AP Lang Q3 Activities
Summary
TLDRIn the video, AP Language teacher Beth Hall shares various projects designed to prepare students for AP Language argument essays. The activities include 'Convince the Class,' where students select a topic, conduct research, and present to persuade classmates; 'Teach the Teacher,' where students inform or persuade the teacher on a topic of interest; 'Make the Case,' which involves researching and summarizing a Supreme Court case or a cold case; and 'Famous Figures,' where students research and write about a notable person using them as evidence for a provided Q3 prompt. Hall also incorporates grammar and vocabulary components, emphasizing the importance of advanced punctuation and vocabulary in writing. She provides a structured timeline for completing these projects and suggests resources for current event research. The video concludes with an offer to join Hall's teacher email list for additional resources and tips.
Takeaways
- 📚 **Grammar Component**: The teacher incorporates grammar into assignments, requiring students to use advanced punctuation and vocabulary, which also aids in ACT preparation.
- 🟢 **Highlighting for Clarity**: Students are instructed to highlight grammar (yellow) and vocabulary (green) in their work for easy checking and to remind them to include these elements.
- 🧐 **Convince the Class Activity**: Students select a topic, conduct research, and create a proposal to persuade the class, involving student choice and anticipation of objections.
- 👩🏫 **Teach the Teacher Activity**: Similar to the previous activity, but the teacher is the audience. Students research a topic, write source summaries, and aim to inform or persuade the teacher through an essay.
- 📈 **Make the Case Project**: Students choose a Supreme Court case, famous court case, or cold case to research, providing notes with citations and analyzing the case's impact or significance.
- 🧳 **Toolbox Approach**: The teacher's goal is to equip students with a variety of topics they can write about confidently, thus addressing their concerns about evidence and content.
- ⏰ **Time Management**: Projects are assigned at the beginning of the month and due at the end, allowing students to work incrementally and practice time management.
- 📚 **Famous Figures Project**: Students research a famous person, potentially using a book, podcast, or article, and write a developed paragraph using that person as evidence for a provided Q3 prompt.
- 📰 **In the News Activity**: Students select current events, write detailed summaries, and consider broader implications, aiming to connect pop culture and academic analysis.
- 📚 **Independent Reading**: A non-fiction text is chosen by students for reading, with vocabulary practice and rhetorical analysis of a selected passage, enhancing Q2 skills.
- 📝 **Creating Argument Prompts**: As part of the independent reading, students craft their own argument prompts using quotes from the text and write a thesis and body paragraph in response.
- 📊 **Q3 Database**: As a pre-exam activity, students use their accumulated knowledge to populate a Q3 database, helping them feel more prepared for the AP Lang exam.
Q & A
What is the primary goal of the activities shared by Beth Hall in the video?
-The primary goal of the activities is to help students prepare for their AP Lang argument essays by enhancing their writing skills, understanding of advanced punctuation, and ability to incorporate advanced vocabulary.
What is the 'Convince the Class' activity about?
-The 'Convince the Class' activity involves students selecting a topic, conducting research, and crafting a proposal to persuade the class of their position on various issues, such as school policies or animal rights.
How does the 'Teach the Teacher' activity differ from 'Convince the Class'?
-In the 'Teach the Teacher' activity, the teacher, not the class, is the audience. Students select a topic, conduct research, and write source summaries or essays to inform or persuade the teacher about their topic.
What is the 'Make the Case' project and how does it relate to APUSH or APGov students?
-The 'Make the Case' project requires students to select a Supreme Court case, a famous court case, or a cold case to research and provide detailed summaries with citations. It is particularly relevant to APUSH or APGov students as it allows them to use their textbook and notes for research.
What is the significance of practicing MLA citations in these projects?
-Practicing MLA citations helps students learn proper citation techniques, which is crucial for academic integrity and is also a skill tested in the AP Lang exam.
How does the 'Famous Figures' project work?
-In the 'Famous Figures' project, students select a famous person, conduct research using various sources like books, podcasts, and articles, and write a developed paragraph using the person as evidence for a provided Q3 prompt.
What is the purpose of the 'In the News' activity?
-The 'In the News' activity aims to have students select current events, write detailed summaries, and consider the broader implications of the events, encouraging them to think critically about the news they consume.
How does the 'Independent Reading' project enhance students' vocabulary and writing skills?
-The 'Independent Reading' project involves students selecting a non-fiction text, identifying unfamiliar vocabulary words, and writing a rhetorical analysis paragraph. This process helps improve their vocabulary and understanding of rhetorical strategies.
What is the duration typically given for these projects?
-Beth Hall assigns these projects at the beginning of the month and expects them to be completed by the end of the month, allowing students to work on them incrementally throughout the month.
