Week 5: August 29th-September 2nd

What are we learning this week?

-We will be completing our unit on Puritanism this week by looking at the primary documents from the actual Salem Witch Trials

-We will begin the unit on Rationalism by viewing colonial architecture, primary documents from the Revolutionary Era, and analyze the rhetorical strategies used by the Founding Fathers

-Special emphasis will be given to the relationship and collaborative partnership of John and Abigal Adams

-We will continue AP exam test preparation through the practice of multiple choice test-taking strategies

-We will continue practicing the composition of high-level analysis essays, using an actual AP English Language & Composition writing prompt

How will we be learning this?

-We will be using an APUSH document-based questioning learning packet to take a closer look at the historical, social, and biological antecedents of the Salem Witch Trials.  In small collaborative groups you will be creating informational posters that analyzes these causes.

-We will be taking Cornell-style notes on direct instruction on the colonial era.  Foldable study guides will also be created from the overview posters we created the second week of the semester.

-We will view clips from episodes 3 and 4 of the HBO mini-series John Adams to look at the familial relationships needed for our rhetorical analysis essay

-We will begin a rhetorical analysis essay based on Question 1 from the 2014 AP English Language & Composition exam

-We will be looking at anchor papers that scored an 8,5, and 3 on the AP reader’s rubric to compare in-class writing to past exemplars

-We will continue Test Prep by looking closer at the incorrect answers from our last reading passage by Lars Eighner and look at the larger essay to provide context for the theme of this piece

-We will further practice multiple choice strategies by looking at William Wilberforce’s Abolition Speech of 1789

How will I be assessed on this material?

-Salem Witch Trial DBQ packet and informational poster (summative)

-Cornell-style notes (formative)

-rhetorical analysis of Abigail Adam’s Letter to John Quincy Adams (formative)

-multiple choice questions for William Wilberforce’s Abolition Speech of 1789 (formative)

Week 4: August 22nd-26th

What am I learning this week?

– This week we will continue our viewing and discussion of The Crucible. I will be stopping the film many times initially to discuss the biological, historical, and social antecedents of the tragedy that was the Salem Witch Trials.

-We will be working on a document-based question packet concerning these causes.  Completion of this packet will take two days and will be done in small collaborative learning groups.

-We will continue our discussion of the AP rhetorical analysis essay by identifying rhetorical strategies and looking at exemplary student essays published by the College Board.  You will familiarize yourself with the 9 point AP essay rubric to understand how this essay is graded.

-We will culminate our study of Puritanism with the unit test.  A study guide will be provided for you.  It is especially important that you independently explore the definitions of the complex vocabulary that will be employed in the questions on this test.  You will be expected to use this elevated diction in your writing.

-If time permits in the week we will begin looking at the next era of American literature, the Rational Era.  The informational poster created by the assigned group will turn in their folder and hang their poster.  You will take notes from these resources.

How am I learning it?

-Four corner notes will be taken as we view and discuss The Crucible.  These notes will be included as part of your study guide resources for the unit test.

-We’ll be looking at some APUSH documents in order to better understand the biological, historical, and social antecedents of the Salem Witch Trials.  This is the DBQ packet I will further discuss in class.

-A unit test will complete our study of the Puritans.  I will repeat my fair warning issued in class about this assessment: it is a complex test.  Be sure to make frequent use of the study guide I will provide in order to prepare for this assessment.

-Finally, we’ll make use of the informational posters we created in Week 1 to begin our study of the Rationalists.  Cloze notes will get your started as we look at this complex and fascinating historical era.

How am I being assessed?

-Four corner notes (formative)

-Salem Witch Trials DBQ (mini-PBL)

-Puritanism unit test (summative)

Puritan Rhetoric and the Dangers of Using Too Much Pathos

Very important– if you have not done so already, complete the following three items:

  1. Join the class REMIND account- http://bit.ly/2aW7h0l
  2. Follow my blog (press the FOLLOW button in the lower left hand side) at: aplangsager.wordpress.com
  3. Join the class Quizlet account- https://quizlet.com/join/2rPQ3zeY9


I want to start with this, my favorite fake commercial from SNL in recent years:


Here is the complete text of Jonathan Edwards’ 1741 sermon entitled, “Sinners in the Hands of an Angry God.” http://bit.ly/1mXCHiN

And here is an excellent performance of this sermon:





Week 3: August 15-19

What am I learning this week?

-How rhetorical language operates to create and maintain an emotional/poetic effect

-How diction is used as a rhetorical strategy in Puritan speeches, sermons, and nonfiction prose

-How syntax creates a rhetorical effect without changing meaning in nonfiction American prose

-How Puritan and colonial-era architecture works as an expression of early American psychology

-How an analysis of primary documents from the Salem Witch Trials can be used to synthesize a holistic understanding of this American tragedy

-Why the Salem Witch Trials occurred an how it connects to our contemporary world.

