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AP Lang: AP Practice Essay!

Standards

  • ELAGSE11-12W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Georgia ELA
  • ELAGSE11-12W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Georgia ELA
  • ELAGSE11-12W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Georgia ELA

Learning Target
Students will practice composing an AP-style DBQ essay.

Opening Session
Happy Friday before break! Let’s review the different types of essay questions that will be on your AP test, and then we’re going to practice writing one 🙂

Work Session
Today we are going to write an essay that comes with some sources! You might have practiced with Document-Based Questions, or DBQs, in history, and this is similar. For this essay on your AP test, you’re given a bunch of sources and asked to synthesize them and respond to a prompt using evidence.

You should cite 3ish of the sources given to you. Some of the sources might be things like a picture or chart. You can still cite that by describing it and putting (Source D) or whatever after you explain it. So don’t forget about those!!

Good luck! You’ll have about 55 minutes to write the essay – that’s 15 minutes to read the sources and 40 to write!

Closing Session
Trade your essay with a friend and grade according to the AP Rubric. We will share out our grades and I will ask you to defend how you marked your essay!

Assessment
Formative (AP Practice essay)

Differentiation
scaffolding, learning style, interest

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World Lit: Black Panther Project!

Standards

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA
  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia ELA
  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Georgia ELA
  • ELAGSE9-10RL9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Georgia ELA

Learning Target
Students will research a pre-colonial African culture and imagine how that culture would look today without the influence of imperialism.

Opening Session
Someone summarize what has happened in the movie so far for anyone who was absent 🙂

Work Session
Let’s finish watching Black Panther and working on your writing projects!

Closing Session
Turn in your Umuofia Forever project and have a great Thanksgiving Break!!

Assessment
Summative (writing project)

Differentiation
Scaffolding, varied lengths, learning styles, student choice

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World Lit: Things Fall Apart Test!

Standards

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA
  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia ELA
  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Georgia ELA
  • ELAGSE9-10RL9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Georgia ELA

Learning Target
Students will demonstrate their understanding of Things Fall Apart on a comprehensive unit test.

Opening Session
Last minute review! The test is mostly cold reads, but there are some plot questions about Things Fall Apart too, so now is the time to ask any questions if ya got ’em!

Work Session
TESTING TIME!

Closing Session
When everyone is finished with the test, I’m going to start showing Black Panther, which you will want to watch to help with your writing project for this unit.

Assessment
Summative (unit test)

Differentiation
Scaffolding

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AP Lang: EOC Practice Again!

Standards

  • ELAGSE11-12RL1 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. Georgia ELA
  • ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Georgia ELA
  • ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Georgia ELA

Learning Target
Students will practice test taking strategies for the EOC.

Opening Session
Take out the essays you wrote for homework yesterday and trade with a friend! Grade each others’ according to the rubric in the packet. How did everyone do?

Work Session
Today I have another EOC prep packet for you, and this one is all selected response (multiple choice) questions. I’ll give everyone some time to take this on their own, and then we will go over them in-depth together.

Closing Session
Self-Assess: How did you do on the multiple choice? Were there any silly mistakes? What do you need to study to prep for your EOC when we come back from break?

Assessment
Formative (EOC Prep packet)

Differentiation
scaffolding, learning style, interest

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AP Lang: EOC Practice!

Standards

  • ELAGSE11-12RL1 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. Georgia ELA
  • ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Georgia ELA
  • ELAGSE11-12RL10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band independently and proficiently. Georgia ELA

Learning Target
Students will practice test taking strategies for the EOC.

Opening Session
I’m going to pass out some EOC Prep packets! The first several pages are vocab terms and definitions and literary information and some test taking strategies. Take ten minutes to read through the info and circle 3 things you didn’t already know. Then we’ll go around the room and share!

Work Session
For our work session today, we’re going to really go through the example items in the packet. I want to answer the one selected response question together, and talk about how we got to the answer. Then, let’s go through the writing questions.

As we go through the writing questions, consider what is on the rubric and the things you will need to do to get full credit for each of the written questions. Take some time to write a response to the shorter one, and let’s share out and see if we can meet all of the criteria to get full credit.

Closing Session
For our closing, start to write the second written response on the back of the packet. This one is an argumentative essay. It probably will feel a little bit like the AP essay we did yesterday. Finish writing the essay for homework and bring it in tomorrow to go over!

Assessment
Formative (EOC Prep packet)

Differentiation
Scaffolding, learning style

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