Teacher: Ms.

Stone Course: AP English Language & Composition

Contact Information: dmstone@esuhsd.org School Year: 2021-2022 (Fall Semester)

Grade Level: 11th Class Meetings: 53 minutes, 5 times per week

What is AP English Language & Composition?

Known as AP Lang, this class prepares you to look at and analyze rhetoric and arguments. Rhetoric is the
use of language to fulfill a purpose, such as persuasion. Most of us immediately think of politics or
speeches when the word comes up, but there are instances of it in our own lives as well. Maybe you’ve
tried to convince your parent to buy you the newest phone. When your parent asks you why, you know
you can’t just say, “Because I need it” – you come up with evidence, use polite phrases, and attempt to
get your parent to sympathize with your situation. Are you successful? These are the same techniques
politicians think of to craft their arguments. Together, we will look at letters, speeches, novels, and even
text messages and how each medium uses language to make a point.

Be advised, this is an Advanced Placement course. This means that by completing this course and
passing the AP exam at the end of the year, you will earn college credit. But, like the name suggests, this
class is advanced – you will be responsible for keeping up with a heavier workload of readings, essays,
and in-class discussions than you would in a mainstream English class. If you are unsure whether or not
this class is for you, please come talk to me so that we can decide if this course is the right fit for you.

Student Learning Objectives

Students will be able to…

 Identify and describe the purposes of at least 20 rhetorical devices.

 Write two-to-three-page essays analyzing the use of rhetorical devices and their effectiveness in
a text.
 Read closely and identify patterns in a variety of both written and spoken genres.
 Synthesize an argument grounded with evidence that clearly argues for a specific purpose.

Common Core State Standards

RL.11-12.1 – Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.

RL.11-12.4 – Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.)

RI.11-12.2 – Determine two or more central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text.
RI.11-12.7 – Integrate and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a
problem.

Suggested Materials

To be successful in this class, students are encouraged to prepare by bringing the following materials to
class each day:

 Pencils
 Pens (2+ colors recommended)
 Notebook
 Folder
 Assigned texts (provided by teacher)

Twice a semester, students will be assigned an at-home essay, which must be typed and printed. If you
do not have computer or printer access at home, please visit your local library, the school’s computer
lab, or come speak to me.

Grading Scale Grading Percentages

100-97% A+ Tests 25%

96.9-93% A Quizzes 20%
92.9-90% A- Homework 20%
89.9-87% B+ Essays 25%
86.9-83% B Participation 10%
82.9-80% B- Total 100%
79.9-77% C+
76.9-73% C
72.9-70% C-
69.9-67% D+
66.9-63% D
62.9-60% D-
59.9-below F

Assignment Sequence

Unit Readings Assignments

1: Summer Reading On Writing, Stephen King
2: Introduction to Rhetoric The Great Debaters, Denzel Flashcards of rhetorical devices
Washington Quiz during 2nd week of unit on
Selected short texts 20 random devices
3: Language and Politics “I Have a Dream,” Martin Luther Presidential response rewrite
King, Jr. Rhetorical analysis summary of
Declaration of Independence, candidate speeches, short
Thomas Jefferson presentation
Julius Caesar, William Rhetorical analysis (Q2) essay
Shakespeare
 4: Language and Ethnicity Zoot Suit, Luis Valdez Self-reflection
“Mother Tongue,” Amy Tan Rhetorical analysis (Q2) essay
5: Fallacies Selected short texts Short essay reflecting on
fallacies heard by student
Quiz on rhetorical devices
6: Language and Religion The Crucible, Arthur Miller Argument (Q3) essay
At-home Essay 1 due
7: Language and Institution Citizenship Test Sample college application
U.S. Passport Application Reflection on access & equity
“A Modest Proposal,” Jonathan
Swift
8: Language and Business Movie: The Corporation Argument (Q3) essay
9: Language and Science Debate Articles (GMO, School Series of short writing
Start Times, Columbus Day vs. assignments
Indigenous Peoples Day, etc.) Quiz on rhetorical devices
Synthesis (Q1) essay
10: Poetry as the Political “Aubade with Burning City,” At-home Essay 2 due
Ocean Vuong
“Camouflaging the Chimera,”
Yusef Komunyakaa
“Old News,” Deborah A.
Miranda
Finals Week Mock AP Exam Composition (2-
hour period)

