Week 18: May 17-20
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-read
-write
-discuss
Essential Questions:
-How does this text represent (support), repress (oppose), or criticize marginalized voices (colonized)?
-How does a text
-How does a text
Tuesday 5/17Lesson Objective:
Students will analyze film as a text by applying Marxism, feminism, or post-colonialism to a film of their choice by creating a visual argument. Agenda: 1. Visual argument work day 2. Review rubric 3. Final grade calculations |
Wednesday 5/18Lesson Objective:
Students will analyze film as a text by applying Marxism, feminism, or post-colonialism to a film of their choice by creating a visual argument. Agenda: 1. VA work day |
Thursday 5/19Lesson Objective:
Students will analyze film as a text by applying Marxism, feminism, or post-colonialism to a film of their choice by creating a visual argument. Agenda: 1. VA work day |
Friday 5/20Lesson Objective:
Students will analyze film as a text by applying Marxism, feminism, or post-colonialism to a film of their choice by creating a visual argument. Agenda: 1. VA work day |
Week 17: May 10-13
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-read
-write
-discuss
Essential Questions:
-How does this text represent (support), repress (oppose), or criticize marginalized voices (colonized)?
-How does a text
-How does a text
Tuesday 5/10Lesson Objective:
Students will analyze film as a text by applying Marxism, feminism, or post-colonialism to a film of their choice. Agenda: 1. Finish The Help 2. Discuss through different lenses |
Wednesday 5/11Lesson Objective:
Students will analyze film as a text by applying Marxism, feminism, or post-colonialism to a film of their choice by creating a visual argument. Agenda: 1. Film/lens committments |
Thursday 5/12Lesson Objective:
Students will analyze film as a text by applying Marxism, feminism, or post-colonialism to a film of their choice by creating a visual argument. Agenda: 1. Plot summary |
Friday 5/13Lesson Objective:
Students will analyze film as a text by applying Marxism, feminism, or post-colonialism to a film of their choice by creating a visual argument. Agenda: 1. Character analysis |
Week 16: May 3-6
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-read
-write
-discuss
Essential Questions:
-How does an author use symbolism to achieve a purpose?
-How does this text represent (support), repress (oppose), or criticize marginalized voices (colonized)?
Tuesday 5/3Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. Post-Colonial timed write (2003 culture clash) |
Wednesday 5/4Lesson Objective:
Students will smash their AP test. Agenda: 1. Relax 2. Breath 3. Chill |
Thursday 5/5Lesson Objective:
Students will analyze film as a text by applying Marxism, feminism, or post-colonialism to a film of their choice. Agenda: 1. Model: The Help |
Friday 5/6Lesson Objective:
Students will analyze film as a text by applying Marxism, feminism, or post-colonialism to a film of their choice. Agenda: 1. Continue The Help |
Week 15: April 26-29
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-read
-write
-discuss
Essential Questions:
-How does an author use symbolism to achieve a purpose?
-How does this text represent (support), repress (oppose), or criticize marginalized voices (colonized)?
Tuesday 4/26Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. HOD 3 |
Wednesday 4/27Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. HOD 3 |
Thursday 4/28Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. Discuss HOD 3 |
Friday 4/29Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. AP Test Prep (multiple choice) |
Week 14: April 19-22
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-read
-write
-discuss
Essential Questions:
-How does an author use symbolism to achieve a purpose?
-How does this text represent (support), repress (oppose), or criticize marginalized voices (colonized)?
Tuesday 4/19Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. Discuss Part 1 |
Wednesday 4/20Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. HOD 2 |
Thursday 4/21Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. HOD 2 |
Friday 4/22Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. Discuss HOD 2 |
Week 13: April 12-15
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-read
-write
-discuss
Essential Questions:
-How does an author use symbolism to achieve a purpose?
-How does this text represent (support), repress (oppose), or criticize marginalized voices (colonized)?
Tuesday 4/12Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. Begin reading HOD p. 1-5 |
Wednesday 4/13Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. HOD 5-9 |
Thursday 4/14Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. HOD p. 9-18 |
Friday 4/15Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. HOD p.18-27 (conclude part 1) |
Week 12: April 5-8
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-read
-write
-discuss
Essential Questions:
-How does an author use symbolism to achieve a purpose?
