Week 12: October 27-30
Unit 2: Class Theory (Marxism)
Unit Objectives:
Students will..
-Analyze literature through a critical lens (Marxism).
-Identify and analyze class conflict in fiction and nonfiction texts.
-Evaluate effectiveness of class conflict representations in a text.
-Write 11-sentence essays.
Essential Questions
-What is Marxism?
-How does this text comment on or represent class conflict?
-How can I use the "11-Sentence Essay" to respond to literature?
Tuesday 10/27Lesson Objective:
Students will analyze class conflict according to Marxist literary theory by reading, discussing, and responding to Shakespeare's drama Hamlet. Agenda: 1. Conclude Hamlet, Act 2 2. Write 11-sentence essay, Hamlet Act 2 |
Wednesday 10/28Lesson Objective:
Students will analyze class conflict according to Marxist literary theory by reading, discussing, and responding to an essay on modern homelessness. Agenda: 1. Read and complete discussion questions for "On Dumpster Diving" |
Thursday 10/29Lesson Objective:
Students will analyze class conflict according to Marxist literary theory by reading, discussing, and responding to an essay on modern homelessness and participating in an online discussion. Agenda: 1. "On Dumpster Diving" online discussion |
Friday 10/30Lesson Objective:
Students will analyze class conflict according to Marxist literary theory by reading, discussing, and responding to a discussion prompt. Agenda: 1. 1-page response to the following prompt: Is "basic" |
Week 11: October 20-23
Unit 2: Class Theory (Marxism)
Unit Objectives:
Students will..
-Analyze literature through a critical lens (Marxism).
-Identify and analyze class conflict in fiction and nonfiction texts.
-Evaluate effectiveness of class conflict representations in a text.
-Write 11-sentence essays.
Essential Questions
-What is Marxism?
-How does this text comment on or represent class conflict?
-How can I use the "11-Sentence Essay" to respond to literature?
Tuesday 10/20Lesson Objective:
Students will analyze class conflict according to Marxist literary theory by reading, discussing, and responding to Shakespeare's drama Hamlet. Agenda: 1. Hamlet, Act 1 |
Wednesday 10/21Lesson Objective:
Students will analyze class conflict according to Marxist literary theory by reading, discussing, and responding to Shakespeare's drama Hamlet. Agenda: 1. Finish Hamlet, Act 1 2. Intro to 11-Sentence Essay format 3. Create Claims |
Thursday 10/22Lesson Objective:
Students will analyze class conflict according to Marxist literary theory by reading, discussing, and responding to Shakespeare's drama Hamlet. Agenda: 1. 11-Sentence Essay, Hamlet Act 1 |
Friday 10/23Lesson Objective:
Students will analyze class conflict according to Marxist literary theory by reading, discussing, and responding to Shakespeare's drama Hamlet. Agenda: 1. Begin Hamlet, Act 2 |
Week 10: October 13-16
Unit 2: Class Theory (Marxism)
Unit Objectives:
Students will..
-Analyze literature through a critical lens (Marxism).
-Identify and analyze class conflict in fiction and nonfiction texts.
-Evaluate effectiveness of class conflict representations in a text.
-Write 11-sentence essays.
Essential Questions
-What is Marxism?
-How does this text comment on or represent class conflict?
-How can I use the "11-Sentence Essay" to respond to literature?
Tuesday 10/13Lesson Objective:
Students will discuss "Blue Collar Brilliance" in terms of reader response (personal connection), class theory, and rhetorical analysis. Agenda: 1. Discuss "Blue Collar Brilliance" |
Wednesday 10/14Lesson Objective:
Students will demonstrate background knowledge by taking a pre-test (timed write). Agenda: 1. Class theory (Hamlet) timed write (all class) |
Thursday 10/15Lesson Objective:
Students will analyze class conflict according to Marxist literary theory by reading, discussing, and responding to Shakespeare's drama Hamlet. Agenda: 1. Begin reading Hamlet Act 1 |
Friday 10/16Lesson Objective:
Students will analyze class conflict according to Marxist literary theory by reading, discussing, and responding to Shakespeare's drama Hamlet. Agenda: 1. Continue reading Hamlet Act I |
Week 9: October 6-9
Unit 2: Class Theory (Marxism)
Unit Objectives:
Students will..
-Analyze literature through a critical lens (Marxism).
-Identify and analyze class conflict in fiction (Shakespeare's Hamlet) and nonfiction (various essays) texts.
-Evaluate effectiveness of class conflict representations in a text.