How does the Q3 database activity help students prepare for the AP Lang exam?
-The Q3 database activity allows students to apply the knowledge they have gained from the projects to practice writing for the Q3 essay prompt of the AP Lang exam, making them feel more comfortable with the exam format.
What is the role of student choice in increasing engagement with these projects?
-Student choice plays a significant role in increasing engagement as it allows students to select topics they are passionate about, which in turn increases their motivation and investment in the projects.
How does Beth Hall use color-coding in her class to streamline grading and remind students to include grammar and vocabulary?
-Beth Hall uses color-coding where grammar is marked in yellow and vocabulary in green. This system helps her quickly check for these elements during grading and serves as a reminder for students to include them in their work.
Outlines
📚 Preparing for AP Lang Argument Essays
Beth Hall, an AP Language teacher, shares various activities she has implemented throughout the school year to prepare her students for AP Language argument essays. The activities include 'Convince the Class,' 'Teach the Teacher,' 'Make the Case,' 'Famous Figures,' 'In the News,' and 'Independent Reading.' Each activity is designed to enhance students' writing skills, encourage research, and integrate grammar and vocabulary. The teacher also emphasizes the importance of advanced punctuation and vocabulary in writing, and provides a link to a document with detailed explanations of each project in the video description.
🎓 Engaging Students with Diverse Topics
The video discusses how students were given a choice of topics for their presentations, which ranged from school policies to animal rights issues. This choice-based approach excited the students and allowed them to be passionate about their subjects. The 'Teach the Teacher' activity involved students teaching the teacher about a topic of their choice, which led to a unique grading playlist created by the students. The 'Make the Case' project required students to research and analyze a Supreme Court case, famous court case, or a cold case, enhancing their research and citation skills.
📰 Current Events and Independent Reading
The video script outlines a project where students select current events from various sources, including social media, and write detailed summaries about them, considering broader implications. Another project involves independent reading of non-fiction texts, where students identify and learn new vocabulary, write rhetorical analysis paragraphs, and create their own argument prompts using the book as evidence. The teacher also mentions a Q3 database activity that helps students prepare for the AP exam by using their knowledge from previous projects.
Mindmap
Keywords
💡AP Lang argument essays
💡Advanced punctuation
💡Student choice
💡Multimedia presentation
💡Source summaries
💡MLA citations
💡Rhetorical situation
💡Evidence
💡Independent reading
💡Q3 database
💡Current events
Highlights
Beth Hall shares innovative AP Lang project ideas to prepare students for argument essays.
Activities include a grammar component to align with state tests like the ACT.
Students are encouraged to use advanced punctuation and vocabulary in their writing.
The 'Convince the Class' project allows students to select a topic and persuade their peers.
Student choice is emphasized to increase engagement and passion for the topics.
Multimedia presentations are used to reinforce understanding of the rhetorical situation.
In 'Teach the Teacher', students inform or persuade the teacher about a topic of their choice.
Students create a grading playlist for the teacher, adding a humorous element to the grading process.
'Make the Case' project involves researching and presenting a Supreme Court or famous court case.
Students learn MLA citation skills and synthesis through these projects.
Projects aim to build students' confidence in evidence and writing about various topics.
Assignments are designed to be completed over a month to enhance time management skills.
In 'Famous Figures', students research and write about a notable person, practicing citations.
A book tasting event in the library is used to kick off the 'Famous Figures' project.
Students are encouraged to use a variety of sources including podcasts and articles.
The 'In the News' project has students analyze current events and their broader implications.
Independent reading is incorporated with a focus on non-fiction texts and vocabulary development.
Students write a rhetorical analysis paragraph and create their own argument prompt based on their reading.
The Q3 database activity is used as a考前复习 (pre-exam review) to help students with Q3 essay preparation.
