<p>AP Language and Composition Lesson Plans Week of September 11-15, 2017 B. Feeney</p><p>Monday-Tuesday, 9/11, 9/13 RL. 11-12. 1, 2, 3, 4, 5, 6; W. 11-12. 1; SL. 11-12. 4 Learning Objectives: SWBAT use prior knowledge to activate ones understanding of a variety of rhetorical strategies found in Nancy Mair’s “On Being Crippled.” Develop academic vocabulary on a variety of rhetorical strategies, such as, point of view, diction, tone, syntax, connotation, denotation and more. Learning Activities: 1) Distribute One Hundred Great Essays and complete textbook card. 2) Use Google Classroom to access Nancy Mair’s “On Being Crippled” activity 3) Read the chunked excerpts from the essay and record what students see, notice, and can pull from the excerpts 4) Discuss what students notice, record and add to their lists. -students should be able to identify various rhetorical strategies within these excerpts (tone, diction, connotations, point of view 5) Discuss and draw students attention to the idea that these are conscious choices, focus on the WHY? HOW? Homework: Read OHGE “Introduction: Reading and Writing Essays” pages 1-31 and take notes/outline while reading due Wednesday, 9/13. Open-Notes Quiz Wednesday</p><p>Wednesday, 9/13 RL. 11-12. 1-6, W. 11-12. 1, 2, 4, 5, 6; SL. 11-12. 4 Learning Objectives: SWBAT Apply notes and knowledge of OHGE “Introduction” to open-notes quiz. Discuss what it means to annotate, handout, notes, discussion. Read William Faulkner’s “Nobel Prize Acceptance Speech” aloud and discuss a working definition of his concept “writer’s duty.” Learning Activities: 1) Use notes to complete quiz 2) Discuss and handouts on annotating 3) Distribute Faulkner’s Nobel Prize Acceptance Speech 4) Read aloud, annotate together specifically looking for author’s purpose and context Homework: Complete pre-assessment writing task (one paragraph, response to Faulkner’s Speech, see Google Classroom</p><p>Thursday, 9/14 RL. 11-12. 1-6, W. 11-12. 1; SL. 11-12. 4 Learning Objectives: SWBAT read Annie Dillard’s “To Fashion a Text” from Inventing The Truth literally, inferentially and critically. Strengthen active reading skills through annotating non-fiction text. Demonstrate understanding of an author’s purpose, context and rhetorical strategies. Learning Activities: 1) Read aloud and discuss what it means to read activity 2) Discuss what it means to react verses regurgitate. 3) Read “To Fashion a Text” pages 143-161 in ItT 4) Identify while reading the author’s purpose and context Homework: Finish reading “To Fashion a Text” + annotating for purpose, context and strategies</p><p>Friday, 9/15 RL. 11-12. 1-6, W. 11-12. 1, 2, 4, 5, 6; SL. 11-12. 4 Objectives: SWBAT read Jill Ker Conway’s “Points of Departure” from ItT literally, inferentially and critically. Continue to strengthen active reading skills, analysis skills and reaction skills while reading the text and accounting for author’s purpose, and context. Learning Activities: 1) Read aloud and discuss “Points of Departure” 2) React and question the text 3) Identify purpose and context Homework: Finish reading “Points of Departure” if note completed in class and says/does journal</p>