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Don’t tell me the moon is shining; show me the glint of light on broken glass. - Anton Chekhov
“Don’t tell me the moon is shining; show me the glint of light on broken glass.”
“Don’t tell me the moon is shining; show me the glint of light on broken glass.”
― Anton Chekhov
― Anton Chekhov
Please, feel free to click the HYPERLINK(s) noted below to a specific section AND/OR feel free to scroll through the page.
Links are also on the top of the page for easy navigation.
Here is the general sequence of units for this section of AP English Literature and Composition curricular components. This page is only ONE of the UNITS. See additional pages for information on the units that will be tentatively covered within the course.
The following is only a guideline and is subject to change without prior notice. This list is not inclusive of all work and assignments.
NOTE: Lessons, updates, notes, assignments, etc. will be posted on the GOOGLE CLASSROOM, under the TAB at the top marked CLASSWORK. Students should not rely the STREAM to keep track of class activities. The AGENDA option on the STREAM may also change without due notice. So, again, students should check the CLASSWORK tab each class for lessons, updates, notes, assignments, etc.
PERSONAL PROGRESS CHECKS WILL BE ASSIGNED REGULARLY
PERSONAL PROGRESS CHECKS WILL BE ASSIGNED REGULARLY
As part of these units, students will be assigned Personal Progress Checks—either as homework or in class—for each unit. Each Personal Progress Check contains formative multiple-choice and/or free-response questions.
SKILL CATEGORIES OF NOTE
SKILL CATEGORIES OF NOTE
Skill categories spiral across units.
1 Explain the function of character.
2 Explain the function of setting.
3 Explain the function of plot and structure.
4 Explain the function of the narrator or speaker.
5 Explain the function of word choice, imagery, and symbols.
6 Explain the function of comparison.
7 Develop textually substantiated arguments about interpretations of part or all of a text
BIG IDEAS OF NOTE
BIG IDEAS OF NOTE
Big ideas spiral across units.
CHR Character
SET Setting
STR Structure
NAR Narration
FIG Figurative Language
LAN Literary Argumentation
SCOPE AND SEQUENCE for Unit 3
SCOPE AND SEQUENCE for Unit 3
CHR 1 1.A Identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s motives.
CHR 1 1 .B Explain the function of a character changing or remaining unchanged.
SET 2 2.A Identify and describe specific textual details that convey or reveal a setting.
STR 3 3.E Explain the function of a significant event or related set of significant events in a plot.
STR 3 3.F Explain the function of conflict in a text.
LAN 7 7.A Develop a paragraph that includes 1) a claim that requires defense with evidence from the text and 2) the evidence itself.
LAN 7 7.B Develop a thesis statement that conveys a defensible claim about an interpretation of literature and that may establish a line of reasoning.
LAN 7 7.C Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis.
LAN 7 7.D Select and use relevant and sufficient evidence to both develop and support a line of reasoning.
LAN 7 7.E Demonstrate control over the elements of composition to communicate clearly.
Character
Character
CHR 1 1.A Identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s motives.
CHR 1 1 .B Explain the function of a character changing or remaining unchanged.
Setting
Setting
SET 2 2.A Identify and describe specific textual details that convey or reveal a setting.
Plot
Plot
STR 3 3.E Explain the function of a significant event or related set of significant events in a plot.
Conflict
Conflict
STR 3 3.F Explain the function of conflict in a text.
Language
Language
LAN 7 7.A Develop a paragraph that includes 1) a claim that requires defense with evidence from the text and 2) the evidence itself.
LAN 7 7.B Develop a thesis statement that conveys a defensible claim about an interpretation of literature and that may establish a line of reasoning.
LAN 7 7.C Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis.
LAN 7 7.D Select and use relevant and sufficient evidence to both develop and support a line of reasoning.
LAN 7 7.E Demonstrate control over the elements of composition to communicate clearly.
PERSONAL PROGRESS CHECK 3
PERSONAL PROGRESS CHECK 3
This UNIT will be followed by Personal Progress Check 3.
Generally, this is a multiple-choice activity of ~20 questions.
A FREE-RESPONSE task may also be assigned, in addition to class activities.
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