Monday, September 11, 2017

American Literature

11 September 2017

http://www.planbookedu.com/s/JVEHF

  

OBJECTIVE: To identify and be able to discuss Huck's numerous conflicts in the first one-third of the novel. (STANDARD RL.3, RL.4)

SUCCESS CRITERIA: Students will show mastery by compiling a list of at least 10 conflicts Huck encounters.  (Preferably, two of each type of conflict but not a requirement). 

AGENDA:

1.     SSR - 20 min, with Notebook entry #3 – 5 min

2.     Discuss Annotated Bibliography Assignment (rubric and sample) – 10 min

3.     Go over answers to Grammar Quiz #2 (re-quiz, if necessary) - 10 min

4.     With a table partner, discuss Huck’s biggest conflicts from p. 47-86.  Make a bulleted list of those conflicts.  Sort conflicts into man vs man, man vs society, man vs self, man vs nature or man vs fate. - 20 min

5.     Read aloud, HF p. 86-104 - 20 min

ASSESSMENT: Partner conflict sort

  

HOMEWORK: The Adventures of Huckleberry Finn p. 86-104

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AP English Literature and Composition

11 September 2017

http://www.planbookedu.com/s/R8BKS

Vocabulary Word-of-the-day: ardour (noun): great warmth of feeling; fervor; passion

“I read with ardour those works, so full of genius and discrimination, which modern inquirers have written on these subjects” (Shelley 36). 

Student Learning Objective: To identify the themes in “To a Little Invisible Being…” in comparison to Frankenstein. (STANDARD RL.2)

Success Criteria: Students will show mastery by identifying two-three parallels between the poem and the novel.

  

Agenda:

1.     WOD – 5 min

2.     Analyzing poetry – a resource for reading poems – 10 min

3.     Read aloud poem: “To a Little Invisible Being…” – 5 min

4.     Analyze/Discuss poem – 10 min

5.     Discuss parallels between the poem and the novel – 10 min

6.     Discuss content of Chapters 1-3 – 20 min

7.     Begin reading Chapters 4-5 – 30 min

Assessment: EXIT SLIP – How does “To a Little Invisible Being…” relate to Mary Shelley or Frankenstein?

Homework: Frankenstein, Chapters 4-5, p. 36-49

Friday, September 8, 2017

American Literature

8 September 2017

http://www.planbookedu.com/s/JVEHF

  

OBJECTIVE: To compare and contrast the view of immigrants in the 1700s with those of today. (STANDARD RI.1, W.2)

SUCCESS CRITERIA: Students will show mastery by answering EXIT SLIP questions critically and thoroughly.

  

AGENDA:

1.    Notebook: Slam Poem “Hands” by Sarah Kay – 15 min https://www.youtube.com/watch?v=kqCMHcdYR_E

2.    Review Grammar Notes #2 - 10 min

3.    OPEN NOTES Grammar Quiz #2 - 10 min

4.    Read individually from textbook: "What is an American?" p. 67 - 10 min

5.    EXIT SLIP: p. 69 #8 - How much of a person's first culture can or should be retained after he or she immigrates to the United States?  Are there situations in which immigrants should expect this country to adopt aspects of their native culture?  Discuss the potential benefits and drawbacks of retaining a certain amount of one's heritage and culture. - 10 min

6.    Discuss Writing Pretest – SAT Essay Tips (handout) – 10 min

7.    Discuss HF p. 47-70 with a table partner – 10 min

8.    Begin reading HF p. 70-86 – 15 min

ASSESSMENT: EXIT SLIP: p. 69 #8

HOMEWORK: The Adventures of Huckleberry Finn p. 70-86

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AP English Literature and Composition

8 September 2017

http://www.planbookedu.com/s/R8BKS

Vocabulary Word-of-the-day: benevolent (adj): characterized by or expressing goodwill or kindly feelings

“Their benevolent disposition often made them enter the cottages of the poor” (Shelley 20).

Student Learning Objective: To be introduced to the Romantic Literary Period and Mary Shelley’s Frankenstein. (STANDARDS RL.1, RL.4)

Success Criteria: Students will show mastery by listing five facts regarding Romanticism and five facts regarding Mary Shelley’s life.

Agenda:

1.      Word of the day – 5 min

2.      Discussion of Robert Walton’s letters to his sister, p. 1-16 – 15 min

3.      Discussion of evidence of literary terms/devices – 20 min

4.      Introduction to Nicenet Online Discussion forum/Nicenet expectations- 20 min

            Nicenet.org, “Join a Class” Enter code: 83798Z9A73

5.      Begin reading Frankenstein, Chapters 1-3, p. 17-35 – 30 min

Assessment: List five facts regarding Romanticism and five facts regarding Mary Shelley’s life. 

Homework: Frankenstein, Chapters 1-3, p. 17-35

Thursday, September 7, 2017

American Literature

7 September 2017

http://www.planbookedu.com/s/JVEHF

  

OBJECTIVE: To read closely to determine what the text says. (STANDARD RL.1)

SUCCESS CRITERIA: Students will show mastery of comprehension by citing specific textual evidence from the novel when speaking to a table partner about the main events from 23-47.

