–Introductions and statements of purpose
–Overview of the Advanced Placement Program–Guide for English Vertical Teams
AP Literature and Composition
AP Language and Composition
Concept of Pre-AP/AP Vertical Teams
Homework: read Introduction in Guide– take notes, comment, ask questions for class on Day 2 (What looks good, intrigues you? How might this program meet your needs/goals for your school?) Review section on Literary Analysis.
–Review Released AP English Exams
What do students need to know and be able to do to succeed on these exams?
–The politics of AP and Pre-AP- student selection, screening, grading, parents, administrators, colleagues, school structure, teaming, requiring the test, etc.
–Focus on Close Reading; Review sample multiple choice questions.
–Debrief on homework readings. Discuss how this program may meets the needs/goals of participant schools. Share thoughts, ideas, questions.
–Levels or Ladders of Questions
–Annotating Texts & Double Entry Journals/Reading Sheets
Homework: read Guide material pertaining to Diction, Syntax; Archetypal concepts
–Rhetoric: theory, elements of argument, modes of discourse, analysis, prompts & writing samples
–Diction, Syntax; Archetypal concepts
–Strategies for Literary (stylistic and poetic) and Language (rhetorical) analysis
–Modifying AP exam questions
–Introduce Project assignment (Pre-AP workshop sheet)
Homework: Bring in sample assignments or essays for modification
–Workshop–modifying assignments and assessments to meet Pre-AP standards
–Practice scoring session–AP Language sample essays; AP Literature sample essays
–Curriculum planning and organization; discussion of scope and sequence in vertical planning; making appropriate developmental choices
–Workshop (see Pre-AP Workshop sheet)
–Presentations and wrap up
A. Course Description
Pre-AP English: AP Ready / College Ready
This Pre-AP English workshop will provide teachers with theory and practical approaches for preparing students in grades six through eleven for a rich and challenging English curriculum. The concept of an English Vertical Team will be introduced and explored. Participants will review and practice various strategies for teaching close reading, literary analysis, rhetorical analysis, and essay writing as appropriate for various grade levels and student needs. They will learn to modify and write essay tasks and scoring guides and work with multiple-choice questions. Participants will gain understanding of both the AP English Language and Composition and the AP Literature and Composition courses to inform the development of their Pre-AP English curriculum.
B. Learning Outcomes
As a result of taking this class, participants will:
• become aware of the aims of Pre-AP English instruction
• establish a draft course scope and sequence that helps students build proficiencies that will encourage access to the AP English Literature and Composition and the AP English Language and Composition courses
• learn how to develop curriculum units that align with AP English course outcomes
• gain experience with developing lessons and strategies that teach the skills and habits of mind necessary for success in AP level courses and as preparation for college level work.
• understand strategies for close reading and annotation, analysis, argument, and synthesis
• use resources relating to the instruction of multiple choice strategies and the modification and creation of multiple choice items
•identify resources, materials, and instructional approaches that will establish, or enhance, a comprehensive Pre-AP English course.
In connection with the course, participants will:
• consider the importance of pre-AP activities.
• adopt a course scope and sequence, identifying units, assignments, and relevant assessments.
• experience on demand writing of the sort required during the AP examination.
• create a course unit of focusing on close reading and analysis of a thematically-linked multi-genre cluster of appropriately challenging texts.
• create a course unit focusing on the development and assessment of one or more AP level skills
• produce a comprehensive Pre-AP curriculum document that aligns with their professional / institutional needs and best practices in the field.
Participants will be graded as follows (percentages apply to grades for graduate credit):
• Sharing practice: Course Task 1 (30%)
• Sharing practice: Course Task 2 (30%)
• Class Participation (40%)
Presentation of materials and concepts to class; readings followed by discussion of approaches; interaction during individual presentations; small group work; whole class analysis of student work; individual conferences.