1. Welcome to AP English Literature!

2. Welcome to AP English! Literature & Composition Collect Your Institute Materials 1.Institute Notebook (Check your pages: Agenda i-vi, 1-212; Appendix 1-15) 2.College Board Workshop Handbook 3.College Board Special Focus: Curriculum Module 4.Textbook: Literature and Composition (Carol Jago, et al) Write your name on each item! Computer: AP Central and SAS Curriculum Pathways® www.apcentral.collegeboardwww.apcentral.collegeboard.com / www.sascurriculumpathways www.sascurriculumpathways www.apcentral.collegeboardwww.sascurriculumpathways SAS UserName: SASCP11 Password: APSummer Student user name: APEnglish

3. Introductions (Fill out Index Card) 1.Name, School, Email 2.Years of teaching? Years teaching AP? 3.Titles of 2-3 literary works you most enjoy teaching 4.Your Major Questions for this AP Institute 5.Prioritize the week’s top items by your needs: Reviewing College Board Goals/Content/Standards Reviewing College Board Goals/Content/Standards Learning to Score AP Multiple-Choice and Essay Questions Learning to Score AP Multiple-Choice and Essay Questions Teaching Close Reading and Literary Analysis/Poetry & Prose Teaching Close Reading and Literary Analysis/Poetry & Prose Selecting and Teaching Novels and Plays/Open Question Selecting and Teaching Novels and Plays/Open Question Planning Syllabi/Lessons Planning Syllabi/Lessons Sharing Syllabi/Lessons Sharing Syllabi/Lessons Utilizing Online Learning Resources Utilizing Online Learning Resources List others, if you wish.

4. Institute Resources YOU! Introduce yourself: Name, school, AP experience Introduce yourself: Name, school, AP experience Favorite work to teach Favorite work to teach Your Major Question for this week Your Major Question for this week Most important thing a teacher needs to know/ask about AP English Most important thing a teacher needs to know/ask about AP English

5. Sally Humble B. A., Wake Forest University M.A.T.,Ph.D., Duke University Teacher Teacher Middle School, High School, College, Graduate Education Courses Middle School, High School, College, Graduate Education Courses Writer Writer Enloe HS English: Required Curriculum/Electives Enloe HS English: Required Curriculum/Electives Duke University TIP AP* Manuals (Lang & Lit) Duke University TIP AP* Manuals (Lang & Lit) Faulkner’s Women; “Women in Winesburg, Ohio” Faulkner’s Women; “Women in Winesburg, Ohio” Agora Magazine Agora Magazine SAS Curriculum Pathways® (www.sascurriculumpathways.com) SAS Curriculum Pathways® (www.sascurriculumpathways.com)www.sascurriculumpathways.com NC Virtual High School NC Virtual High School A “little” novel in progress A “little” novel in progress Consultant Consultant For Duke TIP, College Board, National Faculty, Prentice Hall, SAS Institute, Inc. For Duke TIP, College Board, National Faculty, Prentice Hall, SAS Institute, Inc. My “been-to” sites for workshops: NY, PA, MD, DE, VA, WV, NC, SC, GA, FL, AK, AL, MS, TX, MI, OH, CA! My “been-to” sites for workshops: NY, PA, MD, DE, VA, WV, NC, SC, GA, FL, AK, AL, MS, TX, MI, OH, CA! Conclusion: English teachers are energetic, fascinating, diverse individuals who are intelligent, dedicated workers and lovers of literature! Conclusion: English teachers are energetic, fascinating, diverse individuals who are intelligent, dedicated workers and lovers of literature!

6. Topic 1: Essential Knowledge A. AP Instructional Goals and Curriculum Join Groups A (pre-AP, AP less experienced), OR Groups B (AP more experienced) Groups B (AP more experienced) Groups A: Survey and discuss, pp. 1-2, p. 4, Notebook Groups A: Survey and discuss, pp. 1-2, p. 4, Notebook Groups B: Survey and discuss, p. 3-4, Notebook Groups B: Survey and discuss, p. 3-4, Notebook Create a Chart to make notes: Create a Chart to make notes: CourseContentDailyActivitiesClimate/Atmosphere

7. Collaboration and Sharing A. AP Instructional Goals and Curriculum Continue group discussion: Describe audited AP course curricula. Describe audited AP course curricula. Respond to the sample audited course and requirements, Workshop Handbook, pp. 31-44 Respond to the sample audited course and requirements, Workshop Handbook, pp. 31-44 Respond to the sample Pre-AP/AP program, Enloe High School Respond to the sample Pre-AP/AP program, Enloe High School

8. Topic 1: Essential Knowledge A. AP Instructional Goals and Curriculum Most important points from group discussions. CourseContentDailyActivitiesClimate/Atmosphere

9. Topic 1: Essential Knowledge A. AP Instructional Goals and Curriculum 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 practices of an effective Pre-AP/AP English Literature classroom ? What are the essential principles and practices of an effective Pre-AP/AP English Literature classroom ? Explore Jago, Literature and Composition, pp. 1-17.