-How does this text represent (support), repress (oppose), or criticize marginalized voices (colonized)?
Tuesday 4/5Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. Continue Master Harold |
Wednesday 4/6Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. Finish Master Harold + writing prompt 3 |
Thursday 4/7Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. HOD intro |
Friday 4/8Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. HOD intro |
Spring Break
March 28-April 4
Week 11: March 15-18
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-read
-write
-discuss
Essential Questions:
-How does an author use symbolism to achieve a purpose?
-How does this text represent (support), repress (oppose), or criticize marginalized voices (colonized)?
Tuesday 3/21Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. Introduce "Master Harold...and the boys" 2. Begin reading "Master Harold" |
Wednesday 3/22SNOW DAY
|
Thursday 3/24Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. Continue reading "Master Harold" + writing prompt 2 |
Friday 3/25Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. Continue Master Harold |
Week 11: March 15-18
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-read
-write
-discuss
Essential Questions:
Tuesday 3/15Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and marginalized communities by reading literature through a post-colonial lens. Agenda: 1. Post-colonialism timed write |
Wednesday 3/16Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and marginalized communities by reading literature through a post-colonial lens. Agenda: 1. Introduce post-colonialism 2. Class reading: Curious George 3. Read/analyze "Rikki Tikki Tavi" by Rudyard Kipling |
Thursday 3/17Lesson Objective:
Students will examine how colonialism affects relationships between colonizers and colonized communities by reading literature through a post-colonial lens. Agenda: 1. View Rikki Tikki Tavi by Rudyard Kipling |
Friday 3/18Sub
|
Week 10: March 8-11
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-analyze how gender is represented in a fictional text
-analyze how gender functions in our world
-discuss issues of gender in literature and society
-write analytical, timed essays
Essential Questions:
-How does this text reinforce, critique, or oppose stereotypes about femininity and masculinity?
-What is Feminism? What is gender theory?
-How does an author's gender affect his/her writing?
-How does a reader's gender affect his/her reading experience?
Tuesday 3/8Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Tennessee Williams' play A Streetcar Named Desire through a critical gender lens. Agenda: 1. Final discussion: SND 2. Feedback for pre-test essays (Oscar Wilde) 3. Book notes 3: picks |
Wednesday 3/9Lesson Objective:
Students will demonstrate knowledge of gender theory by writing an AP timed essay (post-test). Agenda: 1. Gender post-test: free-response essay (gender 2006) 2. Book notes 3: picks |
Thursday 3/10Lesson Objective:
Students will conduct informal research in preparation for an AP timed essay. Agenda: 1. Book notes 3: work day |
Friday 3/11Lesson Objective:
Students will conduct informal research in preparation for an AP timed essay. Agenda: 1. Book notes 3: work day 2. DUE end of hour |
Week 9: March 1-4
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-analyze how gender is represented in a fictional text
-analyze how gender functions in our world
-discuss issues of gender in literature and society
-write analytical, timed essays
Essential Questions:
-How does this text reinforce, critique, or oppose stereotypes about femininity and masculinity?
-What is Feminism? What is gender theory?
-How does an author's gender affect his/her writing?
-How does a reader's gender affect his/her reading experience?
Tuesday 3/1Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Tennessee Williams' play A Streetcar Named Desire through a critical gender lens. Agenda: 1. Continue reading ASND |
Wednesday 3/2Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Tennessee Williams' play A Streetcar Named Desire through a critical gender lens. Agenda: 1. Continue reading ASND 2. Writing prompt: scenes 4-6 |
Thursday 3/3Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Tennessee Williams' play A Streetcar Named Desire through a critical gender lens. Agenda: 1. Continue reading ASND |
Friday 3/4Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Tennessee Williams' play A Streetcar Named Desire through a critical gender lens. Agenda: 1. Finish reading ASND 2. Writing prompt: scenes 7-11 |
Week 8: February 23-26
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-analyze how gender is represented in a fictional text
-analyze how gender functions in our world
-discuss issues of gender in literature and society
-write analytical, timed essays
Essential Questions:
-How does this text reinforce, critique, or oppose stereotypes about femininity and masculinity?
