Introduction to AP Language and Composition

By The Practical English Teacher

Product Description: This is a 90-minute lesson for the first day of AP Language and Composition. It
is an introduction to the class that involves journaling, a discussion about argumentation techniques, a
short video, and a look at a released exam. Students end with a reflection on their strengths and
weaknesses. PowerPoint and note-taking guide are included. I use this lesson with my AP Language &
Composition class. Enjoy!

This product includes:

• Step-by-step directions
• PowerPoint
• Student handout/note-taking guide
• Video suggestions

Not included:

• Released AP exam

Objective:

• Student will be able to reflect on their potential strengths and weaknesses after learning the
course objectives.

How to Use This Product:

Before Class

1. Print out the “Introduction to AP Language and Composition” handout (pages 4-7). Make a copy for
each student.

2. Locate a complete copy of a released AP Language and Composition exam. There’s usually one
posted on the College Board AP Language and Composition website, but you can also ask a colleague
who has taught the class before. Also, check your “AP audit” account and login. This is where you can
access about 5-7 released exams. Choose a test, print and copy a class set. After the lesson, recollect the
tests and use them again next year.

3. Choose a short Ted Talk for slide # 10 (Task # 2). I like to watch “Don’t Eat the Marshmellow!” by
Joachim de Posada. This is a short video (~ 6 minutes) about the infamous marshmellow experiment and
the positive effects of delayed gratification.

4. Pull up the PowerPoint and add or delete any information. For example, you may not want to do the
“icebreaker” at the beginning or discuss the ways in which AP Language and Comp will be helpful in
life!

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Also, there is a slide for “assessments,” where you may want to list your state or school exams on top of
the AP exam.

Lastly, on slide 11, I have an example “Year Overview.” Just delete mine and add yours.

Delete any slides you will not need and add/change any information specific to your class. ☺

Class Time

1. Hand out “Introduction to AP Language and Composition” to students.

2. Display the first slide of the PowerPoint. Welcome students to the class and explain that the purpose
of today’s lesson is to introduce the course objectives and to take a look at the exam. Ask students to
reflect on their potential strengths and weaknesses as you are going through the presentation.

3. Slide 2: Have each student say their name and share out something about themselves. I ask them to
keep it short and sweet.

3. Go to slide 4 & read the directions for Task # 1: “Reflect on the meanings of the following quotations
and then compare & contrast their ideas. Then choose one quotation and discuss the extent to which the
quotation true or not true. You may use examples from your own life or observations of society at large
to support your ideas.” Spend some time discussing what a “specific” example is.

4. Give students 10-12 minutes to reflect and write.

5. Go to slide 6. Ask students to highlight or circle the best point they made in their writing in
preparation for a class discussion. This arms all students with something to say in case they get called
on.

6. Move to slide 7 (a repeat slide with the quotations again) and start the discussion. Discuss the first
question and then the second. Start with volunteers and then call on a few of the quieter students.
Discussion can be as long or short as you choose. I aim to call on 10-15 students.

7. Read through slides 8 & 9 to introduce AP Language and Composition in a nutshell.

8. Task # 2: Move to slide 10 and have students watch your chosen Ted Talk. Ask them to identify the
speaker’s argument and the tools he used to develop get his argument across to the audience. This is
task # 2 on the students’ handout.

9. Move to slide 11 and briefly introduce the topics you will study in AP Languge and Composition.

10. Move on to slide 12. This is the first slide that discusses the AP exam. You can also discuss any
other assessments your students may face.

11. Continue to slide 13. Have students guess which essay is which by completing the matching activity
(Task # 3). Go over the answers as a way of introducing the essays.

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12. Move to slides 14 &15. Give each student a copy of the released AP Language and Composition
exam. Read the directions for Task # 4. Have students write down five observations about the multiple
choice section and five observations about the writing prompts. There is space to do this on the note-
taking guide. Once everyone is done, call on a few students to share out.

13. Optional: Read through slides 16-19, which discuss the benefits of AP Lang & Comp outside of the
classroom. There’s also a slide (19) about how much I love the class and how I want all students to sign
the syllabus and come back. Feel free to delete any of these slides!!

14. Go to slide 20. Ask students to complete the reflection on their note-taking guide. (5-10 minutes)

15. Collect and read notes. Use the information for planning purposes or use it as a conversation starter
with students for the next few weeks.

16. Optional: Give students small participation grade for completing note-taking guide and joining the
class discussion.

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Name________________________
Period________________________

Introduction to AP Language and Composition

Directions: Please follow along during the presentation and complete the tasks as directed.

Task # 1:
a. Reflect on the meanings of the following quotations and then compare & contrast their
ideas. In other words, what do the quotations mean and how do they relate to each other?

b. Next, choose 1 quotation and discuss the extent to which the quotation is true or not true.
Use specific examples from your own life or observations of society at large to support
your ideas. You must write for the full ten minutes, and I encourage you to write about
what pops into your head first. Once you have explored your initial ideas, push yourself
to explore examples that others may not think of. You will only have to share out your
best ideas during the discussion.

“The most effective way to influence opinion is by the selection and arrangement of the appropriate
facts.”
-Edward Hallett Carr (1892-1982) What is History?

“He who imposes his argument by bravado and command shows that it is weak in reason.”
-Montaigne (1533-1592) “Of the Art of Discussion”

“The passions are the only orators who always convince. They are, as it were, a natural art, the rules of
which are infallible; and the simplest man with passion is more persuasive than the most eloquent
without it.”
-La Rochefoucauld (1613-1680)

Your Response:
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Task # 2: Watch the short video and jot down a short answer to the questions below.
a. What is the speaker’s argument?

b. What tools/techniques did the speaker use to convince us of their argument?

Task # 3: Match the essay type to a description.

Type of Essay Description

1. Rhetorical analysis essay____ A. A persuasive essay where you respond to

a prompt.

2. Open essay_____ B. A persuasive essay where you must cite

multiple texts that were given to you as
part of the essay.
3. Synthesis essay____
C. Analysis of author’s argument and how
the author emphasized their argument.

AP Exam Quick-Peek

Task # 4
Directions:
1. Individually, choose a multiple-choice passage and look it over.
2. Individually, skim through the multiple-choice questions.
3. With a partner, jot down 5 observations about the passage and the questions:
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 4. Individually, review the three writing prompts.
5. With a partner, jot down 5 observations about the prompts:
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Moving Forward
Task # 5: Based on what you now know about the class and the exam, write me a quick note (like, an
actual note: “Dear _______________________, My name is ___________________________…).
● Tell me which area of the class you think you will excel in or which part sounds interesting (and
why).
● And also tell me which part of the class you are nervous about (and why).
● This letter should be reflective and informal in tone.
● You do not need to fill the page. The space is there just in case you need it.
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