10. Assuring Equity What are your most important insights and issues? Ideas/Questions from Past Institutes: 1.Schools should lay a foundation for AP: Pre-AP and Vertical Teaming. 2.Should there be a minimal requirement for taking an AP course or can any student benefit? 3.How can open-access AP be maintained without risking graduation? 4.AP requires student responsibility for college-level work. Student’s work ethic and self-motivation are the most important issues.

11. Topic 1: Essential Knowledge The AP Lit & Comp class is  a thinking/sharing community of learners  where questions, ideas, critical thinking, and imaginative exploration  flourish through oral discussion and writing about literature.

12. Topic 1: Essential Knowledge Classroom Practices 1.The main emphasis is on close reading (works of literary merit). 2.Close reading is a structured reading process that focuses on the text and moves from observation and engagement to analysis and interpretation. 3.Effective AP essays are based on skillful close reading of literary texts and skillful analytic/interpretive writing. 4.Class discussions should focus on these skills, emphasizing critical thinking, multiple interpretations, and diverse perspectives.

13. Welcome to AP English Literature!

14. Topic I: Essential Knowledge B. The AP Exam Mastery of close reading is required for high- level performance on multiple-choice questions. Mastery of close reading is required for high- level performance on multiple-choice questions. An effective AP essay grows out of close reading. The essay expresses an articulate, coherent interpretive argument based on analysis of a text and the literary techniques that convey meaning and artistry. The essay is written in an authentic, congruent voice. An effective AP essay grows out of close reading. The essay expresses an articulate, coherent interpretive argument based on analysis of a text and the literary techniques that convey meaning and artistry. The essay is written in an authentic, congruent voice.

15. Essential Exam Knowledge Strategies for Multiple-Choice Questions Notebook, p. 9 Read for the whole drift first Read for the whole drift first Move rapidly, make temporary guesses Move rapidly, make temporary guesses Realize the questions are your allies Realize the questions are your allies Read for implications Read for implications Analyze and interpret parts as designated Analyze and interpret parts as designated Master literary terms in advance Master literary terms in advance

16. Essential Exam Knowledge Strategies for Effective AP Essays Notebook, p. 9 Address Technique—the HOW of the prompt Address Technique—the HOW of the prompt Address Theme—the WHAT of the prompt Address Theme—the WHAT of the prompt LINK the HOW and the WHAT LINK the HOW and the WHAT Create a logical, reasoned argument that explains the WHY of the prompt: Create a logical, reasoned argument that explains the WHY of the prompt: speaker’s purpose, meanings revealed through literary devices, message speaker’s purpose, meanings revealed through literary devices, message Keep in mind essential CB traits: Keep in mind essential CB traits: Vocabulary, Sentence Structure, Logical Organization, Focus/Elaboration, Rhetorical Power Vocabulary, Sentence Structure, Logical Organization, Focus/Elaboration, Rhetorical Power

17. Essential Exam Knowledge Strategies for Effective AP Essays Literary Terms -- definitions and applications, p. 11 Literary Terms -- definitions and applications, p. 11 Mastering the “how” and “what” elements: Mastering the “how” and “what” elements: Chart, p. 12

18. Embedding Critical Thinking: Group Discussion of M-C Questions Model Student Discussion: Follow the Steps Carefully 1. Appoint a leader to guide/pace the group. 2. Share and compare your answers. Wrong answers are your greatest asset for discussion and learning. Don’t be shy! 3. Discuss, analyze, and debate specific questions with different answers. Determine group’s “best answer” for this question. 4. Defend all answers with support from the text or the question. 5. Together, determine all the best answers. (But also hold on to your minority views. You may be right!)

