Week 1

9/4

• Discuss/celebrate May’s test score results
• Give overview of year’s curriculum--from website
• Join Edmodo: uytkri
• Point out upcoming Thursday quiz on Owen Meany ch. 7 and quiz hints--students may use notes from quiz hints in own handwriting.
• Show students e-book/Launchpad access link on Edmodo and students access e-book

• Give ss understanding of theme and how to identify and explain it (based on pgs. 195-196)
• I.D. theme in various novels/plays, using correct wording and explaining HOW we know this is the theme/what situations support it—character change, lack of resolution of conflict esp.

--To Kill a Mockingbird—the inherent, intrinsic value of human life demands just treatment of mankind (shift in view of Boo Radley)

• --Romeo and Juliet—the fragility of love and obstacles to its thriving (Romeo and Juliet’s deaths)
• Ss assigned to read POST “A Worn Path”—to i.d. theme and 2 supporting details/what supports it.—Write down answers! POST Theme doc.
• Explain Owen Meany quiz schedule and that students are taking characterization and theme notes at home but especially in class.

9/5

• SS turn in written thematic comments on “A Worn Path”
• Brief quiz on “A Worn Path”
• Discuss short story—What’s attractive, engaging about the story (irony—despite conflicts, Phoenix prevails)
• SS ID conflicts
• Show open essay prompts
• Show parts of All Quiet… and Montana 1948 thematic comments, Moby Dick

9/6

• Quiz on Owen Meany ch. 7 “The Dream” + discussion

Assign Checkov’s POST “The Bear”—quiz on Friday I.D. main AND minor characters, main characters’ goals—12 points

9/7

• Quiz on “The Bear”
• Discuss play—theme and what supports it.
• SS choose open essay prompt and compose an open essay outline in response—COPY OUTLINE
• Show model essays, especially model essay pgs. 1016-1019.
• Assign “The Japanese Quince” for Monday, students to annotate for conflict and symbolism.

Week 2

Week 2

9/10

• Quiz on “The Japanese Quince”
• Hand back outlines, discuss
• Finish showing model open essays
• Discuss “The Japanese Quince,” symbolism, character.
• Students work in pairs to explain conflict contributing to theme.
• Show open essay prompts—especially the 1990’s, noting which Owen Meany would pertain to students taking characterization and theme notes.

9/11

• Finish Quince--conflict/theme discussion/answers.
• Quiz on Owen Meany ch. 8 “The Finger.”
• Discussion and note taking on ch. 8

9/12

• Finish discussion and note taking on Owen Meany ch. 8
• Assign “Everyday Use” for Thursday

9/13

• Quiz on Ev. Use

--meaning of title

• Discuss short story, focusing on characters/characterization.
• SS determine who is the most intriguing character and why.
• Groups share w/chat on Edmodo.
• Discuss.
• Explain how author achieves characterization—direct vs. indirect (mainly)
• Class id’s themes of story in groups and shares on Edmodo.
• ID conflicts and how they contribute to themes

9/14

• Review themes and characters in Ev. Use.
• SS fill out open essay outline.
• Ss write intro. And body paragraph.
• Homework: Read Trifles for Tuesday.

9/13

• Review recent writing/grammar errors on recent outline using overhead.
• Show model essay on Jap. Quince.
• Review answers to Ev. Use quiz statement of theme + support.
• Discuss themes and characters in Ev. Use.
• SS fill out open essay outline on Ev. Use

9/14

• Students finish Ev. Use analysis outline.
• Ss write intro. And body paragraph of essay.
• Students read novel for Monday.

Week 3

Monday

9/17

• Quiz on Owen Meany ch. 9 “The Shot”
• Discussion + note taking on ch. 9
• Assign open essay outline on Owen Meany, due Wednesday
• Assign pgs. 30-32 (analysis as argument).
• Hand out essay outlines.

9/18

• Finish discussion of Owen Meany ch. 9.
• Students complete open essay outline on Owen Meany.
• Assign pgs. 41-50 (Using evidence to support your argument), also pg. 1013 on characterization.
• Students start drafting outlines.

9/19

• Students continue drafting essays.

9/20

• Owen Meany essays due at beginning of hour.
• Explain symbol/allegory.
• Introduce The Scarlet Letter puritans, imagery and get book
• Read intro. Pages to The Scarlet Letter and assign reading/note taking.
• Show reading schedule.

9/21

• Students read “Young Goodman Brown.”
• Give quiz hints for YGB quiz:

His destination; irony surrounding his destination; significance of the walking stick; Goody Cloyse’s background; strange phantom-like/seemingly human encounters at the bonfire as he goes forth

Students read 1st few pages of The Scarlet Letter and take multiple choice quizzes on first few pages.

Week 4

9/24

• Hand back essays and review
• Quiz YGB
• Discuss symbol/allegory in YGB.
• Students complete m. choice ?'s on first few pages of The Scarlet Letter.

Week 7

Oct. 15-19

Monday

• Hand back essays on “Sonnet 30” and review.

Tuesday

• Quiz on Quiz The Scarlet Letter chs. 20-22 pgs. (23 pgs.) 146-169 + discussion + note taking

Wednesday

• Finish discussion of The Scarlet Letter.
• Introduce sensory imagery categories
• Present/show “Meeting at Night,” and students notice imagery types and meaning and tones.
• Hand out "Between the World and Me," and students read.