-Write 11-sentence essays.
Essential Questions
-What is Marxism?
-How does this text comment on or represent class conflict?
-How can I use the "11-Sentence Essay" to respond to literature?
Tuesday 10/6Lesson Objective:
Students will read an excerpt from Tim O'Brien's The Things They Carried and write a reader's response entry. Agenda: 1. Read 2. Reader Response (Google Classroom) |
Wednesday 10/7Lesson Objective:
Students will demonstrate knowledge gained by participating in a AP timed-write (free response-TTTC). Agenda: 1. TTTC Timed Write (all class) |
Thursday 10/8Lesson Objective:
Students will be able to define "Marxism" by taking notes on class theory. Agenda: 1. What is Marxism? 2. Class stratification 3. Class identification |
Friday 10/9Lesson Objective:
Students will evaluate an author's argument by reading Mike Rose's essay "Blue Collar Brilliance" and responding to reader's response theory and class theory questions about the essay. Agenda: 1. Read "Blue Collar Brilliance" by Mike Rose 2. Prepare for discussion by responding to reader's response and class theory prompts |
Week 8: September 29-October 2
Unit 1: Reader-Response
Unit Objectives:
Students will...
-Analyze literature through a critical lens.
-Apply narrative techniques to write a Literacy Autobiography.
-Apply narrative techniques to write a "This I Believe" philosophy.
-Apply literary terms specific to the AP Literature and Composition exam.
Essential Questions?
-What is literary theory?
-Why do we use literary theory to analyze text?
-How does this text reflect the experience, beliefs, and understandings of its reader?
-How does one's personal experiences affect writing style, tone, and content?
Tuesday 9/29Lesson Objective:
Students will read an excerpt from Tim O'Brien's The Things They Carried and write a reader's response entry. Agenda: 1. Read 2. RR on Google Classroom |
Wednesday 9/30Lesson Objective:
Students will write a brief introduction and conclusion of their "This I Believe" participate in a peer revision of their "This I Believe" essay using the designated rubric. Agenda: 1. Intro and Conclusion 2. Peer revision |
Thursday 10/1Lesson Objective:
Students will read an excerpt from Tim O'Brien's The Things They Carried and write a reader's response entry. Agenda: 1. Read 2. RR on Google Classroom |
Friday 10/2Lesson Objective:
Students will read an excerpt from Tim O'Brien's The Things They Carried and write a reader's response entry. Agenda: 1. "This I Believe" final draft DUE 2. Read 3. RR on Google Classroom |
Week 7: September 21-25
Unit 1: Reader-Response
Unit Objectives:
Students will...
-Analyze literature through a literary lens.
-Apply narrative techniques to write a Literacy Autobiography.
-Apply narrative techniques to write a "This I Believe" philosophy.
-Apply literary terms specific to the AP Literature and Composition exam.
Essential Questions?
-What is literary theory?
-Why do we use literary theory to analyze text?
-How does this text reflect the experience, beliefs, and understandings of its reader?
-How does one's personal experiences affect writing style, tone, and content?
Monday 9/21Lesson Objective:
Students will choose two belief statements and begin outlining four guiding principles to support their statement for the "This I Believe" essay. Agenda: 1. Speed dating (one last round) 2. Choose TWO belief statements you feel most attached to 3. Begin outline FOUR guiding principles for EACH statement (submit ideas to Google Classroom) |
Tuesday 9/22Lesson Objective:
Students will begin drafting Guiding Principle 1 and 2 for the "This I Believe" essay. Agenda: 1. Commit to a statement 2. Begin drafting Guiding Principle 1 and 2 (Google Docs) |
Wednesday 9/23Lesson Objective:
Students will read "Stockings" through "Notes" and write a RR response. Agenda: 1. Read "Stockings" through "Notes" 2. Pick ONE 3. Complete RR (submit to Google Classroom) |
Thursday 9/24Lesson Objective:
Students will begin drafting Guiding Principle 3 and 4 for "This I Believe" essay. Agenda: 1. Begin drafting Guiding Principle 3 and 4 (Google Docs) |
Friday 9/25REPORT TO STUDY HALL
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Week 6: September 14-18
Unit 1: Reader-Response
Unit Objectives:
Students will...
-Analyze literature through a literary lens.
-Apply narrative techniques to a Literacy Autobiography.
-Apply literary terms specific to the AP Literature and Composition exam.
Essential Questions?
-What is literary theory?
-Why do we use literary theory to analyze text?
