St. Michael’s School
Curriculum Map
Teacher: Holly Bembridge
Grade:
11/12
Subject: AP English Language
School Year 2009/2010
UNIT 1: Skills Bootcamp: Reading, Writing, and Speaking
Month
August /
September
Essential Questions
Knowledge
Skills
1.3
What makes good
writing?
How do authors
communicate their
message to readers?
How is writing
style influenced by
purpose?
Analyze an author’s implicit and explicit assumptions and beliefs
about a subject.
1.4
tone, biases, and the message for the intended audience.
Establish a coherent thesis that conveys a clear purpose and
maintain a consistent focus (IDEAS)
3.2
Use a balance of generalization and specific illustrative detail
(IDEAS).
3.3
Develop coherence within and among paragraphs through effective
transitions, parallel structures, and similar writing techniques
(ORGANIZATION).
3.7
Use point of view, style, and related elements for specific narrative
and aesthetic (artistic) purposes in ways that are consistent with
audience and purpose (VOICE).
3.8
Daily writing
assignments related
to each trait
Master Classes:
Craftsman Level
(Lessons 1, 3, 10, 12)
Class discussions
Pre-AP
Interdisciplinary
strategies for English
and Social Studies
(Developing a Thesis
Statement)
Summer reading
assignments
(vocabulary
notebook,
annotations, notes on
editorial articles)
Elaborate main ideas through supporting evidence, relevant
details, cogent explanations, and examples (IDEAS).
3.5
The Little, Brown
Handbook (Parts 1, 4,
5, 8)
Make reasonable assertions about an author’s arguments by using
elements of the text to defend and clarify interpretations.
3.1
Resources
Writing exercises
related to each trait
Identify an author’s purpose and audience in texts and explain
significant connections among the speaker’s/author’s purpose,
2.2
Assessments
Use language in creative and vivid ways to establish a specific tone
Fishbowl discussions
on On Writing and
on the nonfiction
summer books
Voice Lessons
(selected exercises on
Diction, Detail,
Imagery, and Syntax)
On Writing
Tech Integration
 PowerPoint
presentations
on each of the
6 traits
 Setup and
begin using
MyCompLab
—the online
writing lab for
this course
CE Integration
Discussion on
responsibility
(expectations for
the year)
Ongoing
discussions of
social issues such
as roles and
responsibilities of
internet use, truth
and propaganda in
politics, effects of
violence in
movies, etc.
Discussion on
peaceful
resistance in
King’s “Letter
from Birmingham
Jail”
Rhetorical Choices
Nonfiction summer
selections
PowerPoint
presentations
(WORD CHOICE).
3.10 Employ a variety of sentence structures, including the appropriate
use of coordination and subordination (SENTENCE FLUENCY).
5.3
Use systematic strategies to organize and record information, such
as anecdotal scripting or annotated bibliographies.
1
St. Michael’s School
Curriculum Map
Teacher: Holly Bembridge
Grade:
11/12
Subject: AP English Language
School Year 2009/2010
UNIT 2: Intro to Rhetorical Analysis—Views of Nature
Month
September
/October
Essential Questions
What does it mean
to be an informed
citizen?
What does it mean
to be critical?
How do I encounter
and use rhetoric
every day?
What are the
responsibilities of
the individual and/or
society in regard to
the health of the
environment?
Knowledge
1.2 Identify an
Skills
1.1
Differentiate between personal and critical responses to text.
1.2
Analyze an author’s use of rhetorical strategies and devices in
author’s use of
rhetorical strategies
texts.
1.3
and devices in texts.
1.4 Identify an author’s
Analyze an author’s implicit and explicit assumptions and
beliefs about a subject.
1.4 Identify an author’s purpose and audience in texts and explain
purpose and
significant connections among the speaker’s/author’s purpose,
audience in texts.
tone, biases, and the message for the intended audience.
1.5 Explain the effect and effectiveness of the author’s use of
language and devices for the intended audience.
Assessments
Writing Journal—
includes annotations
of readings, answers
to questions about
readings
Analysis, Argument,
and Synthesis
responses
In-class timed
writings
3.1 Establish a coherent thesis that conveys a clear purpose and
maintain a consistent focus throughout the piece of writing
Multiple choice
questions on readings
(IDEAS).
3.2 Use a balance of generalization and specific illustrative detail
(IDEAS).