Thursday

• Students determine meanings/tones of "Between the World and Me," and annotate for sensory imagery, and quickly formulate essay outline on role of imagery.
• Students read The Scarlet Letter chs. 23-24 for Friday quiz/discussion.

Friday

• Quiz and discussion on The Scarlet Letter chs. 23-24.
• Show docs. on The Scarlet Letter about theme.
• Check imagery annotations/outlines for “Between the World and Me,” and discuss poem
• Show model essay on “Between the World and Me.”

Week 8

10/22-26

Monday

• Continue to show critical analysis docs. on The Scarlet Letter, and discuss symbol/allegory.
• Assign students to read docs.

Tuesday

• Finish discussion of The Scarlet Letter.
• Show/hand out "Cargoes" and students write quick outline of role of imagery.

Wednesday

• Timed essay on The Scarlet Letter.

Thursday

• Hand back and review essays on The Scarlet Letter.
• Check “Cargoes” , and groups share amongst members meaning/tone/role of imagery and post on Edmodo best insights.
• Show model imagery analysis essay of “Cargoes.”
• Hand out "To Autumn," and students annotate.

Friday

• Timed essay on "To Autumn"

Week 9

October 29-November 2

Monday

• Hand back "To Autumn" essays and review.
• Introduce King Lear.

Tuesday

• Review sentence structure and variations on the normal in order to present role of syntax in poetry.
• Review schematic terms.
• Assign reading of Syntax Pgs. 574-576.
• Show Milton line from Paradise Lost, “Death be not Proud” (frame), “Batter My Heart,” “Dolor,” Roethke, but especially Hopkins’s “The Windhover.”
• Assign “Spring” and ss annotate for role of syntax.

Week 8 Revised

October 22-26

Monday

• Students answer thematic questions on The Scarlet Letter referring to a posted Prezi for answers.
• Start discussion of answers.

Tuesday

• Finish discussion of answers to The Scarlet Letter thematic questions.
• Students determine meanings/tones of "Between the World and Me," and annotate for sensory imagery, and quickly formulate essay outline on role of imagery.
• Start discussion on meaning, author purpose, tone, imagery in poem.

Wednesday

• Open essay with notes on The Scarlet Letter in response to the following prompt:

Cite evidence of moral ambiguity in one character, and explain the significance of this character’s moral ambiguity to the work as a whole.

Thursday

• Show model essay on “Between the World and Me.”
• Show/hand out "Cargoes" and students write quick outline of role of imagery.
• Check “Cargoes” , and groups share amongst members meaning/tone/role of imagery and post on Edmodo best insights.
• Show model imagery analysis essay of “Cargoes.”
• Hand out "To Autumn," and students annotate.

Friday

• Timed essay on "To Autumn"

Week 9

October 29-November 2

Monday

• Hand back "To Autumn" essays and review.

Introduce King Lear.

(Nov. 27-Dec. 1)

• If time, introduce Romantic poets--Keats

Tuesday

• Introduce Keats
• Introduce poem—play video
• Hand out “Ode on a Grecian Urn”
• Students read
• Discuss poem.
• Students complete worksheet.

Wednesday

• Finish discussing “Grecian Urn”
• Introduce “Ode to a Nightingale” and play video.
• Hand out “Ode to a Nightingale”—ss read and annotate for imagery

Thursday

• Discuss “Nightingale”
• Introduce Percy Shelley
• Introduce “Ode to the West Wind” and play video.
• Students read poem.
• Discuss
• Students complete worksheet on poem.

Friday

• Discuss poem and worksheet answers.
• Introduce “To a Skylark” with video.
• Hand out “To a Skylark.” Ss divide into sections.
• Hand out essay outline and ss complete for Tuesday.

Q2 Week 4

(Dec. 4-8)

Monday

Tuesday

• Students turn in outlines.

Prose Passage Analysis

• Play “Story of an Hour” video.
• Assign students to read “Story of an Hour.”
• Discuss briefly.
• Assign students in small groups to annotate each a different section.
• Students start to share insights for techniques and their roles.

Wednesday

• Timed essay “To a Skylark.”

Thursday

• Hand back “Skylark” essays and review.

Friday

• Students finish sharing insights on techniques and their roles in “Story of an Hour”

Q2 Week 5

(Dec. 11-15)

Monday

• Wuthering Heights quiz chs. 24-26
• Discuss novel.
• Students complete analysis essay outline on “Story of an Hour.”

Tuesday

• Hand out Desai prose passage article and ss read.
• Discuss article.
• Students annotate for point of view, characterization, setting
• Discuss annotations.

Wednesday

• Wuthering Heights quiz ch, 27
• Discuss novel briefly.
• Students compose outline on Desai passage.

Thursday

• Students in pairs read and score Desai passage essays.

Friday

• Wuthering Heights quiz chs. 28-31
• Discuss novel.

Q2 Week 6

(Dec. 18-21)

Monday

• Read and discuss Wuthering Heights themes, motifs.
• Students finish reading novel.