How am I learning this?

-We will be taking some extensive notes on rhetoric this week.  Our normal test prep Monday activities will include an closer look at the first prose passage you took as part of your first multiple choice practice from last week.  We’ll be discussing strategies for beating the multiple choice section of the AP exam.  I also would like to work towards a preview of the Am Lit EOC, if we have access to USATestPrep or Digital COACH.

-We’ll be discussing and use our eBeam to identify exemplars of diction and syntax in “Sinners in the Hands of an Angry God” by Jonathan Edwards.  We’ll also be playing a game called “Edwards or Heavy Metal.”

-Using visual examples of Puritan architecture, as well as contemporary models (Michel Foucault’s Panopticon, Bremen’s Disney Music Hall, etc.) we will be discussing and taking notes on the persuasive appeal in building design.  Of special focus will be how these designs, consciously or not, reflect the paradigm of the time period

-Using APUSH document-based documents, we will spend the remainder of the week doing an in-depth analysis of the root causes and effects of the Salem Witch Trials.  This will result in our first rhetorical analysis practice essay during our test prep next week


How am I being assessed this week?

-Multiple Choice Practice analysis (formative)

-Architecture analysis (formative)

-Salem Witch Trials DBQ and rhetorical analysis essay (formative)

-Rhetorical device weekly quiz (summative)


NOTE: If you are 18 (or older) and still have not registered to vote, visit the link below to register as a voter and remember to vote!!!!!


How to Standardize Your Blog Theme

Mr. Sager’s WordPress Blogs:

AP Language:aplangsager.wordpress.com

Advanced Composition:advancedcompmrsager.wordpress.com

DO NOT PROCEED UNTIL EVERYONE IS READY. We will be setting this up together.

  1. Go towordpress.com(Use Google Chrome or Firefox)
  2. Click Get Started (if you do not already have a wordpress blog. If you do, then sign in)
  3. Enter your email address (if you do not have an email address, then create a free one on gmail.com)
  4. Choose a username (one that you will remember)
  5. Choose a password (one that you will remember)
  6. Create a URL address (this must be school appropriate)
  7. Choose a FREE blog – do not choose one that costs money
  8. Click Create Blog (the free one)
  9. Title your overall blog your first and last name only.  Nothing more please.
  10. Go to Dashboard – Settings – General – Time Zone – Change to UTC -5 (This step is very important. If your time clock is not set correctly, then your posts and comments might be considered late.)
  11. Click Save Changes
  12. Go to Appearances – Themes –Choose Big Brother. No other theme should be used for this blog.
  13. Click Activate

Week 2- August 8th-12th

I am excited this week to delve into the actual course content.  We have a lot of ground to cover this week, so check below to preview what our objectives will be:

What am I learning this week?

-We will be doing an overview of the six major eras of American literature.  This includes a basic understanding of the major characteristics of each era, the major authors and poets associated with each era, and how the paradigm for each era not only shifts but also contradicts the previous era’s ideas of how to find truth.

-We will be standardizing the format for each student blog in this course.  This is an important procedural step in that blogs are easier to grade if they all follow one format.

-We will be discussing the components of the AP English Language exam.  This includes registering for the exam, as well as the benefits in taking this course and exam.

-We will preview the EOC for this course

-We will personalize our own American experiences and identity by connecting back to the six eras we studied earlier in the week.

How am I learning this?

-We will be having many whole-class discussions this week.  I will be telling you a mnemonic story that provides an overview for the six eras of American literature.  You will also be taking cloze notes on this material and taking a brief followup quiz (on this blog) to showcase your knowledge of these learning standards.

-At least one day this week will either be spent in the computer lab or the media center as we work to standardize student blogs to one specific format.  I will be working with many of you individually to move summer reading responses to the main page, changing the theme to Big Brother, setting your time stamps correctly, and deleting any material not needed for this course.

-We will be doing a scavenger hunt on campus this week as a result of my presentation on the main components of the AP English Language exam.  Additional directions for registering for the exam will be posted, at some point, on this blog.

-You will be taking the common assessment this week.  My common assessment will be a hybrid of both the AP exam and the EOC for American Literature.  This first administration of this assessment will not count for or against you, but will provide some important baseline data upon which instructional strategies will be discussed further.

-Finally, we will end the week by creating an American Identity/American Dream mural by working collaboratively on the butcher paper I will provide.  You’ll be using your six era overview notes to identify with a certain era, locating it correctly on the provided timeline, and shaping a personal response to prompts.

How am I being assessed this week?

-Six era overview quiz (formative)

-AP Exam Scavenger Hunt (formative)

-Common Assessement (baseline)

-Six era collaborative mural (summative)

NOTE: If you are 18 (or older) and still have not registered to vote, visit the link below to register as a voter and remember to vote!!!!!