Welcome to AP Welcome to AP English Literature!English Literature!

Welcome to AP English!Welcome to AP English!Literature & CompositionLiterature & Composition

Collect Your Institute MaterialsCollect Your Institute Materials1.1. Institute Notebook Institute Notebook

(Check your pages: Agenda i-vi, 1-212; Appendix 1-15)(Check your pages: Agenda i-vi, 1-212; Appendix 1-15)

2.2. College Board College Board Workshop HandbookWorkshop Handbook

3.3. College Board College Board Special Focus:Special Focus: Curriculum ModuleCurriculum Module

4.4. Textbook: Textbook: Literature and CompositionLiterature and Composition (Carol Jago, (Carol Jago, et alet al))

Write your name on each item!Write your name on each item!

Computer: AP Central and SAS Curriculum Computer: AP Central and SAS Curriculum Pathways®Pathways®

www.apcentral.collegeboardwww.apcentral.collegeboard.com / .com / www.sascurriculumpathwayswww.sascurriculumpathways

SAS UserName: SAS UserName: SASCP11SASCP11 Password: Password: APSummerAPSummer

Student user name: Student user name: APEnglishAPEnglish

IntroductionsIntroductions (Fill out(Fill out Index Card)Index Card)

1.1. Name, School, EmailName, School, Email2.2. Years of teaching? Years teaching AP?Years of teaching? Years teaching AP?3.3. Titles of 2-3 literary works you most enjoy teachingTitles of 2-3 literary works you most enjoy teaching4.4. Your Your Major QuestionsMajor Questions for this AP Institute for this AP Institute5.5. PrioritizePrioritize the week’s top items by your needs: the week’s top items by your needs:

• Reviewing College Board Goals/Content/StandardsReviewing College Board Goals/Content/Standards• Learning to Score AP Multiple-Choice and Essay QuestionsLearning to Score AP Multiple-Choice and Essay Questions• Teaching Close Reading and Literary Analysis/Poetry & ProseTeaching Close Reading and Literary Analysis/Poetry & Prose• Selecting and Teaching Novels and Plays/Open QuestionSelecting and Teaching Novels and Plays/Open Question• Planning Syllabi/LessonsPlanning Syllabi/Lessons• Sharing Syllabi/LessonsSharing Syllabi/Lessons• Utilizing Online Learning ResourcesUtilizing Online Learning Resources

List others, if you wishList others, if you wish..

Institute ResourcesInstitute ResourcesYOU!YOU!

• Introduce yourself: Name, school, AP Introduce yourself: Name, school, AP experienceexperience

• Favorite work to teachFavorite work to teach

• Your Your Major QuestionMajor Question for this week for this week

• Most important thing a teacher Most important thing a teacher needs to know/ask about AP Englishneeds to know/ask about AP English

Sally HumbleSally HumbleB. A., Wake Forest UniversityB. A., Wake Forest University

M.A.T.,Ph.D., Duke UniversityM.A.T.,Ph.D., Duke University • TeacherTeacher

• Middle School, High School, College, Graduate Education CoursesMiddle School, High School, College, Graduate Education Courses • WriterWriter

• Enloe HS English: Required Curriculum/ElectivesEnloe HS English: Required Curriculum/Electives• Duke University TIP AP* Manuals (Lang & Lit)Duke University TIP AP* Manuals (Lang & Lit)• Faulkner’s Women; “Faulkner’s Women; “Women inWomen in Winesburg, Ohio” Winesburg, Ohio”• Agora MagazineAgora Magazine• SAS Curriculum PathwaysSAS Curriculum Pathways®® ((www.sascurriculumpathways.comwww.sascurriculumpathways.com))

• NC Virtual High SchoolNC Virtual High School• A “little” novel in progressA “little” novel in progress

• ConsultantConsultant• For Duke TIP, College Board, National Faculty, Prentice Hall, SAS Institute, For Duke TIP, College Board, National Faculty, Prentice Hall, SAS Institute,

Inc. Inc. • My “been-to” sites for workshops:My “been-to” sites for workshops: NY, PA, MD, DE, VA, WV, NC, SC, GA, FL, AK, NY, PA, MD, DE, VA, WV, NC, SC, GA, FL, AK,

AL, MS, TX, MI, OH, CA!AL, MS, TX, MI, OH, CA!