19. Sitting in the Student’s Chair AP Multiple-Choice Practice Sitting in the Student’s Chair AP Multiple-Choice Practice Locate and complete multiple-choice questions: Locate and complete multiple-choice questions: –“Advice to a Prophet” (Richard Wilbur), Workshop Handbook, p. 10 –“The Eolian Harp” (Coleridge), Workshop Handbook. P. 17 DO NOT look up the answers DO NOT look up the answers Other Options: –“There Was a Boy” (Wordsworth) –“The Most of It” (Frost) –From Richard III, “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 early. Start another set, if you finish early. Choose a reading you complete to discuss with a group. Choose a reading you complete to discuss with a group.

20. Embedding Critical Thinking Through Group Discussion Model Student Discussion: Follow the Steps Carefully 1. Appoint a leader to guide/pace the group. 2. Share and compare your answers. Wrong answers are your greatest asset for discussion and learning. Don’t be shy! 3. Discuss, analyze, and debate specific questions with different answers. Determine group’s “best answer” for this question. 4. Defend all answers with support from the text or the question. 5. Together, determine all the best answers. (But also hold on to your minority views. You may be right!)

21. Welcome to AP English Literature!

22. Multiple-Choice Answers “There Was a Boy” 1. C 2. A 3. B 4. D 5. B 6. D 7. A 8. E 9. A 10. C “The Most of It” 11. D 12. B 13. A 14. A 15. C 16. E 17. A 18. B “Winter of our... 1. D 2. B 3. A 4. C 5. C 6. D 7. E 8. B 9. E 10. C 11. A 12. B 13. B 14. C

23. Analyze Your M-C Questions Group Analysis of Multiple-Choice Questions 1. What questions require students to know and apply the definition of a literary term? (List those terms.) 2. Identify the questions that require accurate close reading of a phrase or line? (How many?) 3. Identify the questions that require accurate interpretation of the whole text? (How many?) 4. Identify a specific reading strategy required by a particular question. (Discuss several. Make a list and prepare to explain these strategies.) 5. What do the questions reveal about multiple-choice testing techniques? (List several insights.)

24. Extend Discussion Did the questions reveal new insights into the text? Did the questions reveal new insights into the text? What did you learn about close reading? What did you learn about close reading? What did you learn about multiple-choice testing? What did you learn about multiple-choice testing? How can this exercise help your students? How can this exercise help your students?

25. Share Your Conclusions Multiple-Choice Practice What are the essential insights you gained about What are the essential insights you gained about –The importance of literary terms (list some) –Close reading skills (less some specific strategies) –Critical thinking skills What do your insights imply about effective AP Literature instruction? What do your insights imply about effective AP Literature instruction? What are your ideas for using M-C practices in your AP course. What are your ideas for using M-C practices in your AP course. What skills are required for success? What skills are required for success?

26. Evaluate Your Group Discussions Index Card Rate: 1 (low) to 5 (high) Rate: 1 (low) to 5 (high) Comment Comment –Focus: Did the group maintain a focus on the assigned task? –Pacing: Did your group progress at an effective pace, completing the task in a timely manner? –Content: Were the ideas and insights discussed informative and rewarding? (Report your best example)

27. Welcome to AP English Literature!

28. Judging AP Essays The Reading/Writing Synergy Locate “Storm Warnings” (pp. 17-20) What are the WHAT, HOW, and WHY of the prompt for this poem? What are the WHAT, HOW, and WHY of the prompt for this poem? What main point must the student address? What main point must the student address? How do CB Exam readers determine which essays are high, middle, and low? How do CB Exam readers determine which essays are high, middle, and low? What connection between reading and writing is revealed by this prompt and the sample responses? What connection between reading and writing is revealed by this prompt and the sample responses?

29. Teaching to the Nines “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 in italics to guide your thinking: Study the student essay, using the questions in italics to guide your thinking: –List 2-3 main points that best address both the WHAT and HOW of the question. –List 5 examples from the essay that support these points. What skills are required for a successful essay? What would your AP students learn from this assignment?

30. Judging AP Essays Survey 2010 Exam, CB Workshop Handbook, p. 75ff, Question 2 and/or 3 1. Are AP prompts structured to reveal accurately a student’s skill as reader, writer, thinker? 2. Do you agree or disagree with the standards reflected in the high, middle, low rankings of these essays? 3. What did you learn about effective AP writing? 4. What did you learn about yourself, as a judge of AP student writers? 5. Go online (AP Central/Courses and Exams) for additional examples of AP exam questions & essays What skills are required for success?