Tuesday

• Wuthering Heights quiz chs. 32-34
• Discuss novel.

Wednesday

• Timed open essay on Wuthering Heights.
• Hand out Dickens “Dombey and Son” and students re

Thursday

• Hand back essays and review.

Discuss “Dombey and Son”

Q1 Week 9 AP English Lit.

10/29

· Show model imagery analysis essay of “Cargoes.”

· Hand out “To Autumn” and students complete essay outline and turn in.

· Students write intro. + one body paragraph

· Assign Tragedy in Dramatic Literature reading pgs. 1027-1033 for Tuesday.

10/30

· Quiz on tragedy in dramatic literature

Introduce King Lear.

· King Lear Plot Prezi

· King Lear Video Summary

· King Lear Summaries Act 1, scenes 1-3

· King Lear Analyses Act 1 Scenes 1-3

· Play video with remaining time.

· Assign m. choice one section

10/31

· King Lear “Nothing will come of nothing”

· King Lear Summaries Act 1, scenes 4-5

· King Lear Analyses Act 1, scenes 4-5

· Review m. choice

· Play video with remaining time.

· Assign m. choice one section.

11/1

· King Lear “Goneril and Regan”

· King Lear Summaries Act 2, scenes 1 and 2

· King Lear Analyses Act 2, scenes 1 and 2

· Review m. choice

· Play video with remaining time.

· Assign m. choice two sections for Monday.

11/2

· King Lear Motifs Prezi

· The Role of the Fool Prezi

· Play “King Lear The Fool” video.

· Play “King Lear The Storm” video.

· Play summary video Act III

· 4 Prezis Act III Summaries

· Play Act III, scene 5 video.

Play video with remaining time.

Q2 Week 1 AP Eng. Lit. & Comp.

Nov. 5-9

Monday

· King Lear “Goneril and Regan”

· King Lear Summaries Act 2, scenes 1 and 2

· King Lear Analyses Act 2, scenes 1 and 2

· Play video with remaining time.

· Assign reading Tragedy in Dramatic Literature reading pgs. 1027-1033 for Wednesday quiz.

Tuesday

· King Lear Motifs Prezi

· The Role of the Fool Prezi

· Play “King Lear The Fool” video.

· Play “King Lear The Storm” video.

· Play summary video Act III

· 4 Prezis Act III Summaries

· Play Act III, scene 5 video.

· Play video with remaining time.

Wednesday

· Quiz on Tragedy in Drama

· King Lear Sparknotes Act III, vi

· Act 3, scene 7 summary + Analysis

· Play video “The Blinding of Gloucester.”

· Play footage from film.

Thursday

· King Lear Summary Video + Prezis Act IV

· Prezi on Insight in Blindness

· Read key sections in Sparknotes.

· Watch video of Act IV.

Friday

· King Lear Prezi on Gloucester/Lear parallels

· King Lear Summary Video + Prezis Act V

· Read key sections in Sparknotes.

· Watch video of film.

· King Lear Prezis on Tragic Hero

· Video on tragic hero.

Q2 Week 2

Nov. 12-16

APS.ENG.LIT.R.1 - Reading in an AP course is both wide and deep. This reading necessarily builds upon and complements the reading done in previous English courses so that by the time students complete their AP course, they will have read works from several genres and periods — from the 16th to the 21st century. More importantly, they will have gotten to know a few works well. In the course, they read deliberately and thoroughly, taking time to understand a work’s complexity, to absorb its richness of meaning, and to analyze how that meaning is embodied in literary form. In addition to considering a work’s literary artistry, students reflect on the social and historical values it reflects and embodies. Careful attention to both textual detail and historical context provides a foundation for interpretation, whatever critical perspectives are brought to bear on the literary works studied.

APS.ENG.LIT.R.4 - In short, students in an AP English Literature and Composition course read actively. The works taught in the course require careful, deliberative reading. And the approach to analyzing and interpreting the material involves students in learning how to make careful observations of textual detail, establish connections among their observations, and draw from those connections a series of inferences leading to an interpretive conclusion about the meaning and value of a piece of writing.

Monday

§ Students turn in King Lear Act I first half pgs. 94-108 answering my questions in writing.

§ Teacher reviews correct answers.

Tuesday

· Students read King Lear Act I second half pgs. 108-123 and answer questions, finishing for homework.

Wednesday

· Review King Lear Act I pt. 2 answers to questions.

· Assign students to read King Lear Act II and answer questions.

Thursday

· Students finish King Lear Act II questions and turn in.

· Start to review answers.

Friday

· Finish reviewing Act II answers.

· Hand out and assign King Lear Act III pt. 1 questions, answers due Monday.

Q2 Week 3

Nov. 26-30

Monday

§ Review answers to Act III pt. 1

§ Students start answering Act III pt. 2 questions

Tuesday

§ Students finish King Lear Act III pt. 2 questions and teacher

reviews answers.

Wednesday

· Finish reviewing answers to Act III pt. 2 questions

· Review King Lear Act IV with video and with Prezi

· Assign King Lear Act IV questions.

Thursday

§ Students answer King Lear Act IV questions.

Friday

· Hand back and discuss King Lear Act IV questions.

· Present King Lear Act V review.