• Conclusion: English teachers are energetic, fascinating, diverse Conclusion: English teachers are energetic, fascinating, diverse individuals who are intelligent, dedicated workers and lovers of individuals who are intelligent, dedicated workers and lovers of literature!literature!

Topic 1: Essential Topic 1: Essential KnowledgeKnowledgeA. AP Instructional Goals and A. AP Instructional Goals and

CurriculumCurriculum

Join Join Groups AGroups A (pre-AP, AP less experienced), OR(pre-AP, AP less experienced), OR

Groups BGroups B (AP more experienced)(AP more experienced)

• Groups AGroups A: : Survey and discuss, pp. 1-2, p. 4, NotebookSurvey and discuss, pp. 1-2, p. 4, Notebook

• Groups BGroups B: : Survey and discuss, p. 3-4, NotebookSurvey and discuss, p. 3-4, Notebook

• Create a Chart to make notes:Create a Chart to make notes:

CourseCourse

ContentContentDailyDaily

ActivitiesActivitiesClimate/Climate/

AtmosphereAtmosphere

Collaboration and SharingCollaboration and SharingA. A. AP Instructional Goals and CurriculumAP Instructional Goals and Curriculum

Continue group discussion:Continue group discussion:• Describe audited AP course curricula.Describe audited AP course curricula.• Respond to the sample audited course and Respond to the sample audited course and

requirements, requirements, Workshop HandbookWorkshop Handbook, pp. , pp. 31-44 31-44

• Respond to the sample Pre-AP/AP Respond to the sample Pre-AP/AP program, Enloe High Schoolprogram, Enloe High School

Topic 1: Essential Topic 1: Essential KnowledgeKnowledgeA. AP Instructional Goals and A. AP Instructional Goals and

CurriculumCurriculumMost important points from group discussions.Most important points from group discussions.

CourseCourse

ContentContentDailyDaily

ActivitiesActivitiesClimate/Climate/

AtmosphereAtmosphere

Topic 1: Essential Topic 1: Essential KnowledgeKnowledgeA. A. AP Instructional Goals and AP Instructional Goals and CurriculumCurriculum• What do AP Goals imply about What do AP Goals imply about

• Course content?Course content?• Daily activities?Daily activities?• Atmosphere? Atmosphere?

• What are the essential principles and What are the essential principles and practices of an effective Pre-AP/AP practices of an effective Pre-AP/AP English Literature classroomEnglish Literature classroom??

ExploreExplore Jago, Jago, Literature and CompositionLiterature and Composition, pp. 1-17., pp. 1-17.

Assuring EquityAssuring Equity What are your most important insights and What are your most important insights and issues?issues?

Ideas/Questions from Past Institutes:Ideas/Questions from Past Institutes:1.1. Schools should lay a foundation for AP: Pre-AP and Schools should lay a foundation for AP: Pre-AP and

Vertical Teaming.Vertical Teaming.

2.2. Should there be a minimal requirement for taking an AP Should there be a minimal requirement for taking an AP course or can any student benefit? course or can any student benefit?

3.3. How can open-access AP be maintained without risking How can open-access AP be maintained without risking graduation?graduation?

4.4. AP requires student responsibility for college-level work. AP requires student responsibility for college-level work. Student’s work ethic and self-motivation are the most Student’s work ethic and self-motivation are the most important issues.important issues.

Topic 1: Topic 1: Essential KnowledgeEssential Knowledge

The AP Lit & Comp class is The AP Lit & Comp class is a thinking/sharing community of learners a thinking/sharing community of learners

where questions, ideas, critical thinking, and where questions, ideas, critical thinking, and

imaginative exploration imaginative exploration

flourish through oral discussion and writing flourish through oral discussion and writing

about literature. about literature.