-How does this text reflect the experience, beliefs, and understandings of its reader?
Monday 9/14Lesson Objective:
Students will be introduced to the "This I Believe" essay assignment and read model essays submitted to NPR. Agenda: 1. This I Believe 2. Read 3 essays (reading assignment details on Google Classroom) 3. Identify patterns among essays |
Tuesday 9/15Lesson Objective:
Students will deconstruct model "This I Believe" essays by identifying patterns and creating their own criteria. Agenda: 1. Discuss model essays 2. Read "Be Cool to the Pizza Delivery Dude" 3. Identify criteria for the four main principles |
Wednesday 9/16Lesson Objective:
Students will create a list of "belief" statements and share and discuss them with their classmates. Agenda: 1. Sample belief statements (PowerPoint) 2. Brainstorm (10 minutes) 3. Share (speed dating) |
Thursday 9/17Lesson Objective:
Agenda: |
Friday 9/18Lesson Objective:
Students will complete a RR diagram and written response for Tim O'Brien's "Sweetheart of the Song Tra Bong". Agenda: 1. Read "Sweetheart of the Song Tra Bong" 2. Construct RR diagram 3. Write RR (submitted to Google Classroom) |
Week 5: September 8-11
Unit 1: Reader-Response
Unit Objectives:
Students will...
-Analyze literature through a literary lens.
-Apply narrative techniques to a Literacy Autobiography.
-Apply literary terms specific to the AP Literature and Composition exam.
Essential Questions?
-What is literary theory?
-Why do we use literary theory to analyze text?
-How does this text reflect the experience, beliefs, and understandings of its reader?
Monday 9/7
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Tuesday 9/8Lesson Objectives:
Students will participate in a peer workshop using drafts of their Literacy Autobiographies. Agenda: 1. Workshop expectations 2. Peer workshop HW: Make edits/revisions to your own Literacy Autobiography (final draft DUE 9/10) |
Wednesday 9/9Lesson Objectives:
Students will apply RR theory to Tim O'Brien's The Things They Carried. Agenda: 1. Read "On the Rainy River" 2. RR diagram 3. Reader's Response (submit to Google Classroom) |
Thursday 9/10Lesson Objectives:
Students will share their reader's responses to "On the Rainy River" by participating in a large group discussion. Agenda: 1. Literacy Autobiography DUE (Google Classroom) 2. "On the Rainy River" discussion |
Friday 9/11Lesson Objectives:
Students will write a retrospective letter and grade themselves using the appropriate rubric for their Literacy Autobiography. Agenda: 1. Retrospective letter 2. Rubric |
Week 4: August 31-September 4
Unit 1: Reader-Response
Unit Objectives:
Students will...
-Analyze literature through a literary lens.
-Discuss literature through a literary lens.
-Write about literature through a literary lens.
-Apply literary terms specific to the AP Literature and Composition exam.
Essential Questions?
-What is literary theory?
-Why do we use literary theory to analyze text?
-How does this text reflect the experience, beliefs, and understandings of its reader?
Monday 8/31Lesson Objective:
Students will apply RR theory to TTTC by discussing the first chapter. Agenda: 1. Discussion of "The Things They Carried" 2. Intro to Reader Responses HW: Write a 500-word "reader's response" to AT LEAST ONE of the prompts provided |
Tuesday 9/1Lesson Objective:
Students will write a Literacy Autobiography using Sherman Alexie's "Superman and Me" by applying narrative writing techniques. Agenda: 1. Intro to Literacy Autobiography 2. Begin timeline HW: finish timeline |
Wednesday 9/2Lesson Objective:
Students will apply creative narrative writing techniques by creating a Literacy Autobiography. Agenda: 1. Writing groups 2. Google Drive (share) 3. Brainstorm: -positive memory from timeline -negative memory from timeline |
Thursday 9/3Lesson Objective:
Students will apply creative narrative writing techniques by creating a Literacy Autobiography. Agenda: 1. Review rubric 2. Reread/critique sample 3. Begin writing rough draft HW: Finish rough draft (be ready to workshop on Tues. 9/8) |
Friday 9/4Lesson Objective:
Students will apply RR theory to TTTC by reading "Love" and "Spin". Agenda: 1. Read "Love" and "Spin" in TTTC 2. Complete a RR diagram for each story 3. Write a 500-word Reader's Response to AT LEAST one of the prompts provided (submit on Google Classroom by Tues. 9/8) |
Week 3: August 24-28
Unit 1: Reader-Response
Unit Objectives:
Students will...