· Assign King Lear Act V questions.

APS.ENG.LIT.W.1 - Writing is an integral part of the AP English Literature and Composition course and exam. Writing assignments focus on the critical analysis of literature and include expository, analytical, and argumentative essays. Although critical analysis makes up the bulk of student writing for the course, well-constructed creative writing assignments may help students see from the inside how literature is written. Such experiences sharpen their understanding of what writers have accomplished and deepen their appreciation of literary artistry. The goal of both types of writing assignments is to increase students’ ability to explain clearly, cogently, even elegantly, what they understand about literary works and why they interpret them as they do.

APS.ENG.LIT.W.5 - The various AP English Literature and Composition Released Exams and AP Central provide sample student essay responses written under exam conditions — with an average time of 40 minutes for students to write an essay response. These essays were written in response to two different types of questions: (1) an analysis of a passage or poem in which students are required to discuss how particular literary elements or features contribute to meaning; and (2) an “open’’ question in which students are asked to select a literary work and discuss its relevant features in relation to the question provided. Students can be prepared for these free-response questions through exercises analyzing short prose passages and poems and through practicing with “open’’ analytical questions. Such exercises need not always be timed; instead, they can form the basis for extended writing projects.

Q2 Week 4 Dec. 3-7

Monday

· Students turn in King Lear Act V questions.

· Check for completion of King Lear Act V answers to questions.

· Review answers to King Lear Act V

· Start reviewing themes/motifs/characterization in King Lear

Tuesday

· Finish reviewing themes/motifs/characterization in King Lear

-Play King Lear Kahoot.

Wednesday

• Timed open essay on King Lear.

Thursday

· Hand back and review King Lear essays, showing best and analyzing for strengths.

• Introduce Romantic poets--Keats
• Introduce poem—play video

Q2 Week 5 Dec. 10-14

Monday

• Hand out “Ode on a Grecian Urn”
• Students read and annotate.
• Discuss meaning/role of imagination/Romantic techniques.
• Students complete worksheet.
• Discuss answers.
• Show model essays of Sonnets 73 and 149.
• Hand out "Ode to a Nightingale," for students to read and annotate for dominant technique.

Tuesday

• Discuss “Nightingale”
• Students write intro. and 2 body paragraphs on role of imagery.
• Introduce Percy Shelley
• Hand out "Ode to the West Wind," and students annotate for dominant techniques for homework.

Wednesday

• Hand back 1/2 essays on Nightingale.
• Show model essays.
• Introduce “Ode to the West Wind” and play video.
• Students read poem.
• Discuss
• Students complete worksheet on poem.

Thursday

• Discuss "West Wind" poem and worksheet answers.
• Show model essays.
• Introduce “To a Skylark” with video.
• Hand out “To a Skylark.” Ss divide into sections.
• Hand out essay outline and ss complete.

Friday

• Introduce Brave New World.
• Students get books.
• Read first section aloud and assign reading.

Monday

• Timed essay "To a Skylark"

Q2 Week 8

Jan. 7-11

Monday

• Test on BNW chs. 5-13
• Discussion on chs. 5-13 + themes
• Play video of Matthew Arnold.
• Hand out “Dover Beach,” and students annotate for sound devices, allusions, meter disruption, theme, argument.

Tuesday

• Finish discussion of BNW chs. 5-13 and themes.
• Students share insights on “Dover Beach” in small groups of 3-4 and then best insights from group discussions with class.

Wednesday

• Teacher shares annotation docs of “Dover Beach” with class.
• Students devise thesis on Arnold’s choice of techniques related to his purpose and compose intro paragraph and one body paragraph.

Thursday

• Hand back paragraphs, showing best and discuss strengths.
• Teach on plosives, synesthesia.
• Play video of “Dulce et Decorum Est,” explaining title.
• Hand out poem and students annotate for sound devices, images related to author purpose.

Friday

• Discuss “Dulce et Decorum Est.”
• Students read BNW.

Q2 Week 9

Jan. 14-16

Monday

• Timed essay

Tuesday

• Test on BNW
• Hand back essays and discuss.
• Start to discuss novel.

Wednesday

Final discussion of novel.

Q3 Week 2 AP Eng. Lit. Lesson Plans

Feb. 4-8

APS.ENG.LIT.R.1 - Reading in an AP course is both wide and deep. This reading necessarily builds upon and complements the reading done in previous English courses so that by the time students complete their AP course, they will have read works from several genres and periods — from the 16th to the 21st century. More importantly, they will have gotten to know a few works well. In the course, they read deliberately and thoroughly, taking time to understand a work’s complexity, to absorb its richness of meaning, and to analyze how that meaning is embodied in literary form. In addition to considering a work’s literary artistry, students reflect on the social and historical values it reflects and embodies. Careful attention to both textual detail and historical context provides a foundation for interpretation, whatever critical perspectives are brought to bear on the literary works studied.

o APS.ENG.LIT.R.3 - Moreover, each corresponds to an approach to writing about literary works. Writing to understand a literary work may involve writing response and reaction papers, along with annotation, freewriting and keeping some form of a reading journal. Writing to explain a literary work involves analysis and interpretation and may include writing brief focused analyses on aspects of language and structure. Writing to evaluate a literary work involves making and explaining judgments about its artistry and exploring its underlying social and cultural values through analysis, interpretation and argument.

o APS.ENG.LIT.R.4 - In short, students in an AP English Literature and Composition course read actively. The works taught in the course require careful, deliberative reading. And the approach to analyzing and interpreting the material involves students in learning how to make careful observations of textual detail, establish connections among their observations, and draw from those connections a series of inferences leading to an interpretive conclusion about the meaning and value of a piece of writing.

