Westside High School Lesson Plan
Teacher Name:
DeGroodt, Falcon
Unit Name and #:
Course:
AP Lit
Dates:
Poetry; “The Masculine
Identity”
Feb 9-13
Monday
Daily Objective: Students will be able to deconstruct and analyze a prose selection from a novel and to
identify and explain the tone and meaning of the work.
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 Introduce an essential idea for the day: how an author ends his/her paragraphs, chapters,
parts, or books is important—Achebe is arguably one of the best authors at being able to do
this with focus and purpose
o Unpack a prose analysis prompt: analyze how Achebe uses connotative diction and figurative
language to convey the tone and meaning of his work
o Read a selection from Chapter 20, guided practice as a group
o Randomly divide kids into 5 groups; each group is assigned the end (roughly the last two
pages)
o Use the original prompt analysis prompt to write a prose analysis paragraph about the end of
the chapter assigned
o Share paragraphs on the document camera
Major Upcoming Assessment: No majors remaining in the 4th cycle
Checks for Understanding: Writing responses for prose selections from Part III of TFA
Materials: Paper, pen/pencil, handouts, book
Tuesday
Follow Up/HW: TFA Quiz and Socratic seminar tomorrow
Daily Objective: Students will be able to answer O-E prompts with indirect citations and demonstrate
the ability to talk about a literary work’s holistic worth.
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:
 5 minutes: Students will answer an O-E quiz question about TFA
 Students write down ONE O-E question about the novel before the seminar begins
 TFA Socratic seminar using O-E questions students created
Major Upcoming Assessment: No majors left in 4th cycle
Checks for Understanding: O-E TFA Quiz
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: None
Daily Objective: Students will read contemporary poetry for meaning while also using the poems as
anticipatory exercise for the setting and the tone of the next major work. (Streetcar)
Wed/Thur
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:
 Review elements of literature: setting and tone
 Poet study: Natasha Thethewey…how does she use poetic elements like structure, diction, and
figurative langauge to fully depict the poem’s setting and to convey a complex tone?
 “South”
 “Incident”
 “Flounder”
 “Myth”
Major Upcoming Assessment: No majors left in 4th cycle; Things Fall Apart groups [minor grade]
Checks for Understanding: Poetry SARs related to setting and tone
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: None
Daily Objective: Students will understand the context and milieu of a work of drama and be able to
anticipate the conflicts and plot development.
Friday
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 A Streetcar Named Desire unit begins
o Broadway, film adaptations
o Using laptops, research setting: 1947, NOLA
o Using laptops, research playwright: Tennessee Williams
o Act I – A Streetcar Named Desire
Major Upcoming Assessment: No majors left in 4th cycle; Things Fall Apart groups [minor grade]
Checks for Understanding: Research notes re: setting and playwright
Materials: Paper, pen/pencil, handouts, book, LAPTOPS
Follow Up/HW: None