Welcome to AP Language & Composition!

 
Week 5: 9/14 - 9/18 

Planning Your Week 

Check out this week’s calendar for due dates and scheduled events. 

Over the Weekend 

● By Sun. (9/13) @ 11:59 PM:  
○ Complete the Zinc Reading Sprint 
○ Submit the Unit 1 FRQ to AP Classroom  
○ Post video responses to this week’s Friday Forum presentations 

Monday  Tuesday  Wednesday  Thursday  Friday 

Synchronous  Synchronous  Asynchronous  Synchronous  Synchronous 

14  15  16  17  18 

         
  By next class:  Due today by 11:59  Due today by 11:59  Due SUN. by 11:59 PM: 
  Finish reading Act II of  PM:  PM:  View this week’s Friday 
The Crucible​; add  This week’s FF  This week’s Friday  Forum presentations, 
fallacies & fouls to  Presenters ONLY: post  Forum Presenters  and post a video 
fallacy finder​;  your article’s URL  ONLY: post your work  response to one peer’s 
complete the    to TurnItIn.com &  presentation via 
constructed response  By next class:  Flipgrid  Flipgrid. (​Friday Forum 
on gender & submit to  Finish reading Act II of    assignment here​) 
CTLS.  The Crucible​; add     
fallacies & fouls to  By next class:  Complete the 
fallacy finder​;  Read the posted F ​ riday  Heinrichs’ Meets T ​ he 
complete the  Forum​ articles.  Crucible​ o
​ riginal blog 
constructed response  post 
on gender & submit to   
CTLS.  By next Tuesday: 
Read Act IV of T ​ he 
Crucible 

Upcoming Important Dates 

 
● By Sun. 9/20 @ 11:59 PM: 
○ View this week’s Friday Forum presentations, and post a video response to one peer’s presentation via 
Flipgrid. 
○ Complete the H ​ einrichs’ Meets ​The Crucible​ original blog post 
● Mon. 9/21: ​Rhetorical Analysis Essay in class (40 minutes) 
● By Mon. 9/21 @ 11:59 PM:​ Respond to a peer’s ​Heinrichs’ Meets T ​ he Crucible​ blog post 
● By Thurs. 9/24 @ 11:59 PM: ​Submit completed ​fallacy finder​ to TurnItIn.com  
 Resources  Learning Goals 
We’ll be using the following resources this  This week, our goals are: 
week:  Analyze Arthur Miller’s argument in ​The Crucible​, 
● Friday Forum assignment  recognizing his use of rhetorical techniques to 
further his purpose and persuade his audience. 
● List of Common Rhetorical Devices and Modes 
Practice close reading to rhetorically analyze 
● The Crucible​ (web) or T
​ he Crucible (PDF)  informational texts. 
● Audio version of T
​ he Crucible   
 
● Heinrichs’ Meets ​The Crucible​ blog post 
assignment 
● Character Chart 

● The Crucible ​Study Guide 

Daily Agendas 
We’ve got a lot to do this week! Let’s see what’s on the agenda. Please know that 
daily plans are subject to change based on student needs and teacher discretion.

Monday, September 14 

Opener 

❖ Follow along with the ​daily presentation​.  

❖ Multiple Choice Monday! Complete the Unit 1 MCQ Progress Check in AP Classroom.  

Work Session 

​ einrichs’ Meets ​The Crucible​ blog post assignment​, original post due Sunday, 
❖ Assign the H
9/20 by 11:59 PM; peer response due Monday, 9/21 by 11:59 PM.  

❖ Announce due date for fallacy finder: September 24th @ 11:59 PM - due to TurnItIn.com. 

❖ Make a T-Chart on a piece of paper. On one side of the chart, label “Female” and on the 
other, label “Male.” Take a few minutes to comb through Act 1, looking for specific diction 
Miller and his characters use to characterize members of each gender. Look for adjectives, 
 adverbs, and nouns. Add them to the appropriate side of the T-Chart, being sure to note 
page number (if available). 

❖ Begin reading Act II of ​The Crucible​. Continue to watch for gendered diction. Continue to 
track logical fallacies and fouls on your fallacy finder, due September 24th. 

Closer 
❖ Review asynchronous work and answer any questions from today’s content. 

Student Action Items 

​ inish reading Act II of ​The Crucible​; add fallacies & fouls to f​ allacy 
❏ By Thursday’s Class: F
finder 

❏ By Sunday @ 11:59 PM: ​Complete the ​Heinrichs’ Meets ​The Crucible​ original blog post. (Peer 
response due Monday, 9/21.) 

❏ By Thurs. 9/24 @ 11:59 PM: S

​ ubmit completed ​fallacy finder​ to TurnItIn.com  

Tuesday, September 15 

Opener 

❖ Follow along with the ​daily presentation​.  

❖ View The Economist video “​Sexism and the English Language​.” 

Work Session 

❖ View Discovery Education video: “ ​Anne Hutchison and Anne Bradstreet Use Newfound 
American Experience to Express Themselves​.” 

❖ Complete the ​Cotton Mather and Anne Bradstreet class analysis &
​ work on individual 
constructed response on gender, due to CTLS Thursday at class time. 

Closer 
❖ Review asynchronous work and answer any questions from today’s content. 

Student Action Items 

❏ By Thursday’s Class: F ​ inish reading Act II of ​The Crucible​; add fallacies & fouls to f​ allacy 
finder​; complete the constructed response on gender & submit to CTLS. 

