Using One-Pagers as Review for AP Lang

AP testing season is just around the corner, so we’ve been reviewing for the last few weeks. We’ve had a full after-school mock exam in the classroom, a Saturday afternoon review session on my patio, and we’ve done several shorter review activities in class.

One of the more fun, (yet focused) in-class review activities was a review of rhetorical analysis. We hadn’t specifically focused in on rhetorical analysis since first semester, so it was time to do a little review.

We revisited our tone words, our strong verbs, and our rhetorical devices and a formulaic thesis statement.

We read JFK’s We Choose to go to the Moon speech and answered about ten multiple choice practice questions in order to ensure our understanding and create a basis for some small-group discussions. Then we watched the speech together while creating our one-pagers based on the speech.



My students’ feedback was positive. They valued going back to the rhetorical analysis from first semester, and revisiting the tone words, strong verbs, and rhetorical devices.

They appreciated a little multiple choice practice. It didn’t feel as intimidating as a released multiple choice exam that takes an entire hour to complete, and they liked reading a new text that they could then tuck away into their repertoire of background knowledge for any future needs.

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I’ve written about the many purposes of one-pagers before, and I’ll keep sharing. These were created in a class period. They aren’t perfect, they aren’t “final drafts” by any means, but they do demonstrate student learning about a new text as well as reviewing perhaps dormant skills and strategies.

How do you review for any “big exams” that might be coming up? How else have you used one-pagers in your classroom?

Julie has been teaching secondary language arts for twenty years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family have moved across the world to Managua, Nicaragua this year, where a new adventure has begun.

Follow her on twitter @SwinehartJulie

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Favorite titles of AP Lang and other 11th Grade Students

I recently asked my 7th grade students to share the titles of their favorite books of the school year so far. I asked them to do this in response to some posts I had recently seen on facebook and twitter asking for “must-have” titles for classroom libraries. I thought I would also ask my classes of eleventh-grade students the same question. I teach one class of AP Lang, and one regular eleventh-grade English class.

Here’s how they answered:

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The Brief Wondrous Life of Oscar Wao; Odd Girl Out; Broken Things; The Things they Carried; A Long Way Gone; Ghost Soldiers; The Secret History; Why Nations Fail; Sold; The Good Earth; Catcher in the Rye

The Brief Wondrous Life of Oscar Wao has been passed around by a few students, and they have loved it. I have one copy of it in my classroom library, and it sat there for months until I book talked it. It hasn’t spent much time on the shelf since, and that’s because a couple of AP Lang students have passed it around between them. It’s become a “huggable favorite” of one of my students, and her smile is wide when she talks about it.

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My AP Lang students have such a diverse list, and I love that. They are willing to talk to each other (a lot!) about what they are reading, why they like their books, and why they think others should read the same titles! It’s developing into a healthy reading community, and I’m getting great recommendations from some of them at this point.

11th favorite titles
Sold; Burned; Divergent; Educated; Gone Girl; The Element; American Sniper; Playing for Pizza; Everything We Had; The DaVinci Code; Station Eleven; The Rose that Grew from Concrete; The Secret; The Mediator; Always and Forever; Breakfast at Tiffany’s; Eleanor & Park; The Unwanteds; Soccernomics; The Prophet; Six of Crows; El Popol Vuh; Ender’s Game

I love how this list represents my class of diverse readers and learners.

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When I was back home in Oregon over the winter break, a couple of people I have a great deal of respect for independently recommended Educated by Tara Westover. So when family came to visit us in February, I asked them to bring a copy down with them, and I wasn’t disappointed with this book.

I book talked it to my eleventh-graders as soon as I finished reading it, and it’s been in the hands of students ever since. In fact, as soon as I book talked it, it left the shelf; the book itself is provocative and fascinating, and coupled with my enthusiasm for it, my student couldn’t resist it.

My biggest take-away from these lists is that none of the favorite titles on the chart paper are titles that we read as a whole class. Every title comes from their own reading lists made from their own choices as independent readers. When students are allowed to have choice, that means they learn what they like, what they don’t like, and what they love. As readers, don’t we all have these types of preferences? And don’t we want to provide that opportunity to our young and emerging readers?

I’m happy with the answers my students provided for me and for each other. The lists are posted on our classroom walls, and the students can refer to these posters when they are trying to find their next books or add to their next reads lists. I can also readily see what my students are interested in, and what “like reads” I can add to my library, as well as check in about gaps that I can fill in for them as far as what’s available.

How do you decide what books to purchase for your classroom libraries? Or for book clubs? I’d love to hear about your ideas in the comments below.

Julie has been teaching secondary language arts for twenty years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family have moved across the world to Managua, Nicaragua this year, where a new adventure has begun.

Follow her on twitter @SwinehartJulie