Essay: Rhetorical
analysis of An
Inconvenient Truth
Resources
Little, Brown
Handbook (Ch.
8)
DVD—An
Inconvenient
Truth
Analysis,
Argument, and
Synthesis (Ch. 2
& 6)
Projector /
Computer
Rhetorical
Choices (p. 104,
106, 557, 568)
Pre-AP
Interdisciplinary
Strategies for
English and
Social Studies
(SOAPSTone)
3.3 Elaborate main ideas within the body of the composition
through supporting evidence, relevant details, cogent
explanations, and examples (IDEAS).
3.4 Apply rhetorical strategies and techniques in their own writing.
3.5 Develop coherence within and among paragraphs through
effective transitions, parallel structures, and similar writing
Essay: Argument on
human responsibility
for the natural world
(AAS p. 99 or 110)
Tech Integration
Continued use of
tech lab for
MyCompLab
CE Integration
How to
critique work
of peers—
respect (tied to
peace)
The memoir
On Writing
contains
values of selfdiscipline,
family
commitment,
and selfactualization
Discussions
about our
responsibility
for the Earth
Past AP Exams
Online resources
Self- and peerevaluations
techniques (ORGANIZATION).
4.2
Develop drafts of both timed and untimed writing
4.4
Provide constructive criticism to other writers with
Vocabulary quizzes
suggestions for improving organization, tone, style, clarity,
and focus; edit and revise in response to teacher and peer
reviews of own work.
2
St. Michael’s School
Curriculum Map
Teacher: Holly Bembridge
Grade:
11/12
Subject: AP English Language
School Year 2009/2010
UNIT 3: A Deepening Awareness of Style—Looking into Macbeth
Month
November
Essential
Questions
How does style
relate to content in
writing? In other
words, how does
the way you say
something affect
what you're
saying?
How does what
you're saying affect
the way that you
say it?
Knowledge
Skills
1.2
Analyze an author’s use of rhetorical strategies and devices in texts.
1.4
Identify an author’s purpose and audience in texts and explain significant
connections among the speaker’s/author’s purpose, tone, biases, and the
message for the intended audience.
1.5
Explain the effect and effectiveness of the author’s use of language and
devices for the intended audience.
3.5 Develop coherence within and among paragraphs through effective
transitions, parallel structures, and similar writing techniques
(ORGANIZATION).
3.6 Use traditional structures for conveying information (i.e., classical argument,
comparison and contrast, claim/assertion, classification and division, cause,
and effect) when appropriate (ORGANIZATION).
Assessments
Writing Journal—
includes annotations
of readings, answers
to questions about
readings
In-class timed
writings
Multiple choice
questions on
readings
Self- and peerevaluations
Resources
Macbeth in
Prentice Hall
Literature
Jane Shaffer’s
Teaching Style
Analysis
Rhetorical
Choices (pp. 147,
247, 256, 602)
Past AP Exams
Tech
Integration
CE Integration
Continued
use of tech
lab for
MyCompLab
(online
writing and
grammar
practice)
Discuss the
concept of
loyalty in
Macbeth. Is it
possible for
loyalty to run
amok? What
is the balance
between
loyalty and
following
your own
sense of right
and wrong?
Online resources
3.7 Use point of view, style, and related elements for specific narrative and
aesthetic (artistic) purposes in ways that are consistent with audience and
Online grammar
practice exercises
purpose (VOICE).
3.8 Use language in creative and vivid ways to establish a specific tone (WORD
CHOICE).
3.9 Use varied and extended vocabulary, appropriate for specific audiences and
purposes (WORD CHOICE).
3.10 Employ a variety of sentence structures, including the appropriate use of
coordination and subordination (SENTENCE FLUENCY).
3.11 Demonstrate understanding and mastery of standard written English as well as
stylistic maturity in one’s own writings (CONVENTIONS).
4.5
Vocabulary quizzes
Word Log: Trace a
word throughout
Macbeth.
Essay: Develop one
of the style analysis
drafts from the
Shaffer practice into
a full length piece.
Revise text to highlight the individual voice, improve sentence variety and
style, and enhance subtlety of meaning and tone in ways that are consistent
with the purpose, audience, and form of writing.
4.6
Revise text to improve conciseness and clarity of language.