❏ By Sunday @ 11:59 PM: ​Complete the ​Heinrichs’ Meets ​The Crucible​ original blog post. (Peer 
response due Monday, 9/21.) 

❏ By Thurs. 9/24 @ 11:59 PM: S

​ ubmit completed ​fallacy finder​ to TurnItIn.com  
 Wednesday, September 16 
Asynchronous Work Session: C
​ omplete the following action items. 

❏ This week’s Friday Forum Presenters ONLY: p ​ ost your article URL to your teacher’s blog 
under the “Friday Forum” tab by 11:59 PM TODAY; submit your Friday Forum Report and 
annotated speech to TurnItIn.com by 11:59 PM on Thursday. (​Friday Forum assignment 
here​) 

❏ By Thursday’s Class: F ​ inish reading Act II of ​The Crucible​; add fallacies & fouls to f​ allacy 
finder​; complete the constructed response on gender & submit to CTLS. 

❏ By Sunday @ 11:59 PM: ​Complete the ​Heinrichs’ Meets ​The Crucible​ original blog post. (Peer 
response due Monday, 9/21.) 

❏ By Thurs. 9/24 @ 11:59 PM: S

​ ubmit completed ​fallacy finder​ to TurnItIn.com  

Thursday, September 17 

Opener 

❖ Follow along with the ​daily presentation​.  

❖ Assign parts to read Act III of ​The Crucible​ aloud. 

Work Session 

❖ Students read Act III of T

​ he Crucible​ aloud. Continue to track logical fallacies and fouls on 
your fallacy finder, due September 24th. 

Closer 
❖ Review asynchronous work and answer any questions from today’s content. 

Student Action Items 

❏ This week’s Friday Forum Presenters ONLY: s​ ubmit your Friday Forum Report and 
annotated speech to TurnItIn.com by 11:59 PM TODAY. (​Friday Forum assignment here​) 

❏ By Sunday @ 11:59 PM:  

❏ Complete the ​Heinrichs’ Meets T

​ he Crucible​ original blog post. (Peer response due 
Monday, 9/21.) 

❏ Read this week’s Friday Forum articles, view all of this week’s Friday Forum 
presentations in Flipgrid, and comment on one presentation. 
❏ By Thurs. 9/24 @ 11:59 PM: S​ ubmit completed ​fallacy finder​ to TurnItIn.com. 

Friday, September 18 

 Opener 

❖ Follow along with the ​daily presentation​.  

❖ Review Monday’s Unit 1 MCQ Progress Check. What questions do we have? 

Work Session 

❖ Complete our class reading of Act III of ​The Crucible​. Continue to track logical fallacies and 
fouls on your fallacy finder, due September 24th. 

❖ Assign Act IV reading, due Tuesday. Announce rhetorical analysis essay scheduled for 
Monday. 

❖ Read the recent ​speech​ delivered by Alexandria Ocasio-Cortez. Complete a l​ eft-right 

reading​ of the speech. Then, use your left-right reading notes to craft a rhetorical analysis 
outline. Submit your outline to CTLS.   

Closer 
❖ Review asynchronous work and answer any questions from today’s content. 

Student Action Items 

❏ By Sunday, 9/20 @ 11:59 PM:  

❏ Read this week’s Friday Forum articles, view all of this week’s Friday Forum 
presentations in Flipgrid, and comment on one presentation. 

❏ Complete the ​Heinrichs’ Meets T

​ he Crucible​ original blog post. (Peer response due 
Monday, 9/21.) 

​ einrichs’ Meets T
❏ By Monday, 9/21 @ 11:59 PM:​ Respond to a peer’s H ​ he Crucible​ blog post 

❏ By Thurs. 9/24 @ 11:59 PM: S

​ ubmit completed ​fallacy finder​ to TurnItIn.com  

Targeted Standards 
This week, we will target the following standards from E
​ LA GSE​ and ​the College Board​: 

English Language Arts  ○ ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the 
Georgia Standards of  text, including figurative and connotative meanings; analyze the impact of specific 
word choices on meaning and tone, including words with multiple meanings or 
Excellence 
language that is particularly fresh, engaging, or beautiful. 
 ○ ELAGSE11-12RL9: Demonstrate knowledge of eighteenth-, nineteenth- and early 
twentieth century foundational works of American Literature including how two or 
more texts from the same period treat similar themes or topics. 

○ ELAGSE11-12RI4: Determine the meaning of words and phrases as they are used in a 
text, including figurative, connotative, and technical meanings; analyze how an author 
uses and refines the meaning of a key term or terms over the course of a text. 

○ ELAGSE11-12RI5: Analyze and evaluate the effectiveness of the structure an author 

uses in his or her exposition or argument, including whether the structure makes points 
clear, convincing, and engaging 

○ ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the 

rhetoric is particularly effective, analyzing how style and content contribute to the 
power, persuasiveness, or beauty of the text. 

College Board  ○ 1.A  Identify and describe components of the rhetorical situation: the exigence, 
Standards for  audience, writer, purpose, context, and message.  

AP Language &  ○ 5.A Describe the line of reasoning and explain whether it supports an argument’s 
Composition  overarching thesis. 

○ 6.A Develop a line of reasoning and commentary that explains it throughout an 
argument. 

○ 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone 
or style of a text.