Transcripts
hey AP Lang teachers Beth Hall from
coach Hall rights here in today's video
I want to share with you some of the
projects I've been having my students do
this year to help them prepare for their
AP Lang argument essays the activities
that I'm going to be telling you about
today are ones that I've been doing
throughout this school year however if
you're watching the video at the time I
upload this in March of 2024 you might
be able to choose one or two of these
activities before the exam or you might
want to save these activities for next
school year I'm going to link a doc that
has an explanation of each of these
projects in the description box below so
please make sure you look for that and
also I'll include a link to my teacher
email list I promise I won't fledge your
inbox but my email list is a great way
for me to share tips tricks and other
resources with fellow aping teachers so
if you're interested please make sure
you sign up for that as well so here is
a quick teacher tip that I apply to many
of my larger assignments in my class and
that is I try to add in a grammar
component for our state test my students
take the ACT and so I go over the
different types of advanced punctuation
like colons dashes
semicolons and while it's important for
me that they understand how to identify
whether the punctuation is used
correctly in a multiple choice situation
I also want them to apply this
understanding to their writing so I
typically require that they include
Advanced punctuation in their responses
I also sometimes include an advanced
vocab
requirement and as part of the
assignment requirements I have my
students highlight these so in my class
typically grammar is yellow and vocab is
green it makes it easier for me to
double check this as I'm grading and if
students have to highlight the grammar
or the vocab it reminds them to include
it as well I found that the more I
require my students to do this it not
only enhances their writing skills but
it also helps with that ACT prep as well
the first activity I want to tell you
about is convince the class this one was
one of my students favorites this year
basically what they did was they
selected a topic they conducted research
and then they crafted a proposal so
essentially they were trying to convince
the class of whatever their position was
this year we had a range of topics
everything from schools should have a 4
week to Orcas should not be held in
captivity one of the things that I like
about this is that it involves student
choice so my students were really
excited about the topics that they got
to choose I gave them a list of some
pre-approved topics and then I also let
them suggest topics of their own this
was an excellent idea because they had
some wonderful topics that they were
passionate about that I had not
previously considered I had my students
create a multimedia presentation and
they had to pick pitch their idea to the
class this also helped reinforce our
understanding of the rhetorical
situation because they knew that their
classmates were their target audience
and so tying this back to AP Lang this
activity helped students create a line
of reasoning I also had them think of
possible objections to their argument
and they had to refute those objections
in their presentation as well and one of
the things that I liked about that
component was that some students
anticipated the objections refuted them
quite early in their presentation
depending on their topic whereas others
saved it for the end because it was more
convincing that way another one that my
students liked was teach the teacher so
this was kind of similar to convince the
class except this time the class was not
the audience I was so basically they had
to select a topic that they were
interested in they conducted research
and they wrote Source summaries you
could also have them do research notes
keep in mind that you can adapt these
instructions for your students needs so
if you look in the description box for
that doc please know that you're able to
adjust the assignments to what your
students need and what's appropriate for
your school after conducting their
research my students had to write an
essay in which they tried to either
inform or persuade me about their topic
one of my classes was so into this that
they actually made me a grading playlist
meaning that they took a poll of all the
topics in the class and they decided
which order I should grade them in for
maximum comedic effect and given the
range of topics they had it was really
interesting for them to put an order
together now this was not a requirement
this was something that they thought
would be funny and they took upon
themselves but it was really interesting
because normally I just grade things in
alphabetical order by last name on
Google classroom but this time I had a
pre-selected list that my students put
to together and it actually did make the
grading process more interesting and of
course when they were trying to figure
out the funniest order for me to grade
things in they tried to go from one
extreme to another when it came to
topics my students did make the case
last month and admittedly I wasn't sure
how they were going to respond to this
but I posted it to their Google
Classroom a day before I intended to
talk about it I just kind of put it
there and they came into class that day
wanting to know if they could do this
particular case or that case or they
wanted to add cases to the list so I
would say they were pretty hyped about
it especially because I hadn't even
officially assigned it yet so basically
with make the case they have to pick a
case it can be a Supreme Court case my
students in APUSH or apgov were able to
use their textbook and their notes if
they chose this option I also allowed
them to choose a famous court case or a
cold case now with the Cold Case you
need to be careful with your school's
rules about that kind of thing but I
have a lot of students who are
self-proclaimed crime junkies and they
loved this idea so students conduct
research and they provide research notes
with citations I've been using these
projects as an opportunity to remind my
students of how to do MLA
citations that also kind of ties into
synthesis as well so for this one I had
my students write a detailed summary of
the case I believe I required a two
paragraph summary for this and then a
third paragraph in which they analyzed
the impact or significance of the case
basically trying to get them to think of
the broader context kind of like that so
what moment that you might see in
commentary or in a conclusion of an
essay now I'm not sure if any of my
students will get to use the information
that they researched for this in their
Q3 essay on the aping exam but the
reason why I like these projects is
because it gives students Tools in their
toolbox if you will one of the biggest
struggles that students have told me
about over the years is that they're not
confident in their evidence they're not
sure what to write about so my goal with