Closer Look

Unit 3: Language and Politics

Week Day Lesson

1 Monday Introducing Martin Luther King, Jr.
 KWL Quick-Write and Discussion – 15 minutes
 Background on the Civil Rights Movement – 9 minutes
 Background on King – 12 minutes
 “Letter from Birmingham Jail” Preview – 7 minutes
 Small Group Discussion: How does the time influence writing?
– 10 minutes
Homework: Read “I Have a Dream”
Tuesday “I Have a Dream”
 Initial Thoughts – 8 minutes
 Identify Key Devices – 15 minutes
 Watch the Speech – 7 minutes
 Discussion: Effects of Delivery on Interpretation – 15 minutes
 Discussion: Occasion (Kairos) – 10 minutes
Wednesday Writing Workshop: Organization
 Define Introduction, Body Paragraph, and Conclusion – 13
minutes
  Inductive and Deductive Reasoning (Definition and
Identification Practice) – 30 minutes
Thursday Writing Workshop: Thesis
 Define Thesis – 10 minutes
 Example Thesis Statements – 13 minutes
 Thesis Practice – 20 minutes
o Students will be given a number of themes with body
paragraph topics, and will work in groups of four to
come up with thesis statements for each.
o Example: Harry Potter is a good series because (i) the
main character comes from an adverse background,
(ii) the series is long, and (iii) has magic.
 Thesis Sharing/Discussion – 10 minutes
Homework: Read selected passages from the Declaration of
Independence.
Friday Life, Liberty, and the Pursuit of… Property?
 Summary – 3 minutes
 Small Group Work: Diction, Parallelism, Tone – 15 minutes
 Composition: Thesis Statement & 3 Body Paragraphs – 21
minutes
o To be collected
 Overview: Genre & Generic Conventions – 14 minutes
2 Monday Speech Structure
 Revisit “I Have a Dream” – 14 minutes
 Framing Discussion: In what contexts are speeches given? – 7
minutes
 Introduce Unit Assessment – 15 minutes
 Model Assessment Tasks – 17 minutes
Unit Assessment Assigned:
Students will listen to speeches from 2020 presidential candidates
(each speech should be no less than five minutes long). Students will
identify a minimum of eight rhetorical devices in the speech and
summarize each (purpose and effect). How does the speech persuade
listeners to vote for this candidate?
Students will then pick the three most salient devices, and prepare a
short (2’30”-4’30”) presentation on their candidate’s use of language.
Example: X Candidate used a metaphor to compare Washington D.C.
to a castle. A castle is a structure with thick defenses and is usually
home to a king. A king is usually an all-powerful monarch. Etc. The
comparison persuades listeners that this candidate will tear down the
castle and dismantle the tyranny in government.
Tuesday … And I Approve This Message: Political Ads
 Unit Assessment Q&A – 10 minutes
 Framing Question: Through what medium do you receive
information on a political candidate? – 5 minutes
 Political Ad Viewing – 6 minutes
 Identifying Ethos, Logos, & Pathos – 11 minutes
  Discuss Other Rhetorical Devices – 8 minutes
Wednesday … And I Approve This Message: Political Attack Ads
 Quick-Write: Are political ads effective? – 8 minutes
 Political Attack Ad Viewing – 9 minutes
 Activity: In pairs, students write a smear campaign against a
politician. Include a script and ideas for a visual component –
26 minutes
 Reflection: How do conflicting opinions influence
interpretations? How does one determine credibility? – 10
minutes
Thursday Damage Control
 Framing Question: If your parents caught you lying about
something (your grades, going out, playing games), how
would you try to get out of it? Use reasoning to persuade
your parents, shift the blame, distract them, etc. – 10 minutes
 Scandals in the White House (Short article) – 13 minutes
 Presidential Responses to Natural Disasters – 20 minutes
 Brainstorming: How do you comfort someone such as a
natural disaster victim? – 10 minutes
Homework: Rewrite a presidential response
Friday Hold the Floor
 Watch: Clip of senator holding the floor during a filibuster – 8
minutes
 Discussion: How is language being used in this clip? To
persuade? To confuse? To stall? – 10 minutes
 Purpose & Occasion – 32 minutes
o How do texts work in response to one another?
 Watch: Mean Girls, “Stab Caesar” clip – 3 minutes
Homework: Read Julius Caesar, Act III, Scene ii (Brutus and Antony’s
speeches) [[ideally, students will have read this play in English 2]]
3 Monday Rhetoric in Julius Caesar
 Unit Assessment Q&A – 10 minutes
 Activity: Break the class up into two groups: one for Brutus
and one for Antony. Have students analyze each speech, pick
out the main arguments and 3-4 salient rhetorical devices. –
18 minutes
 Discussion: Ethos, logos, and pathos; imagery; repetition – 12
minutes
 Discussion: Whose argument is stronger? Why? – 9 minutes
 Discussion: How does re-reading this text affect your
interpretation? – 4 minutes
Tuesday Wrapping Up
 Composition: What have you learned this unit? – 10 minutes
o To be collected
 Revisit Structure – 23 minutes
o Structure of a Government Document
o Structure of a Speech
 o Structure of a Presentation
 Workshop: Unit Assessment – 20 minutes
Wednesday Student Presentations – 53 minutes (~15 presentations)
Unit Assessment Due
Thursday Student Presentations – 53 minutes (~15 presentations)
Friday Rhetorical Analysis (Q2) In-Class Composition – 53 minutes