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A.P. English 3 – J. Rotunno
Week of January 12-16, 2009
| Class Name | Monday, January 12, 2009 |
| Objective (Student will…) | Define, illustrate and write a story for Week 16 Vocabulary words. |
| Strategies | Act out the problem |
| Teacher Activities | Demonstrate the design of vocabulary boxes. Discuss roots and meanings of Week 16 vocabulary words. |
| Student Activities | Complete a four-square box for each vocabulary word including definitions, illustrations, applied examples. Write a creative story using all 10 vocabulary words. |
| Assessment/Evaluation | Boxes checked in spirals on Friday. |
| Academic Vocabulary (optional by dept.) |
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| Additional Resources |
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| Class Name | Tuesday, January 13, 2009 |
| Objective (Student will…) | Complete the NMHSCE. |
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| Teacher Activities |
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| Student Activities |
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| Assessment/Evaluation |
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| Academic Vocabulary |
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| Additional Resources |
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| Class Name | Wednesday, January 14, 2009 |
| Objective (Student will…) | Dissect writing prompts from AP Exams to identify type of essays and tenets of each. |
| Strategies | Rhetorical Triangles (subject, author, purpose) |
| Teacher Activities | Copy several sample writing prompts written in AP exam format. Demonstrate the rhetorical triangle and how to apply it to analyze a writing prompt. |
| Student Activities | Students work in groups of three to categorize and analyze various writing prompts using rhetorical triangles. |
| Assessment/Evaluation | Annotated prompts graded. |
| Academic Vocabulary |
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| Additional Resources |
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| Class Name | Thursday, January 15, 2009 |
| Objective (Student will…) | Assess effectiveness of various sample essays. |
| Strategies | Peer editing |
| Teacher Activities | Pass out packets of range finder essays and grading rubrics. |
| Student Activities | Return to groups from yesterday. Read aloud the exemplar essays and rate them according to the grading rubric. Read the highest scoring essay aloud to the class and discuss why it was most successful. |
| Assessment/Evaluation | Group participation/classwork grade. |
| Academic Vocabulary |
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| Additional Resources |
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| Class Name | Friday, January 16, 2009 |
| Objective (Student will…) | Complete a Vocabulary story using Week 16 words. Present the most effective essay studied by each group on Thursday. |
| Strategies | Peer editing |
| Teacher Activities |
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| Student Activities | Read aloud selected vocabulary stories. Finish reading high-scoring essays from this week’s group work. |
| Assessment/Evaluation |
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| Academic Vocabulary |
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| Additional Resources |
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A.P. English Language and Composition –J. Rotunno
Week ofJanuary 5-9, 2009
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| Monday, January 5,2009 |
| Objective (Student will…) | Write definitions, synonyms and antonyms for new vocabulary words. |
| Teacher Activities | Discuss roots and origins of new vocabulary words from Week 15 SAT words. |
| Student Activities | Divide into two groups and either look up definitions or synonyms/antonyms for new words. Then pair with someone from the other group to complete vocabulary notes. Write a compound/complex sentence using each new word. |
| Assessment/Evaluation | Sentences graded as classwork in spirals. |
| Academic Vocabulary (optional by dept.) | Jigsaw, Think-pair-share |
| Additional Resources |
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| Tuesday, January 6, 2009 |
| Objective (Student will…) | Use visual stimuli to analyze intent and viewpoint of creators. |
| Teacher Activities | Supply an editorial cartoon for the class to analyze together. Use steps from teacher-made worksheet to guide analysis. |
| Student Activities | Get into pairs or groups of three to analyze two editorial cartoons, identifying visual cues, verbal cues, similarities /differences, and author’s viewpoint. Write a one-page analysis of these findings. Students must find three additional editorial cartoons and complete a similar analysis by next Monday. |
| Assessment/Evaluation | Mini-essays graded. |
| Academic Vocabulary |
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| Additional Resources |
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| Wednesday, January 7, 2009 |
| Objective (Student will…) | Students will form research/literary circles based on novels read independently. |
| Teacher Activities | Pas out packets for Literary Research projects. Review procedure and assign books. |
| Student Activities | Meet with research/literature groups and discuss/delegate processes for research and presentations. |
| Assessment/Evaluation | Presentations and papers turned in February 9. |
| Academic Vocabulary |
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| Additional Resources | Library research Jan. 26-27 |
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| Thursday, January 8, 2009 |
| Objective (Student will…) | Use visual stimuli to analyze intent and viewpoint of creators. |
| Teacher Activities | Supply an editorial cartoon for the class to analyze together. Use steps from teacher-made worksheet to guide analysis. |
| Student Activities | Analyze two editorial cartoons, identifying visual cues, verbal cues, similarities /differences, and author’s viewpoint. Write a one-page analysis of these findings. Students must find three additional editorial cartoons and complete a similar analysis by next Monday. |
| Assessment/Evaluation | Mini-essays graded. |
| Academic Vocabulary |
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| Additional Resources |
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| Friday, January 9, 2009 |
| Objective (Student will…) | Complete a vocabulary test covering Weeks 10-15. |
| Teacher Activities | Review procedures for various sections of Vocabulary Test. |
| Student Activities | Complete Weeks 10-15 Review Test. |
| Assessment/Evaluation | Test grade. |
| Academic Vocabulary |
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| Additional Resources |
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Silva Rhetorica
rhetorical strategies
Bartleby's Reference Source
Nuts and Bolts of College Writing
Greece, NY Language Arts Strategies
These are strategies frequently used in class.
Writing and Language Strategies
AP College Board
sample AP Exams, Test Dates, etc.
Jewish World Review
Links to columnists for long-term project
Drudge Report
columnists and current events