these projects is to give students
something to write about to help them be
experts on a few different topics and I
really like the student Choice element
because I feel like that increases their
buyin in case anyone's curious before it
explain the next one I guess I should
explain how long I give my students to
do this and basically what has worked
well for me has been to assign it at the
very beginning of the month and then
it's due at the end of the month that's
easier for them it's also easier for me
that being said we're working on time
management because when I designed these
projects I intended for students to work
on them a little bit each week either in
class or out of class but as fellow
teachers I'm sure you can understand
that sometimes what we intend with the
time management doesn't always happen so
please pick a time frame that is
appropriate for your
students this month we're doing famous
figures so I had my students select a
famous person it could be someone who is
living or someone who is deceased and I
had them conduct research if you have
the opportunity to I would encourage you
to have your media specialist help with
this I put together a list of different
figures that I wanted my student
students to possibly consider and she
not only pulled books of those people
but she also had some other books that
she recommended and basically we did
kind of like a book tasting type thing
in the library to kick off this project
she had the books laid out and students
got to look at them and Sample them
because I wanted them to actually read a
book about their famous figure now you
don't have to require a book but that
might be something that you consider
especially if you feel like your
students aren't reading longer texts
this can be a great way to incorporate a
level of independent reading I also
wanted my students to have different
types of sources so I suggested podcasts
and articles as well the idea behind
this is that students will take notes as
they research and again they'll practice
citations I had my students write a
developed paragraph using their famous
person as evidence for a provided Q3 Pro
prompt so basically what I did is I
chose three prompts from past exams that
I felt were pretty versatile and my
students got to look at those prompts
and then figure out which one their
person would be good evidence for I know
a lot of teachers try to incorporate
current events so here is my version of
it for in the news have students select
three to five events that are in the
news and write a detailed summary about
the event personally I'm okay with
students using news from Tik Tok and
other forms of social media I like to
meet my students where they are and
those are the platforms that they tend
to be on that being said I also give
them other resources that I encourage
them to check out so there's all sides
there's procon.org there's the donut CNN
in 10 there's probably others that I
have forgotten to list here as well but
you can tweak the assignment
instructions for whatever fits your
students but the idea behind this
particular one wasn't just that I wanted
students to write about current events
but I also wanted students to realize
that they are exposed to different news
maybe different stories in pop culture
that they might be able to use for a Q3
so I want to kind of take the news that
they get for fun as they're scrolling
through social media and try to get them
to think about it in an academic way so
with this one for the summary I have
them not only summarize the event and I
tell them to make sure that they're
summarizing it as if the person reading
it doesn't know about the event that way
they're appropriately detailed I also
have them think about the broader
implications of the event so why does
this matter what do we learn from this
event why is this event or incident
important to the general public now I
saved independent reading for last
mostly because this one was probably my
students least favorite mostly because
it was probably the most time consuming
but I do think it was valuable first
they selected a non-fiction text now I
provided a list for them of what we had
available in my classroom library and
also the school
library so as students read they
identify vocab words that they're
unfamiliar with I had my students write
the word the part of speech the
definition and a sentence of their own
because I wanted them to practice using
the word correctly I also had students
select a a short passage one to two
pages usually usually one page worked
better but there were a couple cases
where students wanted a longer selection
of text and I had them write a
rhetorical analysis paragraph about a
choice that the author makes in order to
achieve their purpose convey their
message or develop their argument so
even though these assignments tend to be
helpful for Q3 there are times when I
try to incorporate Q2 skills as well for
part three of this assignment I had them
create their own argument prompt so I
told them they could either use a quote
from the text or they could look up a
quote that was thematically linked and I
had them write a thesis and body
paragraph that used the book as evidence
and it had to be in response to the
prompt that they created now I will say
I did this in the first semester and
that might have been too early they
still did very well with it but I did
have to help students construct their Q3
prompts because they weren't as familiar
with the wording and there's nothing
wrong with that but I think next year
I'm going to save this for the second
semester I think I did it just a tad too
early this year and I think that might
have also contributed to why my students
like this one the least they really
loved convince the class teach the
teacher and make the case so one thing
to consider is just the order of these
as well you could also scale back on the
assignment but I do think it's important
to note that I did give them a month to
do this if you're looking for an
activity to give students right before
the exam check out the description box
for my Q3 database that's something that
I've given my students the last several
years before the exam and I'm going to
do it this year as well I'm going to
have them take their knowledge from
these projects and use it for their Q3
database but even if you haven't done
these projects you can still have your
students do that Q3 database there
aren't many ways for students to cram
for the aping exam but this activ has
helped my students feel more comfortable
with Q3 so again I'll leave the links
for that in the description box below
and until next time happy teaching
浏览更多相关视频
What is a counterargument
AP Seminar: Developing a Research Topic within Context of Stimulus Materials
Stable Wording for AP Lang Prompts Starting with the 2020 Exam | Coach Hall Writes
AP Seminar: Individual Written Argument (IWA) – Directions and Rubric
The KEYS to Finding Evidence for ARGUMENT Essays!
AP Seminar: Reviewing Your Individual Research Report
5.0 / 5 (0 votes)