Topic 1: Topic 1: Essential KnowledgeEssential KnowledgeClassroom PracticesClassroom Practices1.1. The main emphasis is on close reading (works of literary The main emphasis is on close reading (works of literary

merit). merit).

2.2. Close reading is a structured reading process that Close reading is a structured reading process that

focuses on the text and moves from observation and focuses on the text and moves from observation and

engagement to analysis and interpretation.engagement to analysis and interpretation.

3.3. Effective AP essays are based on skillful close reading of Effective AP essays are based on skillful close reading of

literary texts and skillful analytic/interpretive writing.literary texts and skillful analytic/interpretive writing.

4.4. Class discussions should focus on these skills, Class discussions should focus on these skills,

emphasizing critical thinking, multiple interpretations, emphasizing critical thinking, multiple interpretations,

and diverse perspectives.and diverse perspectives.

Welcome to AP Welcome to AP English Literature!English Literature!

Topic I: Essential KnowledgeTopic I: Essential KnowledgeB. The AP ExamB. The AP Exam

• Mastery of close reading is required for Mastery of close reading is required for high- level performance on multiple-choice high- level performance on multiple-choice questions.questions.

• An effective AP essay grows out of close An effective AP essay grows out of close reading. The essay expresses an articulate, reading. The essay expresses an articulate, coherent interpretive argument based on coherent interpretive argument based on analysis of a text and the literary techniques analysis of a text and the literary techniques that convey meaning and artistry. The essay that convey meaning and artistry. The essay is written in an authentic, congruent voice.is written in an authentic, congruent voice.

Essential Exam KnowledgeEssential Exam KnowledgeStrategies for Multiple-Choice Strategies for Multiple-Choice QuestionsQuestionsNotebook, p. 9Notebook, p. 9• Read for the whole drift firstRead for the whole drift first• Move rapidly, make temporary Move rapidly, make temporary

guessesguesses• Realize the questions are Realize the questions are your alliesyour allies• Read for implicationsRead for implications• Analyze and interpret parts as Analyze and interpret parts as

designateddesignated• Master literary terms in advanceMaster literary terms in advance

Essential Exam KnowledgeEssential Exam KnowledgeStrategies for Strategies for Effective AP EssaysEffective AP Essays Notebook, p. 9Notebook, p. 9• Address Technique—the HOW of the promptAddress Technique—the HOW of the prompt• Address Theme—the WHAT of the promptAddress Theme—the WHAT of the prompt• LINK the HOW and the WHATLINK the HOW and the WHAT• Create a logical, reasoned argument that Create a logical, reasoned argument that

explains the WHY of the prompt:explains the WHY of the prompt:• speaker’s purpose, meanings revealed through speaker’s purpose, meanings revealed through

literary devices, messageliterary devices, message• Keep in mind essential CB traits:Keep in mind essential CB traits:

• Vocabulary, Sentence Structure, Logical Vocabulary, Sentence Structure, Logical Organization, Focus/Elaboration, Rhetorical PowerOrganization, Focus/Elaboration, Rhetorical Power

Essential Exam KnowledgeEssential Exam KnowledgeStrategies for Strategies for Effective AP EssaysEffective AP Essays

• Literary Terms -- definitions and Literary Terms -- definitions and applications, p. 11applications, p. 11

• Mastering the “how” and “what” Mastering the “how” and “what” elements:elements:

Chart, p. 12Chart, p. 12

Embedding Critical Thinking:Embedding Critical Thinking:Group Discussion of M-C QuestionsGroup Discussion of M-C Questions

Model Student Discussion: Follow the Steps CarefullyModel Student Discussion: Follow the Steps Carefully

1.1. Appoint a leader to guide/pace the group.Appoint a leader to guide/pace the group.

2.2. Share and compare your answers. Wrong answers are your Share and compare your answers. Wrong answers are your

greatest asset for discussion and learning. Don’t be shy!greatest asset for discussion and learning. Don’t be shy!

3.3. Discuss, analyze, and debate specific questions with different Discuss, analyze, and debate specific questions with different

answers. Determine group’s “best answer” for this question.answers. Determine group’s “best answer” for this question.