-What is Feminism? What is gender theory?
-How does an author's gender affect his/her writing?
-How does a reader's gender affect his/her reading experience?
Tuesday 2/23Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Tennessee Williams' play A Streetcar Named Desire through a critical gender lens. Agenda: 1. Frankenstein wrap-up 2. Intro to A Streetcar Named Desire |
Wednesday 2/24Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Tennessee Williams' play A Streetcar Named Desire through a critical gender lens. Agenda: 1. Begin reading A Streetcar Named Desire |
Thursday 2/25Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Tennessee Williams' play A Streetcar Named Desire through a critical gender lens. Agenda: 1. Continue reading ASND |
Friday 2/26Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Tennessee Williams' play A Streetcar Named Desire through a critical gender lens. Agenda: 1. Continue reading ASND 2. Writing prompt: scenes 1-3 |
Week 7: February 16-19
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-analyze how gender is represented in a fictional text
-analyze how gender functions in our world
-discuss issues of gender in literature and society
-write analytical, timed essays
Essential Questions:
-How does this text reinforce, critique, or oppose stereotypes about femininity and masculinity?
-What is Feminism? What is gender theory?
-How does an author's gender affect his/her writing?
-How does a reader's gender affect his/her reading experience?
Tuesday 2/16Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1. Reading: Frankenstein 17-end |
Wednesday 2/17Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1. Name Change article |
Thursday 2/18Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1. Discussion of article |
Friday 2/19Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1. Final discussion (Frankenstein) |
Week 6: February 9-12
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-analyze how gender is represented in a fictional text
-analyze how gender functions in our world
-discuss issues of gender in literature and society
-write analytical, timed essays
Essential Questions:
-How does this text reinforce, critique, or oppose stereotypes about femininity and masculinity?
-What is Feminism? What is gender theory?
-How does an author's gender affect his/her writing?
-How does a reader's gender affect his/her reading experience?
Tuesday 2/16Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1. Finish Tough Guise 2. Discuss author's claim and strategies used 3. Discuss modern examples |
Wednesday 2/17Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1.Finish Frankenstein discussion (if needed) 2. Begin reading Frankenstein 17-21 |
Thursday 2/18Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: |
Friday 2/19Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: |
Week 5: February 2-5
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-analyze how gender is represented in a fictional text
-analyze how gender functions in our world
-discuss issues of gender in literature and society
-write analytical, timed essays
Essential Questions:
-How does this text reinforce, critique, or oppose stereotypes about femininity and masculinity?
-What is Feminism? What is gender theory?
-How does an author's gender affect his/her writing?
-How does a reader's gender affect his/her reading experience?
Tuesday 2/2Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1. Tough Guise statistics check 2. Begin Tough Guise -Does society affect media or does media affect society? -What is the producer's claim? -What strategies is the producer using to establish claim? |
Wednesday 2/3Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1. Finish Tough Guise 2. Discuss using essential questions |
Thursday 2/4Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1. Finish Tough Guise discussion (if needed) 2. Frankenstein 8-16 discussion |
Friday 2/5Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1. Finish Frankenstein discussion (if needed) 2. Begin reading Frankenstein 17-21 |
Week 4: January 26-29
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-analyze how gender is represented in a fictional text
-analyze how gender functions in our world
-discuss issues of gender in literature and society
-write analytical, timed essays
Essential Questions:
-How does this text reinforce, critique, or oppose stereotypes about femininity and masculinity?
-What is Feminism? What is gender theory?
-How does an author's gender affect his/her writing?
-How does a reader's gender affect his/her reading experience?
Tuesday 1/26Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1. Frankenstein Chp 1-6 discussion |
Wednesday 1/27Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: SUB Frankenstein 8-9 |
Thursday 1/28Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1. Reading Day: Frankenstein 8-16 |
Friday 1/29Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1. Definition of masculinity 2. Tough Guise statistics check (Google Classroom) |
Week 3: January 19-22
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-analyze how gender is represented in a fictional text
-analyze how gender functions in our world
-discuss issues of gender in literature and society
-write analytical, timed essays
Essential Questions:
-How does this text reinforce, critique, or oppose stereotypes about femininity and masculinity?
