Welcome to AP Language & Composition!

 
Week 4: 9/7 - 9/11 

Planning Your Week 

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

Over the Weekend 

● By Sun. @ 11:59 PM:  
○ View this week’s Friday Forum presentations, and post a video response to one peer’s presentation via 
Flipgrid. 
○ No Red Ink - Appositive Phrases: Complete #1 Unit Diagnostic on NoRedInk.com. If you score 100% on the 
diagnostic, you do not need to complete the practice or quiz. Otherwise, complete #2 Practice AND #3 Quiz 
● By Class Time on Tues. (9/8): ​Read ​Thank You For Arguing c
​ hapters 7 (“Use Your Craft”) and 8 (“Show You Care”). 

Monday  Tuesday  Wednesday  Thursday  Friday 

Synchronous  Synchronous  Asynchronous  Synchronous  Synchronous 

7  8  9  10  11 
         
No School!  NEW S
​ CHEDULE  Due today by 11:59  Due today by class:  Due SUN. @ 11:59 PM: 
Labor Day  PM:  Finish reading the  View this week’s Friday 
STARTS TODAY! 
  This week’s FF  introduction​ to T
​ he  Forum presentations, 
By next class:    Crucible​ and submit  and post a video 
By next class:  Presenters ONLY: post 
Read T​ hank You For  your article’s URL  your ​guided reading  response to one peer’s 
Arguing c​ hapters 7  Finish reading the  handout​ to CTLS.  presentation via 
introduction​ to T
​ he   
(“Use Your Craft”) and      Flipgrid. (​Friday Forum 
8 (“Show You Care”)  Crucible​ and submit  Due today by 11:59  assignment here​) 
your g​ uided reading  By next class: 
Finish reading the  PM:   
handout​ to CTLS.  This week’s Friday  Complete the Zinc 
introduction​ to T
​ he 
Crucible​ and submit  Forum Presenters  Reading Sprint 
your ​guided reading  ONLY: post your work   
handout​ to CTLS.  to TurnItIn.com &  Submit the Unit 1 FRQ 
Flipgrid  to AP Classroom 
   
By next class: 
Read Act 1 of​ The 
Crucible a​ nd submit 
your ​Reverend Hale 
analysis to CTLS. 

Submit via 
SpringBoard work on 
“Declaration of 
Conscience” (questions 
2 & 3) and “Why I 
Wrote ​The Crucible​” 
(highlight and label 5-6 
devices/strategies, and 
 answer questions 6-9). 
(Activity 2.15) 

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 
Consider the exigence of Miller’s drama. Begin 
● The Crucible  synthesizing content to sculpt an argument. 
● Audio version of T
​ he Crucible 

● Introduction guided reading questions 

● Reverend Hale Analysis 

● Character Chart 

● The Crucible ​Study Guide 

● SpringBoard Activity 2.15 

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 7 
No School today! 

Student Action Items 

 ❏ By Next Class (Tomorrow): ​Read T
​ hank You For Arguing ​chapters 7 (“Use Your Craft”) and 
8 (“Show You Care”). 

 
Tuesday, September 8 
Remember school starts at 8:20 am beginning today! (​Schedule here​)  
Opener 

❖ Follow along with the ​daily presentation​.  

❖ Class Choice: make a decision and convince your teacher whether the study guide for​The 
Crucible ​ should be optional or required. Use what you learned in Heinrichs’s chapters on 
ethos.  

Work Session 
❖ Assign Act 1: Students will read ​Act 1 of ​The Crucible​ ​asynchronously, logging logical 
fallacies on the fallacy finder, and will complete the ​Reverend Hale​ c ​ haracter analysis. 
Please finish reading Act 1 and submit your ​Reverend Hale​ character intro analysis work to 
CTLS by the time you come to class on Friday. You may use the A ​ udio version of T
​ he 
Crucible​ to listen as you read - be aware that this audio version only includes the dialogue, 
so you’ll need to read the commentary on your own. 
❖ Provide resources: 
➢ Character Chart 
➢ The Crucible​ Study Guide 
❖ Read the introductions and stage directions that open ​The Crucible​. Complete the​ ​guided 
reading handout​ as you read​.​ You can find a direct link to the I​ ntroduction here​. (Submit 
your completed guided reading handout to CTLS by Thursday at class time.) 