4.4. Defend all answers with support from the text or the Defend all answers with support from the text or the

question.question.

5.5. Together, determine all the best answers. (But also hold on to Together, determine all the best answers. (But also hold on to

your minority views. You may be right!)your minority views. You may be right!)

Sitting in the Student’s Sitting in the Student’s ChairChair AP Multiple-Choice PracticeAP Multiple-Choice Practice

• Locate and complete multiple-choice questions:Locate and complete multiple-choice questions: – ““Advice to a Prophet” (Richard Wilbur), Advice to a Prophet” (Richard Wilbur), Workshop HandbookWorkshop Handbook, p. , p.

1010– ““The Eolian Harp” (Coleridge), The Eolian Harp” (Coleridge), Workshop Handbook. P. 17Workshop Handbook. P. 17

• DO NOT look up the answersDO NOT look up the answersOther Options:Other Options:– ““There Was a Boy” (Wordsworth)There Was a Boy” (Wordsworth)– ““The Most of It” (Frost)The Most of It” (Frost)– From From Richard IIIRichard III, “It is the winter of our discontent…”, “It is the winter of our discontent…”

• Maintain quiet as you work on questions.Maintain quiet as you work on questions.• Start another set, if you finish earlyStart another set, if you finish early..• Choose a reading you complete to discuss with a Choose a reading you complete to discuss with a

group.group.

Embedding Critical ThinkingEmbedding Critical ThinkingThrough Group DiscussionThrough Group Discussion Model Student Discussion: Follow the Steps CarefullyModel Student Discussion: Follow the Steps Carefully

1.1. Appoint a leader to guide/pace the group.Appoint a leader to guide/pace the group.

2.2. Share and compare your answers. Wrong answers are your Share and compare your answers. Wrong answers are your

greatest asset for discussion and learning. Don’t be shy!greatest asset for discussion and learning. Don’t be shy!

3.3. Discuss, analyze, and debate specific questions with different Discuss, analyze, and debate specific questions with different

answers. Determine group’s “best answer” for this question.answers. Determine group’s “best answer” for this question.

4.4. Defend all answers with support from the text or the Defend all answers with support from the text or the

question.question.

5.5. Together, determine all the best answers. (But also hold on to Together, determine all the best answers. (But also hold on to

your minority views. You may be right!)your minority views. You may be right!)

Welcome to AP Welcome to AP English Literature!English Literature!

Multiple-Choice AnswersMultiple-Choice Answers““There Was a Boy”There Was a Boy”1.1. CC2.2. AA3.3. BB4.4. DD5.5. BB6.6. DD7.7. AA8.8. EE9.9. AA10.10. CC

““The Most of It”The Most of It”

11.11. DD12.12. BB13.13. AA14.14. AA15.15. CC16.16. EE17.17. AA18.18. BB

““Winter of our . . Winter of our . . ..

1.1. DD2.2. BB3.3. AA4.4. CC5.5. CC6.6. DD7.7. EE8.8. BB9.9. EE10.10. CC11.11. AA12.12. BB13.13. BB14.14. CC

Analyze Your M-C QuestionsAnalyze Your M-C Questions

Group Analysis of Multiple-Choice QuestionsGroup Analysis of Multiple-Choice Questions1.1. What questions require students to know and apply the What questions require students to know and apply the

definition of a literary term? (definition of a literary term? (List those termsList those terms.).)

2.2. Identify the questions that require accurate close reading Identify the questions that require accurate close reading of a phrase or line? (of a phrase or line? (How manyHow many?)?)

3.3. Identify the questions that require accurate interpretation Identify the questions that require accurate interpretation of the whole text? (of the whole text? (How manyHow many?)?)

4.4. Identify a specific reading strategy required by a Identify a specific reading strategy required by a particular question. (Discuss several. Make a list and particular question. (Discuss several. Make a list and prepare to explain these strategies.)prepare to explain these strategies.)

5.5. What do the questions reveal about multiple-choice What do the questions reveal about multiple-choice testing techniques? (List several insights.)testing techniques? (List several insights.)

