Teacher Name:
Course:
DeGroodt, Falcon
AP Lit
Unit Name and #:
Dates:
Drama, fiction, and
“The Feminine Identity”
Daily Objective: Students will be able to analyze drama for social commentary masked as comedy.
TEKS/AP/Standards: o 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. o 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: o Read Act III-IV of G.B. Shaw’s Pygmalion, focusing on the following essential question:
How does the playwright use characterization, word choice, irony or other
dramatic elements to make social commentary on gender, education,
class, marriage, or power? o Assigned students analyze as reading is done aloud in class, using the essential question for this unit. o Nietzsche groups meet
Major Upcoming Assessment: No more majors left in the 5 th cycle
Checks for Understanding: Nietzsche groups, assigned analyses during Act III-IV reading aloud
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: None
Daily Objective: Students will be able to analyze drama for social commentary masked as comedy.
TEKS/AP/Standards: o 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. o 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:
 Continue reading Acts IV-V of G.B. Shaw’s Pygmalion, focusing on the following essential question:
How does the playwright use characterization, word choice, irony or other
dramatic elements to make social commentary on gender, education,
class, marriage, or power?
 Assigned students analyze as reading is done aloud in class, using the essential question for this unit.
 Nietzsche groups meet
Major Upcoming Assessment: No more majors left in the 5 th cycle
Checks for Understanding: Cold call responses during class reading analysis
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: None

Daily Objective: Students will be able to analyze drama for social commentary or thematic statement.
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. o 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:
STAAR WEEK—CLASSES ONLY MEET TWICE
Major Upcoming Assessment: O-E Nietzsche-Pygmalion essay [first MAJOR for 6 th cycle] W/TH!
Checks for Understanding: Nietzsche groups, in-class assigned reading analysis responses
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: O-E Nietzsche-Pygmalion crossover essay on WED/THURS!!
Daily Objective:
TEKS/AP/Standards: o 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. o 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:
NO SCHOOL—GOOD FRIDAY
Major Upcoming Assessment: O-E Nietzsche-Pygmalion essay [first MAJOR for 6 th cycle] W/TH!
Checks for Understanding:
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: O-E Nietzsche-Pygmalion essay [first MAJOR for 6 th cycle] W/TH!