31. Testing Your Alignment Keep in mind all you have observed about effective student writing for AP Essays. Keep in mind all you have observed about effective student writing for AP Essays. Read “Reunion,” pp. 25-26 Read “Reunion,” pp. 25-26 Review the Scoring Guide, p. 27. Review the Scoring Guide, p. 27. Score the Sample Essays, pp. 28-32, using the Scoring Guide to help you determine your scores, 9-1. Score the Sample Essays, pp. 28-32, using the Scoring Guide to help you determine your scores, 9-1.

32. Welcome to AP English Literature!

33. “Reunion” 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

34. Topic 2: Teaching AP Writing A. AP Writing Standards What are the traits of effective AP writing? (See Notebook, p. 33) Sentence Style Sentence Style Organization Organization Quality of Thinking Quality of Thinking

35. Sentences Economy (p.34) Sample essays: Auden’s “As I Walked Out One Evening” Economy (p.34) Sample essays: Auden’s “As I Walked Out One Evening” Variety (p.36) Variety (p.36) Practicing Sentence Patterns (37-38) Practicing Sentence Patterns (37-38)

36. Organization (p. 39) AP Impromptu Essays vs. Edited Essays AP Impromptu Essays vs. Edited Essays Guidelines for Impromptu Essays Guidelines for Impromptu Essays Identify the WHAT and the HOW Identify the WHAT and the HOW Underline passages for examples Underline passages for examples Identify a controlling idea; state it; keep it in mind and up front; use it to explain the WHY Identify a controlling idea; state it; keep it in mind and up front; use it to explain the WHY Address the prompt throughout the essay Address the prompt throughout the essay Decide on a specific principle of organization—the narrative sequence of the passage, the list of literary techniques to address, a combination. Decide on a specific principle of organization—the narrative sequence of the passage, the list of literary techniques to address, a combination.

37. Organization (p. 40) Guidelines for Edited Writing: Promote the Writing Process Develop activities that require students to practice the whole writing process: prewriting, drafting, shaping, and revising Develop activities that require students to practice the whole writing process: prewriting, drafting, shaping, and revising Keep in mind the importance of the revision process for improving writing Keep in mind the importance of the revision process for improving writing –We don’t write; we only re-write Plan so that students write more than you can possibly have time to read—make use of peer and self-assessment Plan so that students write more than you can possibly have time to read—make use of peer and self-assessment

38. Quality of Thinking (p. 41-42) Analyze the prompt, locating the “how” and “what” Analyze the prompt, locating the “how” 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 organization effective? –Why and how does the essay exemplify a high quality of thinking?

39. Priorities in Writing Instruction, p. 43 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,

40. Priorities in Writing Instruction, p. 43 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

41. Assessment of AP Writing (p. 44) Holistic Scoring at AP Exam Readings Holistic Scoring at AP Exam Readings Student Skills for Success Student 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.

42. Holistic Assessment (p. 45) What are the uses and advantages of holistic assessment? What are the uses and advantages of holistic assessment? Can students and teachers use a generic, holistic Scoring Guide? Can students and teachers use a generic, holistic 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? (p.46) What does a Generic Scoring Guide look like? (p.46)

43. Sitting in the Reader’s Chair Pre-Exam Tips for Students... (pp. 47-49 From the Small to the Large Issues

44. Analytic 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 editing? Is editing what teachers should do? When does teacher assessment become just editing? Is editing what teachers should do? How can self-assessment improve student writing? (p. 51) How can self-assessment improve student writing? (p. 51) Explore Topics for Analytic Assessment... a student/teacher tool (p. 52-54) a student/teacher tool (p. 52-54)

45. Conclusions What do AP Exams and Writing Standards imply about course content, activities, and atmosphere in Pre-AP and AP classes?

46. Looking ahead... Days 3 and 4: –Explore options, Agenda, Topic 7: Choose high interest topic from Open Choices, A or B –Explore options, Agenda, Topic 8: Choose specific Acts from Hamlet or whole play. Choose from other book-length works listed, or... Please suggest other options for study and discussion now! –Give me your choices on index cards at noon on Tuesday. I’ll arrange groups according to interest. Day 5: Volunteer to present Course Overview, Unit, Lesson, or an Activity. (See me Mon. or Tues.)

47. Conclusions Challenge... Write a response to 2011 Exam, Question 1, 2, or 3 for Friday (Prompts, p. 10.) Questions... Exploration www.sascurriculumpathways UserName: SASCP11 Password: APSummer Collaboration

48. Welcome to AP English Literature!