Extend DiscussionExtend Discussion

• Did the questions reveal new insights into Did the questions reveal new insights into the text?the text?

• What did you learn about close reading?What did you learn about close reading?

• What did you learn about multiple-choice What did you learn about multiple-choice testing?testing?

• How can this exercise help your students?How can this exercise help your students?

Share Your Conclusions Share Your Conclusions Multiple-Choice PracticeMultiple-Choice Practice• What are the essential insights you gained aboutWhat are the essential insights you gained about

– The importance of literary terms (list some)The importance of literary terms (list some)– Close reading skills (less some specific strategies)Close reading skills (less some specific strategies)– Critical thinking skillsCritical thinking skills

• What do your insights imply about effective AP What do your insights imply about effective AP Literature instruction?Literature instruction?

• What are your ideas for using M-C practices in What are your ideas for using M-C practices in your AP course.your AP course.

• What skills are required for success?What skills are required for success?

Evaluate Your Group Evaluate Your Group DiscussionsDiscussionsIndex CardIndex Card• Rate: 1 (low) to 5 (high)Rate: 1 (low) to 5 (high)

• CommentComment– FocusFocus: Did the group maintain a focus on the : Did the group maintain a focus on the

assigned task?assigned task?– PacingPacing: Did your group progress at an : Did your group progress at an

effective pace, completing the task in a timely effective pace, completing the task in a timely manner?manner?

– ContentContent: Were the ideas and insights : Were the ideas and insights discussed informative and rewarding? (Report discussed informative and rewarding? (Report your best example)your best example)

Welcome to AP Welcome to AP English Literature!English Literature!

Judging AP EssaysJudging AP EssaysThe Reading/Writing SynergyThe Reading/Writing Synergy

Locate “Storm Warnings” (pp. 17-20)Locate “Storm Warnings” (pp. 17-20)• What are the WHAT, HOW, and WHY of the What are the WHAT, HOW, and WHY of the

prompt for this poem?prompt for this poem?• What main point must the student What main point must the student

address?address?• How do CB Exam readers determine which How do CB Exam readers determine which

essays are high, middle, and low?essays are high, middle, and low?• What connection between reading and What connection between reading and

writing is revealed by this prompt and the writing is revealed by this prompt and the sample responses?sample responses?

Teaching to the NinesTeaching to the Nines“The Great Scarf of Birds,” pp. 21-24“The Great Scarf of Birds,” pp. 21-24

• Read the prompt and the poem.Read the prompt and the poem.• Study the student essay, using the questions Study the student essay, using the questions

in italics to guide your thinking:in italics to guide your thinking:– List 2-3 main points that best address both the List 2-3 main points that best address both the

WHAT and HOW of the question. WHAT and HOW of the question. – List 5 examples from the essay that support List 5 examples from the essay that support

these points.these points.

What skills are required for a successful essay?What skills are required for a successful essay?What would your AP students learn from this What would your AP students learn from this

assignment?assignment?

Judging AP EssaysJudging AP EssaysSurvey 2010 ExamSurvey 2010 Exam, CB Workshop , CB Workshop Handbook, Handbook, p. 75ff, Question 2 and/or 3p. 75ff, Question 2 and/or 31.1. Are AP prompts structured to reveal accurately a Are AP prompts structured to reveal accurately a

student’s skill as reader, writer, thinker?student’s skill as reader, writer, thinker?

2.2. Do you agree or disagree with the standards reflected in Do you agree or disagree with the standards reflected in the high, middle, low rankings of these essays?the high, middle, low rankings of these essays?

3.3. What did you learn about effective AP writing?What did you learn about effective AP writing?

4.4. What did you learn about yourself, as a judge of AP What did you learn about yourself, as a judge of AP student writers?student writers?

5.5. Go online (AP Central/Courses and Exams) for additional Go online (AP Central/Courses and Exams) for additional examples of AP exam questions & essaysexamples of AP exam questions & essays

What skills are required for success?What skills are required for success?