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

Student Action Items 

❏ By Thursday’s Class:​ Finish reading the i​ ntroduction​ to T

​ he Crucible​ and submit your 
guided reading handout​ to CTLS.  
❏ By Friday’s Class: ​Read Act 1 of​ The Crucible ​and submit your R ​ everend Hale​ analysis to 
CTLS. 

❏ By Sun., (9/13) @ 11:59: ​Complete the Zinc Reading Sprint. 

Wednesday, September 9 
Asynchronous Work Session: ​Continue to work through 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 on Wednesday; 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:​ Finish reading the i​ ntroduction​ to T

​ he Crucible ​and submit your 
guided reading handout​ to CTLS. 
 
❏ By Friday’s Class: ​Read Act 1 of​ The Crucible ​and submit your R ​ everend Hale​ analysis to 
CTLS. 

❏ By Sun., (9/13) @ 11:59: ​Complete the Zinc Reading Sprint. 

Thursday, September 10 

Opener 

❖ Follow along with the ​daily presentation​.  

Work Session 
❖ In SpringBoard, read “Declaration of Conscience” by Margaret Chase Smith and answer 
questions 2 and 3 digitally. ​(Activity 2.15)​. 
❖ Read “Why I Wrote T ​ he Crucible​: An Artist’s Answer to Politics” ​(Activity 2.15)​.  
➢ As you read, use the annotation tools to highlight and identify 5-6 rhetorical 
strategies or devices - please stay away from just the appeals (ethos/logos/pathos 
Instead of the appeals, use some “tools” from Heinrichs or from the L ​ ist of 
Common Rhetorical Devices and Modes​.)  
➢ Answer questions 6-9 digitally.  
❖ Complete both of these activities by the time you come to class tomorrow. 

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 Friday’s Class:  
❏ Read Act 1 of​ The Crucible a ​ nd submit your ​Reverend Hale​ analysis to CTLS. 
❏ Submit via SpringBoard work on “Declaration of Conscience” (questions 2 & 3) and 
“Why I Wrote ​The Crucible​” (highlight and label 5-6 devices/strategies, and answer 
questions 6-9). ​(Activity 2.15) 

❏ By Sun., (9/13) @ 11:59:  

❏ Complete the Zinc Reading Sprint.  

❏ Read this week’s Friday Forum articles in preparation for student presentations 
posted before Friday. 
  

Friday, September 11 

Opener 

❖ Follow along with the ​daily presentation​.  

❖ Share your additions to the Fallacy Finder from Act 1 of ​The Crucible​. 

Work Session 
❖ What devices or strategies did you notice in “Why I Wrote The Crucible” and “Declaration of 
Conscience”?  
❖ Complete a left-right reading to create topic sentences that follow the line of reasoning 
though Chase Smith’s “Declaration of Conscience.” Submit your list of topic sentences in 
today’s CTLS assignment.  
❖ Begin the Unit 1 Free Response Question from AP Classroom, due Sunday at 11:59 PM. 

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

Student Action Items 

❏ By Sunday @ 11:59:  

❏ Complete the Zinc Reading Sprint.  

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

❏ Submit the Unit 1 Free Response Question in AP Classroom 

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

English Language Arts  ○ ELAGSE11-12RI6: Determine an author’s point of view or purpose in a 

Georgia Standards of  text in which the rhetoric is particularly effective, analyzing how style 
Excellence  and content contribute to the power, persuasiveness, or beauty of the 
text. CollegeBoard:  
College Board  ○ RHS-1.A Reading: Identify and describe components of the rhetorical 
Standards for  situation: exigence, purpose, audience, writer, context and message.  
AP Language & 
Composition  ○ CLE 3.A Reading: Identify and explain claims and evidence within an 
argument.   

○ CLE 4.A Writing--Develop a paragraph that includes a claim and 

evidence supporting the claim.