<p>Lesson Plans Dr. Carey Week of Feb 11-15 AP Language 2012-13</p><p>Monday/Tuesday Continue study of Modernism and stream of consciousness writing. Reissue AP textbooks. Have the students read Virginia Woolf’s memoir, “Thoughts on Peace in an Air Raid,” pp936-939. What characteristics of stream of consciousness writing does this piece exhibit? How is this piece similar/different from Eliot’s piece, “The Love Song of J. Alfred Prufrock”? Discussion questions to consider: Why does Woolf begin the memoir/essay with first person plural “we”? In ¶2, what kind of fighting does Woolf call on women to do? In ¶5, what does Woolf mean when she writes “Hitlers are bred by slaves”? How is this paradox accurate? What is Woolf’s attitude toward war and peace in the last two paragraphs? How does Woolf try to appeal to Americans? What does she mean when she says, “We must compensate the man for the loss of his gun”?</p><p>Wednesday/Thursday Continued practice with AP personal response essay question (question #3). AP timed personal response questions: 2011 question #3 on T. Paine’s view of America. How is America the same today? How is she different? Build a working outline. Together, read the AP scoring rubric. As a class, read sample response papers earning a 9, 5, and 2. Have the students score the essays. Look at what AP scored them and reasons why. Discuss.</p><p>Friday Timed writing on an AP personal response question. 40 minutes. Practice with more AP reading passages and multiple choice questions.</p><p>Assessment Class discussion, end of unit test, timed writing essay.</p><p>Standards ELACC11-12RL9: Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. </p><p>ELACC11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. ELACC11-12RL5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. </p><p>ELACC11-12RI1: 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. </p><p>ELACC11-12RI4: 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 </p><p>ELACC11-12RI6: 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. ELACC11-12W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. ELACC11-12W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (</p>