Testing Your Alignment Testing Your Alignment

• Keep in mind all you have observed Keep in mind all you have observed about effective student writing for AP about effective student writing for AP Essays.Essays.

• Read “Reunion,” pp. 25-26Read “Reunion,” pp. 25-26• Review the Scoring Guide, p. 27.Review the Scoring Guide, p. 27.• Score the Sample Essays, pp. 28-32, Score the Sample Essays, pp. 28-32,

using the Scoring Guide to help you using the Scoring Guide to help you determine your scores, 9-1.determine your scores, 9-1.

Welcome to AP Welcome to AP English Literature!English Literature!

““Reunion” ScoresReunion” Scores

• #1 = 6#1 = 6

• #2 = 9#2 = 9

• #3 = 9#3 = 9

• #4 = 5#4 = 5

• #5 = 1#5 = 1

• #6 = 4#6 = 4

Topic 2: Teaching AP WritingTopic 2: Teaching AP WritingA. AP Writing StandardsA. AP Writing Standards

What are the traits of effective AP What are the traits of effective AP writing?writing?

(See Notebook, p. 33)(See Notebook, p. 33)

• Sentence StyleSentence Style

• OrganizationOrganization

• Quality of ThinkingQuality of Thinking

SentencesSentences

• Economy (p.34)Economy (p.34)Sample essays: Auden’s “As I Walked Out One Sample essays: Auden’s “As I Walked Out One Evening”Evening”

• Variety (p.36)Variety (p.36)

• Practicing Sentence Patterns (37-38)Practicing Sentence Patterns (37-38)

OrganizationOrganization (p. 39)(p. 39) • AP Impromptu Essays vs. Edited Essays AP Impromptu Essays vs. Edited Essays • Guidelines for Impromptu EssaysGuidelines for Impromptu Essays

• Identify the WHAT and the HOWIdentify the WHAT and the HOW• Underline passages for examplesUnderline passages for examples• Identify a controlling idea; state it; keep it in mind and Identify a controlling idea; state it; keep it in mind and

up front; use it to explain the WHYup front; use it to explain the WHY• Address the prompt throughout the essayAddress the prompt throughout the essay• Decide on a specific principle of organization—the Decide on a specific principle of organization—the

narrative sequence of the passage, the list of literary narrative sequence of the passage, the list of literary techniques to address, a combination.techniques to address, a combination.

OrganizationOrganization (p. 40)(p. 40)

Guidelines for Edited Writing:Guidelines for Edited Writing:

Promote the Writing ProcessPromote the Writing Process • Develop activities that require students to practice the Develop activities that require students to practice the

whole writing process: whole writing process: prewriting, drafting, shaping, and prewriting, drafting, shaping, and revisingrevising

• Keep in mind the importance of the revision process for Keep in mind the importance of the revision process for improving writingimproving writing– We don’t write; we only re-writeWe don’t write; we only re-write

• Plan so that students write more than you can possibly Plan so that students write more than you can possibly have time to read—make use of peer and self-assessmenthave time to read—make use of peer and self-assessment

Quality of Thinking Quality of Thinking (p. 41-42)(p. 41-42)

• Analyze the prompt, locating the “how” Analyze the prompt, locating the “how” and “what”and “what”

• Read the poem, “The Groundhog” Read the poem, “The Groundhog”

• Study the student response:Study the student response:– What makes the sentences effective?What makes the sentences effective?– What makes the organization effective?What makes the organization effective?– Why and how does the essay exemplify a high Why and how does the essay exemplify a high

quality of thinking?quality of thinking?

Priorities in Writing Instruction, p. Priorities in Writing Instruction, p. 4343

• regular and frequent writing practice,

• timed writings—opportunities to meet specific directives within the framework of a designated time,

• challenging questions about their ideas and interpretations,

• questions and suggestions to help them build valid and logical arguments,

• feedback about general effectiveness and persuasiveness,

Priorities in Writing Instruction, p. Priorities in Writing Instruction, p. 4343

• advice about organization and restructuring, • suggestions for expanding and elaborating, • help in identifying awkward, unclear wording or a

monotonous style, • help in identifying patterns of frequent errors in grammar

or mechanics, • activities and directives to help them develop a critical eye

about their own writing, and • guidance in learning to practice self-assessment.

