Dear AP Lang Teacher (Week 32),
The kids are plugging away through their formative assessments as we tackle this self-paced unit. Today, I'm going to share my content for standards 3 and 4, or revision and presenting information.
Again, this unit is very test heavy, so feel free to adapt, change, ignore what I've got. I've tried to link any resources from my Schoology page that might be helpful!
As promised, our self-paced unit is upon us! I mentioned this in my last post, but I am going to post the content for different standards. These might be good test prep or materials for what you're working on in class. As always, use whatever you need!
Today, I am sharing my self-paced content for Standards 1 (Prewriting) and Standard 2 (Prose and Voice). Below, I have explained the contents for each folder as well as linked the resources I have shared with students.
I have to tell you all, I have really enjoyed keeping record of this school year. There have been tough times (see Week 22-26), but I have been incredibly glad to hear from readers about how these silly little posts are helping them stay afloat or try new things. I can’t tell you how satisfying that is for a planning fiend like me.
That said, the next few weeks in my AP class are going to look quite different. All year, I have been tantalized by the idea of a self-paced AP classroom - one where I am able to conference with kids all period about their reading, writing, and progress while others truck through course material. The most impactful strategy I have ever found is one on one time, so embracing that has immense appeal for me.
For that reason… we are going self-paced with our last unit before the test! It took a ton of preparation but thanks to my “extra”-ness (and my student teacher), I made it happen. And of course, I am excited to share it with you!
That said, every kid is going to be at a different place the next few weeks, so instead of posting my lesson plans, I am going to post my content for the different skills/standards. Every set will have formative assessment, practice materials, and a critical assessment. I’ll post two sets a week.
It’s test prep, so don’t expect wildly creative, meaningful moments, but I know these things have helped my sweet babies in the past. At this point, I am sure some of you are looking for the same! My handout for students is below :)
(Don't get confused. I am also doing this with my AP seniors, so their information is included on the file below as well.
As much as I love having a student teacher - I mean, that’s the only way I have time to write this post at 8:42 Monday morning - it makes me a little sad at times. I honestly barely saw my kids last week, and it’ll be the same this week. I believe that a student teacher needs space as their time comes to a close to get as accurate an experience as possible, and that can’t happen with Cwik sitting in the back of the room. However, that means I am hiding in my office and not seeing what the kids are up to. The only interaction I had with them was to look at rhetorical analysis samples on Monday and meet with a small group before their FRQ on Friday. (I’m like the mean rhetorical analysis fairy that just pops in to crush spirits).
I mention it because usually I like to tell you how things went with the plans last week. But… I honestly don’t know. I think it went well. (Shrug).
This week, we are finishing up The Crucible. As I mentioned last week, the kids have really enjoyed reading it and realizing how hysterical the time period was, so they might be sad to see it go. But we need to move on to our pre-test unit. (More to be shared next week!).
So this week, we’ll finish listening to the play, create anti-witch propaganda for Salem, do our final lit circle, and end with a modified version of the Certainty and Doubt argument FRQ.