-Analyze literature through a literary lens.
-Discuss literature through a literary lens.
-Write about literature through a literary lens.
-Apply literary terms specific to the AP Literature and Composition exam.
Essential Questions?
-What is literary theory?
-Why do we use literary theory to analyze text?
-How does this text reflect the experience, beliefs, and understandings of its reader?
Monday 8/24Lesson Objective:
Students will demonstrate knowledge gained by participating in a timed write (2015 cruelty). Agenda: 1. 3-minute prep 2. Timed write (all class) |
Tuesday 8/25Lesson Objective:
Students will be introduced to literary theory and identify the social, genetic, and cultural groups they belong to that identify their reading "lens". Agenda: 1. What is literary theory? (cheat sheet) 2. Cultural facets -gender -ethnicity -Religious/spiritual beliefs -social class -language -geography -family dynamics -political views |
Wednesday 8/26Lesson Objective:
Students will apply Reader Response theory to "My Papa's Waltz" and ... Agenda: 1. List of "topics" 2. Make a statement about each topic according to cultural facets 3. Class read of "My Papa's Waltz" (read twice) 4. Surprise poem |
Thursday 8/27Lesson Objective:
Students will apply Reader Response theory to "Superman and Me" by Sherman Alexie. Agenda: 1. Read/annotate "Superman and Me" by Sherman Alexie 2. Complete RR diagram |
Friday 8/28Lesson Objective:
Students will reflect on scores for the post-timed write. Students will apply RR theory to Tim O'Brien's novel The Things They Carried. Agenda: 1. Download TTTC 2. Begin reading "The Things They Carried" 3. Complete a RR diagram |
Week 2: August 17-21
Unit 1: Reader-Response
Unit Objectives:
Students will...
-Understand objectives and expectations for the course.
-Apply prompt analysis strategies
-Research plot summaries, themes, and characters.
-Create claims addressing the prompt.
-Evaluate sample student essays according to the AP Lit/Comp 9-point rubric.
Essential Questions?
-What is literary theory?
-Why do we use literary theory to analyze text?
-How does this text reflect the experience, beliefs, and understandings of its reader?
Monday 8/17Lesson Objective:
Students will reflect on feedback provided on their first timed write. Students will apply "Text, Task, Language" prompt analysis to an AP free-response prompt. Agenda: 1. Syllabus 2. Timed write reflection 3. Prompt analysis |
Tuesday 8/18Lesson Objective:
Students will familiarize themselves with the AP Lit rubric and complete a prompt analysis of the 2007 prompt. Agenda: 1. AP Lit v. AP Lang rubric 2. Prompt analysis 2007 |
Wednesday 8/19Lesson Objective:
Students will create claims and gather evidence to support claims by using the 2015 AP free-response prompt. Agenda: 1. Claim how-to 2. Research using book notes 3. Outlines for 2015 prompt (cruelty) |
Thursday 8/20Lesson Objective:
Students will create claims and gather evidence to support claims by using the 2015 AP free-response prompt. Agenda: 1. Continue researching, outlines to address 2015 prompt |
Friday 8/21Lesson Objective:
Students will read, evaluate, and discuss sample essays responding to the 2007 AP prompt by using the AP rubric. Agenda: 1. Sample student essays (2007 prompt) 2. Rationales using rubric |
Week 1: August 10-14
Monday 8/10Lesson Objective:
Students will create class culture by playing board games. Agenda: 1. Scattergories |
Tuesday 8/11Lesson Objective:
Students will create a list of experiences from last year to help set expectations for AP Lit. Agenda: 1. Experiences from AP Lang 2. Expectations for AP Lit 3. Strengths and Weaknesses coming in to AP LIt 4. My expectations for AP Lit |
Wednesday 8/12Lesson Objective:
Students will conduct informal research on a book/drama chosen from a list from an actual AP prompt (2015). Agenda: 1. Pick Your Poison 2. Items to research: -Title -Author -Publication date -1 sentence summary for each chapter, act (however it is organized) -Themes -Characters (list of adjectives) |
Thursday 8/13Lesson Objective:
Students will conduct informal research on a book chosen from a list from an actual AP prompt (2015). Agenda: 1. Continue research 2. Print copy DUE by end of period 3. E-copy shared with me |
Friday 8/15*Assembly Schedule*
Lesson Objective: Students will demonstrate knowledge by taking a pre-test (2015 analysis prompt). Agenda: 1. Timed write (all class) |