-What is Feminism? What is gender theory?
-Is this text supportive of the Feminist philosophy?
Tuesday 1/19Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1. Discuss Frank. letters 1-4 and chapters 1-3 2. Begin reading Frank. 4-6 (reading done by Friday) HW: "Why Sexist Language Matters" --identify the author's claim and outline her argument (ticket to discussion) |
Wednesday 1/20Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1. Discuss "Why Sexist Language Matters" 2. Frank. reading time |
Thursday 1/21Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1.#LikeAGirl Super Bowl commercial (2015) 2. Prepare for discussion (read article, identify claim, identify rhetorical strategies) 3. Assignment/grading expectations on Google Classroom |
Friday 1/22Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1. #LikeAGirl discussion REMINDER: Be THROUGH Chapter 6 of Frankenstein for Tuesday |
Week 2: January 12-15
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-analyze how gender is represented in a fictional text
-analyze how gender functions in our world
-discuss issues of gender in literature and society
-write analytical, timed essays
Essential Questions:
-How does this text reinforce, critique, or oppose stereotypes about femininity and masculinity?
-What is Feminism? What is gender theory?
-Is this text supportive of the Feminist philosophy?
Tuesday 1/12 Lesson Objective:
Students will understand "frame story" and "epistolary" to establish setting by reading Mary Shelley's novel, Frankenstein. Agenda: 1. What is a frame story? 2. What is an epistolary novel? 3. Who was Mary Shelley (historical context)? 4. Begin reading Author's Introduction (M. Shelley), Preface (P. Shelley) and letters I and II HW: Finish reading letters III / IV |
Wednesday 1/13Lesson Objective:
Students will demonstrate knowledge of gender theory by writing an AP timed essay (pretest). Agenda: 1. Timed write (2006 gender) HW: Finish reading Frankenstein, letters III / IV |
Thursday 1/14Lesson Objective:
Students will understand the philosophy of "feminism" as it relates to gender (literary) theory and create statements for literary characters using the feminist lens. Agenda: 1. What is a "man"? 2. What is a "woman"? 3. Definition of feminism (it's not what you think!) 4. Feminist lens statements of literary characters: -Curly's wife (Of Mice and Men) -Daisy Buchanan (The Great Gatsby) -Ophelia (Hamlet) -Gertrude (Hamlet) HW: Excerpt from Full Frontal Feminism and Guyland |
Friday 1/15Lesson Objective:
Students will examine how feminism affects traditional roles and relationships by reading Mary Shelley's Frankenstein through a critical gender lens. Agenda: 1. Discuss/analyze conclusions drawn FFF and Guyland 2. Begin reading Frankenstein 1 - 3 HW: Finish reading and prepare for discussion: How does gender (as a reader) affect your interpretation of this text? |
Week 1: January 5-8
Standards:
12.2.1
12.2.2
12.3.2
Objectives:
Students will...
-analyze how gender is represented in a fictional text
-analyze how gender functions in our world
-discuss issues of gender in literature and society
-write analytical, timed essays
Essential Questions:
-How does this text reinforce, critique, or oppose stereotypes about femininity and masculinity?
-What is Feminism? What is gender theory?
-Is this text supportive of the Feminist philosophy?
Tuesday 1/5Lesson Objective:
Students will examine feedback from their December final and prepare to rewrite their essay. Agenda: 1. Welcome back! 2. Feedback from December final timed write (power struggle 2005) |
Wednesday 1/6Lesson Objective:
Students will prepare to rewrite their essay using informal research on a novel of their choice. Agenda: 1. Pick a novel (2005 AP power struggle list) 2. Begin Booknotes: Set 2 -required information found on Google Classroom--DUE end of class 1/7 |
Thursday 1/7Lesson Objective:
Students will prepare to rewrite their essay using informal research on a novel of their choice. Agenda: 1. Finish Booknotes: Set 2 2. Submit to Google Classroom |
Friday 1/8Lesson Objective:
Students will utilize information gained from research to rewrite a timed essay. Agenda: 1. Timed write (2005 AP free-response: power struggle) |