Westside High School Lesson Plan
Teacher Name:
DeGroodt, Falcon
Unit Name and #:
Course:
AP Lit
Dates:
Poetry; “The Masculine
Identity”
Jan 19-23
Daily Objective:
TEKS/AP/Standards:
Learning Activities:
Monday
NO SCHOOL
Major Upcoming Assessment: Catcher Timed Writing Wed/Thurs
Checks for Understanding:
Materials: Paper, pen/pencil, handouts, book
Tuesday
Follow Up/HW: Read Catcher by Tuesday, January 20
Daily Objective: To analyze Catcher In the Rye in two ways: by using character and theme to break it
apart in the style of an open-ended quiz and by using the postmodern movement to isolate a key
moment for societal/literary worth and meaning
TEKS/AP/Standards:
 To consider a work’s structure, style, and themes as well as such smaller scale
elements as the use of figurative language, imagery, symbolism, and tone.
 To study representative works from various genres and periods (from the
to the twentieth century) and to know a few works extremely well.
Learning Activities:
 Catcher response quiz [5 minutes]
 Introduce Things Fall Apart group projects (groups will begin presenting their chapters on
Friday, January 30)
 Students select groups (chapters and dates will be selected W/Th); these groups will also serve
as their postmodern groups
 Each group assigned one postmodern tenet—5 minutes to find a key moment that is
representative of that tenet
 Groups present
Major Upcoming Assessment: Catcher Timed Writing
Checks for Understanding: Catcher response quiz; postmodern groups
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: Catcher Timed Writing W/Th; read Part I of Things Fall Apart by Monday, January
26
Wed/Thur
Daily Objective:
 To compose an open-ended or prose analysis essay regarding Catcher that conveys the writer’s
understanding of the text, control over literary elements, and insight into a deeper meaning of
the work
TEKS/AP/Standards:
 To consider a work’s structure, style, and themes as well as such smaller scale
elements as the use of figurative language, imagery, symbolism, and tone.
 To study representative works from various genres and periods (from the sixteenth to the
twentieth century) and to know a few works extremely well.
Learning Activities:
 Catcher Timed Writing [40 min]
 Groups sign up for Things Fall Apart presentations (presentations begin Friday, January 30)
 Holden Caulfield character study in groups, focused on whether or not he is a tragic hero or an
anti-hero; groups share findings
Major Upcoming Assessment: Poetry Analysis essay [Jan 28/29]
Checks for Understanding: Timed Writing [MAJOR]; Holden Caulfield character analysis (informal,
cooperative)
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: Complete anticipation guide in preparation for Socratic seminar; read Part 1 of TFA
by Monday
Friday
Daily Objective:
 To evaluate Catcher’s thematic strength and holistic worth to literature in a Socratic seminar
TEKS/AP/Standards:
 To consider a work’s structure, style, and themes as well as such smaller scale
elements as the use of figurative language, imagery, symbolism, and tone.
 To study representative works from various genres and periods (from the sixteenth to the
twentieth century) and to know a few works extremely well.
Learning Activities:
 Check Catcher Anticipation Guide—thematic statements will be the basis of Socratic seminar
 Quick Write [5 minutes] on this topic: what makes a book or play a “classic”?
 Socratic seminar
Major Upcoming Assessment: Poetry Analysis essay [Jan 28/29]
Checks for Understanding: Socratic seminar
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: Read Part 1 of TFA by Monday