Monday

§ Introduce The Story of an Hour—students read. Class discussion.

§ Students read “The Story of an Hour.”

§ Review main idea/main tone.

§ Assign each pair of students one of four sections to identify as many techniques/patterns/progression/characterization as possible—15 minutes.

§ Students start to share insights, and others take notes—teacher elicits answers for fuller comprehension.

Tuesday

§ Students finish sharing techniques by pair, other students taking notes—teacher elicits answers for fuller comprehension.

§ Students read text with commentary included, noting new insights about techniques/meaning.

§ Students share new insights.

§ Teacher posts technique hints.

§ Students start to compose individually their own analysis essay outlines—due Wednesday.

o APS.ENG.LIT.W.5 - The various AP English Literature and Composition Released Exams and AP Central provide sample student essay responses written under exam conditions — with an average time of 40 minutes for students to write an essay response. These essays were written in response to two different types of questions: (1) an analysis of a passage or poem in which students are required to discuss how particular literary elements or features contribute to meaning; and (2) an “open’’ question in which students are asked to select a literary work and discuss its relevant features in relation to the question provided. Students can be prepared for these free-response questions through exercises analyzing short prose passages and poems and through practicing with “open’’ analytical questions. Such exercises need not always be timed; instead, they can form the basis for extended writing projects.

Wednesday

§ Brief discussion about outline categories.

§ Teacher shares own outline

§ Teacher shares parts of model essays from previous years.

§ Students write timed essay.

Thursday

§ Review prose passage analysis essays.

§ Teacher introduces Dombey and Sons passage.

§ Students read and annotate for stylistic techniques and tonal supports.

§ Discuss passage.

Friday

§ Check for completion of Dombey annotations.

§ For Dombey and Son, SS determine author purpose and formulate thesis (relating to irony and characterization).

§ Discussion

§ SS share finding on e.g.'s of syntax, diction, fig. Lang.

§ Discussion

§ SS write outline on Dombey

Q3 Week 3

Feb. 11-14

Monday

§ Students turn in outlines

§ Show model paragraphs/essays

§ Hand out Desai passage—ss read and discuss meaning and techniques—ss to determine author focus/intention, key techniques

§ Show prose analysis 2 rubrics and analyze, plus idea machine

§ SS form pairs and start to score student passages—high, upper, mod., low, failing

Tuesday

§ Students finish scoring student essays on Desai passage.

§ Students read Washington Square passage and compose essay outline.

Wednesday

§ Timed essay Washington Square

Thursday

§ Introduce The Great Gatsby

Students assigned chapters for Tuesday and quiz.

Q3 Week 5

March 4-8

Poetic Meter

Monday

§ Review student insights on role of sound devices in “God’s Grandeur.”

§ Show model paragraphs on analysis of sound devices in “God’s Grandeur.”

§ Show “I Heard a Fly Buzz…” and ss note similar role of sound devices, writing intro. And body paragraph.

§ Students to complete m. choice practice test for Friday.

Tuesday

§ Hand back and review body paragraphs on “God’s Grandeur.”

§ Teach/review 5 metrical feet patterns

• Show limericks and scan for the class and together.
• Scan “Ulysses” pg. 111—iambic
• Scan 216 Byron’s “Stanzas” for anapestic meter
• If time, examine meter in “Virtue” as a class.
• Hand out “Break, Break, Break” for ss to scan (1 for homework)

Wednesday

§ Review “Break, Break, Break” for role of meter.

§ If not examined on Tuesday, examine meter in “Virtue.”

§ Students reexamine role of meter in “God’s Grandeur.”

Thursday

• Explain villanelle and show/examine “Do Not Go Gentle…”
• Hand out “If I Could Tell You,” and ss annotate for techniques AND write essay outline.
• Show model essays.

Friday

Review m. choice sections from 1^st practice test.

Q3 Week 6

March 11-16

Monday

• Check outlines for Auden villanelle
• Discuss insights.
• Students write body paragraph.
• Show model essays from past.

Tuesday

• Hand back paragraphs.
• Timed poetry analysis essay “Autumn Refrain”

Wednesday

• Hand back poetry analysis essays and review, showing best.
• Hand out Quoyle prose passage and students annotate and discuss.
• Students compose essay outline.

Thursday

• 1^st option 3 timed essays.

Friday

• 2^nd option 3 timed essays.

Tone analysis c/c read 1^st set of two passages and annotate for tone.

Q3 Week 8 AP Eng. Lit.

April 1-5

Monday

· Review 2^nd m. choice practice test 1^st two sections.

· Students read and write analysis outline on Roethke poem.

· Assign 3^rd m. choice practice test 1^st two sections for Wednesday.

