AP Summer Institute

Hosted at St. Johnsbury Academy

Visible Sessions:    July 10 July 17 July 24

English Language

Session 1: Peter Durnan

Session 2: Peter Durnan

Session 3: Peter Durnan

The workshop is designed as an overview of the AP English Language and Composition course. Planning backward from the exam itself, participants will study the variety of skills demanded by the course, including writing in a variety of situations and reading challenging non-fiction texts. Over the course of the week, participants will share best teaching practices and gain mastery of the demands of this rigorous course.

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English Literature

Session 1: Robert Brown

Session 2: Tim Averill

Session 3: Robert Brown

Participants in this workshop will begin with a broad overview of AP English Literature curricula, and will proceed to examine effective strategies for teaching students to read and respond to each of the major literary genres. Examples of both familiar canonical texts and works by emerging writers will provide platforms for discussion and collaboration, as participants experience and develop teaching methods and materials.

Rather than focus on teaching “to” the AP examination, the workshop will encourage participants to teach “with” it. Participants will collaborate in creating appropriate assignments and assessments that mirror the AP exam, and will practice applying the standards used by AP readers in evaluating and scoring student writing.

Even though the workshop is devoted to Advanced Placement, participants will find that its approaches and materials are readily adaptable to all levels.

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English Literature Experienced (Short Story: The Writer's Workshop)

Session 1: Tim Averill  Tom Averill

Session 2: Not Offered

Session 3: Not Offered

This workshop is designed for teachers/practicing and aspiring writers who wish to work on their own craft while learning the pedagogy of fiction. It is designed to extend the work that teachers have done at the English Literature sessions at St. Johnsbury in the past or to include others who may be interested. Participants will have time to write, to meet visiting fiction writers, and to work with Tom and Tim in both curriculum design and implementation in the AP classroom, including the AP Boot Camp that has been part of Tim’s professional practice. Tim Averill will work with participants on utilizing these skills in the AP classroom and throughout the department as a vertical team.

All participants will read the Best American Short Stories of 2015, edited by T.C. Boyle. In addition, the class will read Tom Averill’s rode.

Sessions will include such topics as –

Reading as a writer–how a fiction writer might read differently from a scholar;
Teaching “opposing” stories (in terms of character/theme/point of view/plotted vs. not plotted;
Pairing the new selections in the O. Henry with stories generally in the curriculum;
Researching the publication history of each piece;
Developing writing exercises from a story;
Teaching the elements of fiction through representative stories (the basis for “boot camp”).

Writers’ Workshop:
Exercises each day based on one of the stories in the anthology;
Exercises that explore the sentence–the long and short of it;
Exercises that develop non-threatening workshops on writing;
Exercises that involve an entire group of writers;
Exercises in revision and editing.

AP Literature Course Description Summer 2016

The goal of the AP English Literature and Composition workshop help you to customize an AP program that is based upon your strengths and the demands of the examination.
Each day of the workshop, we will have three sessions of approximately 2 hours. I will prepare materials according to the topical outline below, but we will reserve plenty of time for your questions and concerns, as well as time for sharing your practices.
There are two things you need to do in advance of the workshop:
(1) This year we will be reading and working with The Best American Short Stories of 2015, edited by T.C. Boyle. Please read this collection and be prepared to discuss it. It is easily available on Amazon, either new or used.
(2) Please bring copies copies of a successful teaching unit that you have developed which either expands the canon or uses a new approach to learning/teaching. Do not worry if the unit/activity was developed for a level other than AP. We will use these teaching units to broaden the range of materials and pedagogical strategies that you get at the workshop.

Monday: Philosophy and Overview of AP English
The AP English Curriculum – A Year’s Syllabus and Curriculum
Selection of Students + Improving Student Writing
Tuesday: Sample AP Teaching Units in the Novel, Poetry, and Drama
Model Lesson Plans – Novel, Drama in AP
Discussion of The Best Short Stories of 2015
Wednesday: The AP English Literature Exam – Multiple Choice
Writing with Authority for Question Three
Poetry: The work of MacArthur Genius Ellen Bryant Voigt
Thursday: Grading the A.P. Essay Examination
Understanding and Controlling Subtext– Helping Students to do their Best
Friday: Model teaching of new fiction.
Conclusions and Assessment

This workshop will involve a great deal of hands-on work and sharing of all of my electronic materials (bring a thumb drive and your computer), and I hope that you will leave with a file of useful materials and a clear philosophy about using them. We will address additional topics depending upon the needs of our group.

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Pre-AP English

Session 1: Claudette Brassil

Session 2: Not Offered

Session 3: Not Offered

Day 1
Session 1
–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?

Session 2
–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.

Day 2
Session 1
–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

Session 2
–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

Day 3
Session I
–Diction, Syntax; Archetypal concepts
–Strategies for Literary (stylistic and poetic) and Language (rhetorical) analysis

Session 2
–Writing Tactics
–Modifying AP exam questions

–Introduce Project assignment (Pre-AP workshop sheet)
Homework: Bring in sample assignments or essays for modification

Day 4
Session 1
–Workshop–modifying assignments and assessments to meet Pre-AP standards
–Practice scoring session–AP Language sample essays; AP Literature sample essays

Session 2
–Curriculum planning and organization; discussion of scope and sequence in vertical planning; making appropriate developmental choices
–Workshop (see Pre-AP Workshop sheet)

Day 5
Session 1
–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.

C. Assignments

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.

D. Evaluation

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%)

E. Methodology

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.

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