll in AP classes. 1. Note the verbs used. What do they suggest for educators? 2. What barriers exist in your district, school, classroom? 3. How can you attempt to overcome those barriers? 4. Does your classroom reflect the diversity of your student population? 5. Does your district and/or school provide "all students with academically challenging coursework"? 6. What do you see as “academically challenging coursework” and how to you provide it to your students? Only through a commitment to equitable preparation and access can true equity and excellence be achieved. 1. What does "equitable preparation and access" mean to you? 2. How can you help with “equitable preparation?” 3. What can you do or attempt to do in your district, school, and classroom to achieve equity and excellence? 4. What problems or barriers will you encounter or have you encountered that need to be addressed? Jerry W. Brown 2018 Rice University APSI [email protected] 2 DID I MISS ANYTHING? (A question frequently asked by students after missing a class.) Nothing. When we realized you weren't here we sat with our hands folded on our desks in silence, for the full two hours. Everything. I gave an exam worth 40 percent of the grade for this term and assigned some reading due today on which I'm about to hand out a quiz worth 50 per cent. Nothing. None of the content of this course has value or meaning Take as many days off as you like: any activities we undertake as a class I assure you will not matter either to you or me and are without purpose. Everything. A few minutes after we began last time a shaft of light suddenly descended and an angel or other heavenly being appeared and revealed to us what each woman or man must do to attain divine wisdom in this life and the hereafter. This is the last time the class will meet before we disperse to bring the good news to all people on earth. Nothing. When you are not present how could something significant occur? Everything. Contained in this classroom is a microcosm of human experience assembled for you to query and examine and ponder. This is not the only place such an opportunity has been gathered. But it was one place And you weren't here. Poem written by Tom Wayman, a Canadian poet, and published in: Wayman, T. (1993). Did I miss anything? Selected poems 1973-1993. Vancouver, BC: Harbour Publishing. Jerry W. Brown 2018 Rice University APSI [email protected] 3 AP® ENGLISH LANGUAGE About the Advanced Placement Program® (AP®) The Advanced Placement Program® enables willing and academically prepared students to pursue college-level studies — with the opportunity to earn college credit, advanced placement, or both — while still in high school. AP Exams are given each year in May. Students who earn a qualifying score on an AP Exam are typically eligible to receive college credit and/or placement into advanced courses in college. Every aspect of AP course and exam development is the result of collaboration between AP teachers and college faculty. They work together to develop AP courses and exams, set scoring standards, and score the exams. College faculty review every AP teacher’s course syllabus. AP English Program AP English Language and Composition Course Content The AP English Language and Composition course is designed The AP Program offers two courses in English studies, each to help students become skilled readers and writers through designed to provide high school students the opportunity to engage engagement with the following course requirements: with a typical introductory-level college English curriculum. • Composing in several forms (e.g., narrative, expository, The AP English Language and Composition course focuses on analytical, and argumentative essays) about a variety of subjects the development and revision of evidence-based analytic and argumentative writing and the rhetorical analysis of nonfiction texts.
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