Tuesday

· Review outlines on Roethke poem

· Review final 3 sections of 2^nd m. choice practice test.

Wednesday

· Review 1^st 2 sections of 3^rd m. choice practice test.

· Assign Hopkins poem and students write analysis outline.

Thursday

· Timed poetry analysis essay on Donne poem.

Friday

· Review analysis essays.

· Review final 3 sections of 3^rd m. choice practice test.

· Assign two King Lear open essay prompts and students complete two detailed outlines

Q3 Week 9

April 8-12

Monday

· Students work on King Lear open essay outlines.

Tuesday

· No class

Wednesday

· Students work on King Lear open essay outlines.

Thursday

· Students finish King Lear open essay outlines.

· Assign Dickens/White tone passage for students to annotate for tone, due Friday

Friday

· Teach c/c tone outline.

· Students write c/c outline.

· Assign 4^th m. choice practice test, 1^st two sections for Monday and final three for Wednesday.

Q3 Week 10 AP Eng. Lit.

April 15-18

Monday

· Review c/c outlines, showing model ones and model tone essay.

· Review first two sections of 4^th m. choice practice test.

Tuesday

· Assign c/c tone analysis passage—timed essay.

Wednesday

· Review timed essays, showing best.

· Review final 3 sections of 4^th m. choice practice test.

Thursday

· Students start Owen Meany detailed outlines as a review.

Q3 Week 11

April 22-26

Monday

· Students continue Owen Meany outlines.

Tuesday

· Students finish Owen Meany outlines.

Wednesday

· Teach c/c poetry w/sample poems.

· Students write outline.

Thursday

· Review outlines.

· Assign two c/c poems and outline due by end of hour.

Friday

· Review past essays for weaknesses. Take notes on improvements.

Q3 Week 12

April 29-May 3

Monday

· 3 Timed Essays

Tuesday

· Review first two timed essays.

Wednesday

· Review final timed essay.

· Students start two Brave New World detailed outlines.

Thursday

· Students work on two Brave New World detailed outlines.

Friday

· Students work on two Brave New World detailed outlines.

· Assign final/5^th practice m. choice test for Monday.

Q4 Week 1

May 6-10

Monday

· Review 1^st two sections of fifth m. choice practice test.

· Students finish outlines.

Tuesday

· Review final 3 sections of fifth m. choice practice test.

Q3 Week 1 AP Eng. Lit.

Jan. 23-26

o APS.ENG.LIT.R.1 - Reading in an AP course is both wide and deep. This reading necessarily builds upon and complements the reading done in previous English courses so that by the time students complete their AP course, they will have read works from several genres and periods — from the 16th to the 21st century. More importantly, they will have gotten to know a few works well. In the course, they read deliberately and thoroughly, taking time to understand a work’s complexity, to absorb its richness of meaning, and to analyze how that meaning is embodied in literary form. In addition to considering a work’s literary artistry, students reflect on the social and historical values it reflects and embodies. Careful attention to both textual detail and historical context provides a foundation for interpretation, whatever critical perspectives are brought to bear on the literary works studied.

o APS.ENG.LIT.R.3 - Moreover, each corresponds to an approach to writing about literary works. Writing to understand a literary work may involve writing response and reaction papers, along with annotation, freewriting and keeping some form of a reading journal. Writing to explain a literary work involves analysis and interpretation and may include writing brief focused analyses on aspects of language and structure. Writing to evaluate a literary work involves making and explaining judgments about its artistry and exploring its underlying social and cultural values through analysis, interpretation and argument.

o APS.ENG.LIT.R.4 - In short, students in an AP English Literature and Composition course read actively. The works taught in the course require careful, deliberative reading. And the approach to analyzing and interpreting the material involves students in learning how to make careful observations of textual detail, establish connections among their observations, and draw from those connections a series of inferences leading to an interpretive conclusion about the meaning and value of a piece of writing.

Tuesday

· Check for completion of m. choice test, and read answers, assign extra credit.

· Go over section one passage and answers together.

· Students reread “The Story of an Hour.”

· Review main idea/main tone.

· Assign each pair of students one of four sections to identify as many techniques/patterns/progression/characterization as possible—15 minutes.

· Students start to share insights, and others take notes—teacher elicits answers for fuller comprehension.

Wednesday

· Students finish sharing techniques by pair, other students taking notes—teacher elicits answers for fuller comprehension.

· Students read text with commentary included, noting new insights about techniques/meaning.

· Students share new insights.

· Teacher posts technique hints.

· Students start to compose individually their own analysis essay outlines—due Thursday.

o APS.ENG.LIT.W.5 - The various AP English Literature and Composition Released Exams and AP Central provide sample student essay responses written under exam conditions — with an average time of 40 minutes for students to write an essay response. These essays were written in response to two different types of questions: (1) an analysis of a passage or poem in which students are required to discuss how particular literary elements or features contribute to meaning; and (2) an “open’’ question in which students are asked to select a literary work and discuss its relevant features in relation to the question provided. Students can be prepared for these free-response questions through exercises analyzing short prose passages and poems and through practicing with “open’’ analytical questions. Such exercises need not always be timed; instead, they can form the basis for extended writing projects.