  

AGENDA:

1.    SSR - 20 min

2.    Review Puritan Period and "Of Plymouth Plantation" – 5 min

3.    Grammar Notes #2: Verbs – 20 min

4.    5^th block only – 10 min of reading before discussing Huck – 10 min

5.    Discuss HF p. 23-47 – 15 min

6.    Begin HF p. 47-70 – 20 min

ASSESSMENT: Table partner discussions/question and answer sessions

HOMEWORK: The Adventures of Huckleberry Finn p. 47-70

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AP English Literature and Composition

7 September 2017

http://www.planbookedu.com/s/R8BKS

Vocabulary Word-of-the-Day: NONE

Student Learning Objective: (1) To prove your knowledge of Literary Theory by using textual evidence to support a claim.  (2) To be introduced to the Romantic Literary Period and Mary Shelley’s Frankenstein.

Success Criteria: Students will show mastery of Literary Theory by analyzing “Two Kinds” through the lens of one of the theories studied in class.

  

Agenda:

1. QUIZ: Write an essay in which you analyze Amy Tan’s “Two Kinds” using either the Feminist Literary Theory, Reader’s Response Literary Theory, Marxist Literary Theory, or Deconstruction Literary Theory – Timed quiz, 50 min
2. Intro to Frankenstein
1. Draw a picture of the image that comes to your head when you hear the work “Frankenstein”
2. Read intro to “Romantic Poets and Their Successors”
3. Read author bio on Shelley, inside book cover
4. Read “Introduction” by Diane Johnson p. vii-x and “Author’s Introduction” p. xxiii-xxviii

Assessment: Literary Theory Quiz

Homework: Frankenstein, Letters I-V p. 1-16

Wednesday, September 6, 2017

American Literature

6 September 2017

http://www.planbookedu.com/s/JVEHF

  

OBJECTIVE: To read closely to determine what the text says. (STANDARD RL.1, RI.9)

SUCCESS CRITERIA: The student will show mastery by having a table partner discussion regarding the similarities between the texts and the characteristics of the literary period.

  

AGENDA:

1.    Notebook: Current Event (Informational Text) - 15 min

2.    Review Prezi/Notes - 10 min

3.    Read from textbook: "Of Plymouth Plantation" and "The Starving Time" and excerpt from history textbook - 25 min

4.    Discuss HF p. 1-22 – 20 min

5.    Begin reading HF p. 23-47 – 20 min

ASSESSMENT: Table partner discussions/question and answer

HOMEWORK: The Adventures of Huckleberry Finn p. 23-47

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AP English Literature and Composition

6 September 2017

http://www.planbookedu.com/s/R8BKS

Vocabulary Word-of-the-Day: quaint (adj): attractively unusual or old-fashioned

“I gasped, for I’d never seen a bug so out of this world.  It was quaint as a toy” (Fulton 68).

Student Learning Objective: To identify and be prepared to discuss how “A Shadow Table” fails as a piece of literature. (STANDARDS RL.1, SL.1)

Success Criteria: Students will show mastery by using textual evidence to support their claims about the texts.

  

Agenda:

1. Word of the day – 5 min
2. Introduce Deconstruction Literary Theory – 5 min
3. Read silently, “A Shadow Table,” annotating and taking notes where there is evidence of Deconstruction Literary Theory within the story – 45 min
4. Discussion of the failures (making claims) within “A Shadow Table” – 35 min

Assessment: Exit Slip: A paragraph or so listing the numerous ways “A Shadow Table” fails as a piece of literature.

Homework: NONE

Tuesday, September 5, 2017

American Literature

5 September 2017

http://www.planbookedu.com/s/JVEHF

  

OBJECTIVE: (1) To be introduced to the characteristics of the Puritan Literary Period, and (2) To enhance the literary period notes with music and visuals of the same time period. (STANDARD RL.1, RI.9, RL.9)

                 

SUCCESS CRITERIA: Students will show mastery by reviewing notes from a Prezi presentation and summarizing the main points to a table partner. 

  

AGENDA:

1.      SSR - 20 minutes

2.      Partner talk: 1 minute Choice Novel summaries

3.      Review Prezi: Puritan Literary Period Notes - 10 minutes

4.      Movie with Study Guide, Part I - 17 min

5.      Introduction to The Adventures of Huckleberry Finn; Read aloud chapter 1

6.      Notebook Check #1: A decorated notebook

ASSESSMENT: A decorated notebook

HOMEWORK: The Adventures of Huckleberry Finn p. 1-22

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AP English Literature and Composition

5 September 2017

http://www.planbookedu.com/s/R8BKS

Vocabulary Word-of-the-Day: supplant (verb): given to or involved in conspiring to do something immoral, illegal, or harmful

“I did not even know that the British Empire is dying, still less did I know that it is a great deal better than the younger empires that are going to supplant it” (Orwell 1).

Student Learning Objective: To identify and be prepared to discuss the political contexts of “Shooting an Elephant.”(STANDARDS RL.1, SL.1)

Success Criteria: Students will show mastery by using textual evidence to support a claim.

Agenda:

1. Word of the day – 5 min
2. Discuss “Kubuku Rides” using the Reader’s Response Literary Theory – 15 min
3. Introduce Marxist Literary Theory – 5 min
4. In small groups, read “Shooting an Elephant” – 30 min
5. Discussion of evidence of the Marxist Literary Theory in “Shooting and Elephant” – 30 min

Assessment: EXIT SLIP: Why does the narrator make the decision he made at the end of the short story?  Did he make the right choice?

Homework: NONE