3
St. Michael’s School
Curriculum Map
Teacher: Holly Bembridge
Grade:
11/12
Subject: AP English Language
School Year 2009/2010
UNIT 4: A Final Look at Analysis—Views of Gender and Beauty in Society
Month
DecemberJanuary
(Exams and
review in
between)
Essential Questions
What is beauty?
How important is
it?
Knowledge
Skills
2.2
using elements of the text to defend and clarify interpretations.
2.5
How important
should beauty be?
How do the media
shape our view of
the world and
ourselves?
Does the concept
of beauty affect
men and women in
the same way?
Make reasonable assertions about an author’s arguments by
Analyze the techniques used in arguments for a particular
Assessments
Resources
Writing Journal—includes
annotations of readings,
answers to questions about
readings
Analysis, Argument,
and Synthesis (Ch. 5)
audience to evaluate effectiveness and to infer the speaker’s
character.
2.7
Analyze images as text.
3.7
Use language in creative and vivid ways to establish a specific
tone (WORD CHOICE).
3.8
Use varied and extended vocabulary, appropriate for specific
Analysis, Argument, and
Synthesis responses
In-class timed writings
Employ a variety of sentence structures, including the
appropriate use of coordination and subordination (SENTENCE
FLUENCY).
3.10 Demonstrate understanding and mastery of standard written
English as well as stylistic maturity in one’s own writings
Voice Lessons (selected
exercises on Diction,
Syntax, Imagery, Tone)
Synthesis practice—Write
a scene that represents a
thoughtful yet spirited
conversation about
beauty’s truth involving at
least four of the authors we
read in this unit
Online sources (such
as Dove’s Campaign
for Real Beauty and
other visual
argument websites)
(CONVENTIONS).
4.3
Accumulate, review, and evaluate one’s own written work to
determine its strengths and weaknesses and to set goals as a
writer.
4.5
Revise text to highlight the individual voice, improve sentence
Fishbowl discussions on
views of beauty in the
books.
Self- and peer-evaluations
variety and style, and enhance subtlety of meaning and tone in
ways that are consistent with the purpose, audience, and form of
writing.
4.6
Revise text to improve conciseness and clarity of language.
4.7
Revise a work to make it suitable for a different audience.
4.8
Edit and proofread one’s own writing, as well as that of others.
Autobiography of a
Face Lucy Grealy
Multiple choice questions
on readings
audiences and purposes (WORD CHOICE).
3.9
Truth and Beauty: A
Friendship Ann
Patchett
Tech Integration
CE Integration
Continued use
of tech lab for
MyCompLab
(online writing
and grammar
practice)
Books—values
of love,
acceptance,
tolerance of
differences
The theme of
this unit is
self-love and
tolerance of
differences,
especially in
outer
appearance.
We will have
many related
discussions.
The books in
this unit also
stress the
determination
and initiative it
takes to
become a
writer (to
follow one’s
dreams).
Online grammar practice
exercises
Vocabulary quizzes
4
St. Michael’s School
Curriculum Map
Teacher: Holly Bembridge
Grade:
11/12
Subject: AP English Language
School Year 2009/2010
UNIT 5: The Language of War—An Introduction to Argumentation
Essential Questions
Month
February /
Is it possible to think
March
without language?
How can words
influence what we
believe?
What dangers are
inherent to a society
which degrades its
language?
Knowledge
Skills
2.1 Identify the strengths of argumentative strategies and
techniques.
2.2 Make reasonable assertions about an author’s arguments by
Assessments
Analysis, Argument, and
Synthesis responses
In-class timed writings
using elements of the text to defend and clarify interpretations.
2.3 Distinguish between various forms of logical arguments.
2.4 Identify common argumentative weaknesses such as logical
fallacies, the misuse of classical appeals, and inadequate
support.
2.5 Analyze the techniques used in arguments for a particular
Multiple choice questions
on readings
Self- and peer-evaluations
Online grammar practice
exercises
audience to evaluate effectiveness and to infer the speaker’s
In what ways are
language and power
inseparable?
character.
2.6 Critique the power, validity, and truthfulness of arguments, their
appeal to both friendly and hostile audiences, and the extent to
What is the
relationship between
freedom and
responsibility?
Should people
sacrifice freedom in
the interest of
security?
which the arguments anticipate and address reader concerns and
counterclaims.
3.4 Elaborate main ideas within the body of the composition
through supporting evidence, relevant details, cogent
explanations, and examples (IDEAS).