Thursday

· Brief discussion about outline categories.

· Teacher shares own outline.

· Students write timed essay.

Friday

· Review prose passage analysis essays.

· Review m. choice practice test sections.

Q3 Week 2 AP Eng. Lit.

(Jan. 29-Feb. 2)

Monday

• Check for completion of Dombey annotations.
• Give answers to 1^st m. choice practice test for sections 1-2.
• Review answers.

Dombey and Son

• SS determine author purpose and formulate thesis (relating to irony and characterization).
• Discussion
• SS share finding on e.g.'s of syntax, diction, fig. Lang.
• Discussion
• SS write outline on Dombey

Tuesday

• Students turn in outlines
• Show model paragraphs/essays
• Hand out Desai passage—ss read and discuss meaning and techniques—ss to determine author focus/intention, key techniques
• Show prose analysis 2 rubrics and analyze, plus idea machine
• SS form pairs and start to score student passages—high, upper, mod., low, failing

Wednesday

• Students finish scoring student essays on Desai passage.
• Review rest of first multiple choice practice test.

Thursday

• Timed essay—prose passage analysis

Friday

• Review prose passage analysis essays.
• Start reading King Lear Act I from scanned text.

Assign Act I to be read.

Q3 Week 3

(Feb. 5-9)

Monday

• Hand back prose analysis essays, reviewing techniques in the passage and reading best portions of student essays.
• Review/teach main themes and motifs in King Lear.
• Show series of open essay prompts, having students note connections to Lear.
• Assign students to read Lear Act I first half and answer my questions in writing.

Tuesday

• Students read King Lear and answer questions on King Lear Act I first half.

Wednesday

• Discussion of King Lear Act I first half, students taking notes on characterization and theme especially, but also on information related to various applicable prompts.

Thursday

• Students read King Lear Act I second half and answer questions.

Friday

Discussion of King Lear Act I first half, students taking notes on characterization and theme especially, but also on information related to various applicable prompts.

Q3 Week 4 (Feb. 12-15)

Monday

• Students read King Lear Act I pt. 2 and answer questions.

Tuesday

• Check for completion of questions.
• Teacher leads discussion on Act I and answers to questions and their significance.

Wednesday

• Students read King Lear Act II and answer questions.

Thursday

• Check for completion of questions.

Teacher leads discussion on Act II and answers to questions and their significance.

Q3 Week 5

(Feb. 20-23)

Tuesday

• Check for completion of King Lear Act II questions.
• Hand out “The Pupil,” students annotating for main idea, author purpose, tone, key supporting techniques.—15 minutes.
• Students share in groups to confirm answers.
• Students share insights with whole class.
• Teach asks guiding questions.
• Teacher shows model essays.
• Review syntax with students for upcoming essay.

Wednesday

• Students write timed prose passage analysis essay.

Thursday

• Review prose passage itself.
• Hand back essays and review best.
• Start reviewing King Lear Act II answers.

Friday

• Finish reviewing King Lear Act II answers.
• Hand out King Lear Act III questions.
• Students start answering questions.

Q3 Week 6

(Feb. 26-March 2)

Monday

Review King Lear Act III answers. {

Week

• Q3 Week 5

Monday

• Review King Lear Act III with videos/Prezis.
• Hand out Act III, Pt. 1 Questions and students complete.
• Assign 2^nd multiple choice due Thursday.

Tuesday

• Review Act III, Pt. 1 answers to questions.
• Hand out Act III, Pt. 2 questions if time and students start to answer.

Wednesday

• Students complete Act III, Pt. 2 questions.
• If time, start to review answers.

Thursday

• Review Act III, Pt. 2 answers to questions.
• Start to review multiple choice answers.

Friday

Finish reviewing multiple choice answers.

Week

Q3 Week 6 AP Eng. Lit. Lesson Plans

March 5-9

Monday

• Finish reviewing final multiple-choice passage.
• Review King Lear Act IV with video and with Prezi
• Hand out Act IV questions and students write answers.
• Assign 3^rd multiple-choice practice test for Friday

Tuesday

• Review Act IV answers.
• If time, conduct Act V review.

Wednesday

• Provide Act V review.
• Hand out Act V questions and students write answers.

Thursday

• Review Act V answers.
• Review King Lear themes and motifs.

Friday

• Review multiple-choice answers.

Monday

Students write timed King Lear open essay.

Q3 Week 7 AP Eng. Lit. Lesson Plans

March 12-16

Monday

· Review answers to King Lear Act V

· Start reviewing themes/motifs/characterization in King Lear

Tuesday

· Continue and finish reviewing themes/motifs/characterization in King Lear

· Show model Hamlet open essays.

· Give m. choice answers.

· Start reviewing m. choice answers.

Wednesday

· Timed Free Response/Open Essay King Lear

Thursday

· Hand back King Lear open essays and review best.

· Finish reviewing m. choice answers.

· Introduce Wallace Stevens and “Autumn Refrain” poem.

· Students analyze for meaning/tone/PURPOSE/author strategies/techniques.

Friday

· Students share insights on “Autumn Refrain”

· Students as a class devise focuses for an essay.

· Show model essays

· Introduce Dylan Thomas and his villanelle “Do Not Go Gentle Into That Good Night.”

