AP Summer Institute:

English Language and Composition

Rebecca C. McFarlan

Consultant Code:  1216

June 16-20, 2014

University of Louisville Advanced Placement Summer Institute

Instructor: Rebecca C. McFarlan

mcfarlan@ih.k12.oh.us

(859)781-4571 (home)

(513) 272-4583 (school)

Course Description:

This week long course is designed to benefit the new AP English Language and Composition teacher.  Using contemporary and classic texts, we will explore instructional strategies and assessments. During the week we will examine topics of course and syllabi design, the AP exam, seminar approaches, rhetoric, nonfiction, appropriate imaginative literature, grammar/syntax, and writing.  We will also discuss the intersections of AP English Language with the Common Core Standards and AP English Literature.

Technology:

If you have a laptop or tablet, please bring it.  You will have internet access in the classroom and immediate access to a Wiki where I will post additional handouts to the ones you receive. Participants will also be able to post to the Wiki.  We will also have some scheduled time in a computer lab for those who do not have a personal laptop/tablet.

Items to Bring:

You will receive complimentary textbooks, but if you would like to work from your own please bring it and any lessons you would like to refine.

Goals:

• To Identify and Apply the Standards of the AP Language and Composition Exam to classroom practices
• To Explore and Develop Effective AP Language Units, Lessons and Syllabi
• To Expand Participants’ Repertoire of Successful Strategies
• To Explore Print and Electronic Resources
• To Develop a Network of AP teachers
• To Understand the Power of English Vertical Teams

Monday, June 16

• Introductions of Participants/Goals                                       8:00 – 9:00
• Overview of the Week
• Overview of the College Board
• Initial Discussion of Access and Equity

• The Audit/Syllabus                                                                 9:00 – 10:00

Break 10:00 – 10:15

• Structure of the Exam                                                             10:15 – 12:00
• Practice with Multiple Choice
• Multiple Choice Strategies
• Identify Skills Necessary for Success on Multiple Choice

Lunch 12:00 – 1:00

• Overview Requisite Free Response Skills                              1:00 – 3:00
• Student Samples
• Examination of Trends and Requirements of the Prompts
• Discussion of Writing Assignments/Syllabus 2:00 – 4:00
• Creative
• Academic
• On Demand/Process
• Connections to the Common Core

Tuesday, June 17

• Course  and Lesson Design                                                     8:00 – 10:00
• Syllabus cont.
• Contemporary and Classic Works
• Fiction/Nonfiction
• Effective Lesson Design
• Pacing
• Analysis                                                                                  10:00 – 12:00
• Rhetorical Analysis
• Close Reading Strategies
• Seminar Strategies
• Rhetorical Terms and Strategies

Lunch 12:00 – 1:00

• Analysis Essay                                                                       1:00 – 2:00

• SOAPSTONES                                                                       2:00– 3:00
• Connections to AP English Literature

Wednesday, June 18

• Teaching Satire and Humor                                                     8:00 – 12:00

Lunch 12:00 – 1:00

• Argumentation                                                                        1:00 – 3:00
• Argumentation Essays                                                            3:00 – 4:00

Thursday, June 19

• Synthesis Question                                                                 8:00 – 10:00

• Teaching Discrete Skills                                                          10:00-12:00
• Grammar/Syntax
• Diction/Tone

Lunch 12:00 – 1:00

• Work on Lesson/Unit/Syllabus                                               1:00 – 2:00
• Revisit Goals and Vertical Teams                                           2:00 -4:00

Friday, June 20

• Lesson Ideas – Curriculum Modules                                      8:00 – 10:00
• Work on Lesson/Unit/Syllabus                                               10:00 – 11:00
• Share Highlights of Lesson/Unit/Syllabus                              11:00- 11:30
• Wrap-up                                                                                 11:30-12:00

Access and Equity

New Statement:

The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved.

Former Statement:

The College Board and the Advanced Placement Program encourage teachers, AP Coordinators, and school administrators to make equitable access a guiding principle for their AP programs. The College Board is committed to the principle that all students deserve an opportunity to participate in rigorous and academically challenging courses and programs. All students who are willing to accept the challenge of a rigorous academic curriculum should be considered for admission to AP courses. The Board encourages the elimination of barriers that restrict access to AP courses for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented in the AP Program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population.