3.5 Apply rhetorical strategies and techniques in their own writing.
3.6 Develop coherence within and among paragraphs through
effective transitions, parallel structures, and similar writing
techniques (ORGANIZATION).
3.7 Use language in creative and vivid ways to establish a specific
Analysis practice—
Analyze the effectiveness
of the argument in a
documentary film
Visual argument—Create a
visual that argues your
view the language used in
politics or war
Argument practice-Qualify the following
statement from 1984: “the
truly characteristic thing
about modern life was not
its cruelty and insecurity,
but simply its bareness, its
dinginess, its listlessness.”
tone (WORD CHOICE).
5.4 Synthesize information gathered from a variety of sources,
including technology and one’s own research, within the body of
a researched essay.
Resources
The Little, Brown
Handbook (Ch 9-10)
Thank You for
Arguing Jay
Heinrichs
“Politics and the
English Language”
George Orwell
“Words and
Behavior” Aldous
Huxley
WWI War poetry
Prentice Hall
Literature
Analysis, Argument,
and Synthesis (Ch. 4)
Rhetorical Choices
(p. 158, 188, 434,
461, 552)
Tech Integration
CE Integration
MyCompLab
(writing and
documentation
exercises)
Novel 1984—
values of
freedom,
equality, and
courage.
We will also
look at the
determination
of the
character to
reach his goal.
EBSCO for
research
Why We Fight
DVD
Documentary
film clips to
analyze logical
fallacies
Readings and
discussions
centered
around
freedom of
thought,
peace, and
social
responsibility.
See essential
questions.
1984 George Orwell
Various Internet
resources
Synthesis practice—Use
AAS sources to answer: Is
war an inevitable element
of human existence?
5
St. Michael’s School
Curriculum Map
Teacher: Holly Bembridge
Grade:
11/12
Subject: AP English Language
School Year 2009/2010
UNIT 6: Synthesis and Research—Poverty and the Struggle for Equality
Month
April /
May
(Exams
and
Review)
Essential
Questions
Is it ever ok to
copy?
Why is it not
popular to stand up
for the weak and
mistreated?
Knowledge
Skills
2.1 Identify the strengths of argumentative strategies and techniques.
2.2 Make reasonable assertions about an author’s arguments by using
elements of the text to defend and clarify interpretations.
2.4 Identify common argumentative weaknesses such as logical fallacies, the
misuse of classical appeals, and inadequate support.
2.5 Analyze the techniques used in arguments for a particular audience to
How are equality,
liberty, and justice
related?
evaluate effectiveness and to infer the speaker’s character.
5.1 Identify and understand the ethical issues of research and documentation.
5.2 Evaluate the accuracy, validity, and usefulness of information.
5.3 Use systematic strategies to organize and record information, such as
anecdotal scripting or annotated bibliographies.
5.4 Synthesize information gathered from a variety of sources, including
technology and one’s own research, within the body of a researched
essay.
Assessments
Resources
Writing Journal—
includes annotations of
readings, answers to
questions about
readings
The Little, Brown
Handbook (Part 9)
Analysis, Argument,
and Synthesis responses
In-class timed writings
Multiple choice
questions on readings
Self- and peerevaluations
Online grammar
practice exercises
5.5 Demonstrate the distinction between one’s own ideas from the ideas of
others.
5.6 Integrate quotations and citations into a written text while maintaining
the flow of one’s own ideas.
5.7 Demonstrate an understanding of the conventions for documentation in
text, notes, and bibliographies, following the formats in the MLA
(Modern Languages Association) style manual.
Vocabulary quizzes
Rhetorical
Choices (p. 225,
247, 261, 492,
607)
Analysis,
Argument, and
Synthesis (Ch. 8,
10)
Tech Integration
CE Integration
MyCompLab
(writing and
documentation
exercises)
Ethical use of
sources
(responsibility
and honesty)
EBSCO for
research
Readings and
related
discussions
related to
social
responsibility,
justice,
equality,
humility, and
freedom. See
essential
questions.
NoodleTools for
documenting
sources
Wal-Mart DVD
Wal-Mart: The
High Cost of
Low Price
“A Modest
Proposal”
Jonathan Swift in
Prentice Hall
Literature
Essay: Researched
Argument—Synthesis
that springboards from
an article that makes an
argument. Requires at
least six sources.
6