Q3 Week 8

March 19-23

Poetic Meter

Monday

§ Teach/review 5 metrical feet patterns

• Show limericks and scan for the class and together.
• Scan “Ulysses” pg. 111—iambic
• Scan 216 Byron’s “Stanzas” for anapestic meter
• Show model essay relating meter to meaning/purpose
• Hand out “Virtue” or “Break, Break, Break” for ss to scan (1 for homework)

Poetic Sound Devices

Tuesday

• Show “Jabberwocky” and analyze for sounds
• Explain sounds, related terminology from ch. 13 pgs. 224-225
• Explain ch. 13 sound devices—show list—role of sounds, new terms, relate them to “Jabberwocky”
• Show “Congo” and “Sound and Sense” and analyze for sounds
• Review “The Turtle” by Ogden Nash
• Show “I Heard a Fly Buzz…” and ss note similar role of sound devices.—annotate for homework
• Hand out “God’s Grandeur” and ss annotate for sound devices. (homework)

Wednesday

• Review “God’s Grandeur” meaning and supporting techniques
• SS write a timed essay explaining role of sounds contributing to meaning in “God’s Grandeur.”

Thursday

• Students not on field trip review College Board writing requirements. Then as they review their past essays, they note error types and mark them as to type according to a color-coded key.

Poetic Form

Friday

• Explain villanelle and show/examine “Do Not Go Gentle…”
• Hand out “If I Could Tell You,” and ss annotate for techniques AND write essay outline.
• Show model essays.

Q3 Week 9

Monday

• SS write 3 in-class essays

Tuesday

• Review in-class essays and related passages.

Wednesday

• Review 3^rd multiple choice practice test.

Thursday

Start reviewing The Scarlet Letter—assign sections to read and write about.

Q4 Week1

April 9-13

Monday

The Scarlet Letter review

• Students write two non-universal themes for the novel+ a couple key supports
• Teacher checks for summaries of 3^rd scaffold scene.
• Students share their themes with others in small groups.
• Student groups share themes, and teacher fills in gaps of knowledge w/Prezi.
• Review 3^rd scaffold scene.

Tuesday

• Testing

Wednesday

• (Band room) Students read and write summary of Forest Scene.
• Students read Dimmesdale leaving forest and write summary.

Thursday

• Check for summaries.
• Apply forest scene to theme.
• Review villanelle.
• Hand out If I Could Tell You, and ss annotate, and write outline.

Friday

• Ss share insights in small groups and then with class.
• Students write intro. + body paragraph for ONE focus.

Q4 Week 2

April 16-20

Monday

• Students read Hester wandering scene, and Hester election day + Hester condemnation excerpt + write summaries.
• Apply scenes to theme.

Tuesday

• Hand back and review ss poetry analyses.
• Show model essays.
• Assign 4^th m. choice practice test for Friday.

Wednesday

• Timed Essays
• Non-essay students take 4^th m. choice practice test.

Thursday

• Hand back and review essays.

Friday

Review 4^th m. choice practice test.

Q4 Week 2

April 16-20

Monday

• Hand back and review poetry essays. Show best.
• Check for completion of W. Heights notes.
• Review W. Heights.
• Assign pgs. 231-232 and 236-248 for Thursday.

Tuesday

• 3 timed essays

Wednesday

• Review 3 timed essays.

Thursday

• Check for completion of W. Heights notes.
• Review focused sections of W. Heights.
• Discuss theme of W. Heights.

Friday

• Show open essay prompts and ss write open essay outline for W. Heights.

Q4 Week 3

April 23-27

Monday

• 4^th multiple choice practice test.

Tuesday

• Review 4^th m. choice practice test.

Wednesday

• Explain how to set up c/c essay.
• Hand out c/c poetical passage.

Students compose outline.

Q4 Week 3

April 23-27

Monday

• 4^th Practice M. Choice Test

Tuesday

• Review M. Choice Practice Test
• Hand out c/c poems and ss annotate, finding main idea and tone.
• Discuss poems

Wednesday

• Finish review of M. Choice Practice Test
• Review Wuthering Hts. Critical Essay

Thursday

• Finish review of W. Hts. Critical Essay.
• Students compose open essay outline for W. Hts.

Friday

• Students finish open essay outline

Review c/c poems and ss compose outline.

Q4 Week 4 2018

April 30-May 4

Monday

• 5^th m. choice practice test

Tuesday

• Review 1^st 1/2 5^th m. choice practice test
• Students review King Lear with resources on Edmodo.

Wednesday

• Finish review of m. choice practice test.
• Students compose open essay outline on King Lear.

Thursday

• Review past two c/c poems for tone, author purpose and compose outline as class.
• Hand out 2 poems for c/c essay, and ss annotate and find common points of c/c.
• Discuss and students complete outline.

Friday

• Students complete c/c essay.

Q4 Week 5

May 7-11

Monday

• Hand back essays, discussing passages and showing best essays.
• Hand out Dickens c/c passages—ss annotate and complete c/c outline.

Tuesday

• Hand back outlines, and discuss passages, showing best outlines, past essays.
• Students review writing folders.

Wednesday

National test

Week