– Note SAS Curriculum Pathways resources, p. 43

Assessment of AP WritingAssessment of AP Writing (p. (p. 44)44)• Holistic Scoring at AP Exam ReadingsHolistic Scoring at AP Exam Readings• Student Skills for SuccessStudent Skills for Success

– Responses should • focus on the prompt.

• reflect an accurate reading of the text.

– Writing should • Be grammatically correct (a timed draft).

• Show effective use of subordination, economy, precision, and a fluent flow of thought.

• be coherently organized and shaped for the prompt.

– Overall response should be• Intellectually stimulating with significant insights into the content

literary techniques, language resources, themes & purpose.

Holistic AssessmentHolistic Assessment (p. 45) (p. 45)

• What are the uses and advantages of holistic What are the uses and advantages of holistic assessment?assessment?

• Can students and teachers use a generic, holistic Can students and teachers use a generic, holistic Scoring Guide?Scoring Guide?

• How can holistic scores be translated into grades?How can holistic scores be translated into grades?

• What does a Generic Scoring Guide look like? What does a Generic Scoring Guide look like? (p.46)(p.46)

Sitting in the Reader’s ChairSitting in the Reader’s Chair

Pre-Exam Tips for Students . . . (pp. 47-49Pre-Exam Tips for Students . . . (pp. 47-49

From the Small to the Large IssuesFrom the Small to the Large Issues

Analytic AssessmentAnalytic Assessment

• What does analytic assessment address? (p. 50)What does analytic assessment address? (p. 50)• What are its disadvantages and advantages?What are its disadvantages and advantages?• When does teacher assessment become just When does teacher assessment become just

editing? Is editing what teachers should do?editing? Is editing what teachers should do?• How can self-assessment improve student How can self-assessment improve student

writing? (p. 51)writing? (p. 51)

Explore Topics for Analytic Assessment . . .Explore Topics for Analytic Assessment . . . a student/teacher tool (p. 52-54)a student/teacher tool (p. 52-54)

ConclusionsConclusions

What do AP Exams and Writing What do AP Exams and Writing

Standards imply about course Standards imply about course

content, activities, and atmosphere content, activities, and atmosphere

in Pre-AP and AP classes?in Pre-AP and AP classes?

Looking aheadLooking ahead . . . . . . Days 3 and 4:Days 3 and 4:

– Explore options, Agenda, Topic 7: Choose high interest topic Explore options, Agenda, Topic 7: Choose high interest topic from from Open ChoicesOpen Choices, A or B, A or B

– Explore options, Agenda, Topic 8: Choose specific Acts from Explore options, Agenda, Topic 8: Choose specific Acts from HamletHamlet or whole play. Choose from other book-length works or whole play. Choose from other book-length works listed, or . . . Please suggest other options for study and listed, or . . . Please suggest other options for study and discussion now! discussion now!

– Give me your choices on index cards Give me your choices on index cards at noon on Tuesdayat noon on Tuesday. I’ll . I’ll arrange groups according to interest.arrange groups according to interest.

Day 5:Day 5: Volunteer to present Course Overview, Unit, Lesson, Volunteer to present Course Overview, Unit, Lesson, or an Activity. (See me Mon. or Tues.)or an Activity. (See me Mon. or Tues.)

ConclusionsConclusions

ChallengeChallenge . . . Write a response to 2011 . . . Write a response to 2011 Exam, Question 1, 2, or 3 for Friday Exam, Question 1, 2, or 3 for Friday (Prompts, p. 10.)(Prompts, p. 10.)

Questions . . . Questions . . . ExplorationExplorationwww.sascurriculumpathwayswww.sascurriculumpathways

UserName: UserName: SASCP11SASCP11 Password: Password: APSummerAPSummer

CollaborationCollaboration

Welcome to AP Welcome to AP English Literature!English Literature!