AP English Literature and Composition Week 1, August 8-12
Monday, Aug 8
Do Now: What were your favorite poem and book when you were little; what are they now that you are
so big?
Standard: ELALSV1: The student participates in student-to-teacher, student-to-student, and group
verbal interactions; ELABLRL1a: The student identifies evidence (plot events, main ideas, characteristics)
literature, and uses it as basis for interpretation.
Learning Steps:
*Discuss their favorite literature and why
*Introduction to the course; students compose and sign honesty pledge
*Distribute and discuss Syllabus
*Distribute “Pol and Pro” sheets; Quiz tomorrow
*Fill out information sheets and turn in
*Issue Perrine textbook
*Perrine HW due Wed: Outline Ch 1 pp52-57 (show example), read “Short
Happy Life…” 77-105, answer Q’s 1, 2, 6, 7, 8, 9
*Discuss “Advice from last year”
Assessment:
*Teacher observation of student participation
Homework:
*Study for Policies and Procedures quiz tomorrow
*Perrine HW due Wed: Outline Ch 1 pp52-57 (show example), read “Short
Happy Life…” 77-105, answer Q’s 1, 2, 6, 7, 8, 9
Tuesday, Aug 9
Do Now: Look over Pol & Pro; how do similes affect our attitudes in poetry?
Standard: ELARL1(3): The student identifies, responds to and analyzes the effects of sound, figurative
language, and structure of poems as they relate to meaning; ELARC1: The student reads a variety of 25
grade level books.
Learning Steps:
*Issue Catch-22 and questions: Ch 11 by 8/18, Ch 30 by 8/25, finish by 9/1
*Distribute Literary Terms sheets; discuss. First quiz next Tuesday, 8/16
*”Snake”: effects of use of similes, personification, onomatopoeia, etc.
Assessment:
*Teacher observation of student participation
Homework:
*Perrine HW due tomorrow: Outline Ch 1 pp52-57 (show example), read
“Short Happy Life…” 77-105, answer Q’s 1, 2, 6, 7, 8, 9
* Catch-22: Ch 11 by 8/18, Ch 30 by 8/25, finish by 9/1
*Study for quiz over lit terms Tuesday 8/16
Wednesday, Aug 10
Do Now: Check Perrine HW; what 3 details were most significant to your understanding of “Short…”?
Standard: ELARL2: Students identify, analyze, and apply knowledge of theme in literary works, and
provide evidence from the work to support understanding; ELABLRL1a: The student identifies evidence
(plot events, main ideas, characteristics) in literature, and uses it as basis for interpretation.
Learning Steps:
*Discuss “Short Happy Life…” and answers to the assigned questions
*Read about Joseph Heller in booklets…introduce use of booklets
Assessment:
*Teacher observation of student participation
Homework:
* Catch-22: Ch 11 by 8/18, Ch 30 by 8/25, finish by 9/1
*Study for quiz over lit terms Tues 8/16
Continued Below
Thursday, Aug 11
Do Now: Identify the climax of “Short Happy…”
Standard: ELARL2: Students identify, analyze, and apply knowledge of theme in literary works, and
provide evidence from the work to support understanding; ELABLRL1a: The student identifies evidence
(plot events, main ideas, characteristics) in literature, and uses it as basis for interpretation.
Learning Steps:
*Follow the process of “analyzing conflict for theme” in “Short Happy…”
*Read “Japanese Quince” and apply the same process
Assessment:
*Teacher observation of student participation
Homework:
* Catch-22: Ch 11 by 8/18, Ch 30 by 8/25, finish by 9/1
*Study for quiz over lit terms Tues 8/16
Friday, Aug 12
Do Now: What questions do you ask yourself when analyzing a prose passage?
Standard: ELARL1(3): The student identifies and analyzes effects of diction, tone, syntax, figurative
language, and structure as they relate to meaning; ELARL2: Students identify, analyze, and apply
knowledge of theme in literary works, and provide evidence from the work to support understanding;
ELABLRL1a: The student identifies evidence (plot events, main ideas, characteristics) in literature, and
uses it as basis for interpretation; ELALSV1: The student participates in student-to-teacher, student-tostudent, and group verbal interactions
Learning Steps:
*Read and discuss the 5S strategy for passage analysis, p 7 in booklet
*Divide into groups of 5, read “Reunion”, and create a chart to show examples
of the five Ss, explaining what we can learn from each
*Whole class discusses “Reunion”, drawing conclusions from their consideration
of their group findings
Assessment:
*Grade the group charts
*Teacher observation of student participation
Homework:
* Catch-22: Ch 11 by 8/18, Ch 30 by 8/25, finish by 9/1
*Study for quiz over lit terms Tues 8/16