Q1
18
Review “Little Boxes” (visual media)
Finish application of UI’s and discussion of purpose and effect of rhetorical devices; review expectations for annotation
Formative writing assignment in response to
“Little Boxes” (25 points)
HMWK: Select children’s story for Tuesday 08/26 (must have the text WITH you on
Tuesday)
19
Review allusions & archetypes: lecture for definition, purpose and effect of directions (pages
30-34)
Archetype review activity
(small groups)
Review annotation rubric & begin “The Pie” (page 37)
How do we annotate for allusions, archetypes (now symbols and motifs!)? Continue looking for UI’s
Annotate whole-group
25
DUE: “The Jacket” annotations.
Compare annotations with a partner; one will be submitted for scoring based on the annotation rubric. (50 points)
Based on collaborative annotations, independently students will write a thesis statement and submit for scoring. (25)
12
26
“The Rattler” (page 44) summative assessment:
Annotate for directions, shift/contrast, universal ideas and purpose & effect as well as connectivity b/w devices.
Write a rhetorical thesis statement. (50 points)
Introduce Assessment Task
Blueprint #1: Children’s Story
Explication” (pages 45-49)
13
20
“The Pie” (page 37) discussion; universal ideas, allusions, archetypes (symbol/motif), imagery (connect to contrast
& juxtaposition), parallel
structure…
Complete GO (page 38) in pairs to trace changes throughout the text chronologically, set up shift/contrast.
Debrief on GO responses
Introduce universal truth, shift, and contrast (pages 35-36); complete shift/contrast & UI idea analysis on GO (page 39)
27
“Children’s Story Explication”
Writing Workshop (pages 45-
49)
14
Review syllabus (cheating, expectations of classroom,
procedures, grading)
Remind 101 (procedure)
Review AP Exam & options for college credit
Binder acclimation (rubrics, essay at a glance – flag reference pages at
beginning of binder)
Grammar Diagnostic
Distribute SL novels (reading 1-6 due 08/22)
HMWK: Complete student questionnaire (10 points); read SL chapters 1-6
15
Grammar Diagnostic
Review Q1 Learning Targets (page 27)
Review Universal Ideas
Complete GO (page 28)
“Little Boxes” (page 29)
Read & annotate for known literary devices (imagery, symbolism, repetition, parallel structure, comparisons,
archetypes)
Introduce/review annotation rubric
(page 16)
Apply universal ideas to text and discuss literal to figurative analysis
21
Lesson: How to write a “5” AP rhetorical thesis statement
(template bottom of page
39); introduce the purpose of the rhetorical analysis essay
In pairs, write a thesis statement for “The Pie”
Whole-group critique of thesis statements.
Revise thesis statements and submit one per pair for scoring. (25 points)
Introduce “The Jacket”
(pages 40-43) & annotation expectations; display 9 annotations from student model.
HMWK: Read & annotate
“The Jacket”; annotate for imagery, motif, symbol
(archetypes), shift, contrast, juxtaposition, comparisons, personification, universal ideas
and a universal truth. Identify purpose/effect of directions.
Reading & annotations due
MONDAY.
28
“Children’s Story Explication”
Writing Workshop (pages 45-
49)
22
DUE: Completed reading of SL, chapters 1-6.
Introduce the Dialectical Journal
Assignment for subsequent
Fridays; review student models.
Practice annotating and dissecting a selected passage from SL. Discuss possible dialectical journal response subjects – jigsaw response stems and whole group debrief.
Distribute SL figurative language graphic organizer; while reading, be mindful of these elements and discuss within dialectical journals.
29
DUE: “Children’s Story Explication”
(100 points)
Introduce American literature curriculum and overall preview of literary movements. (page 49)
Read background information on
Early American Writing (pages 49-
59) & complete graphic organizer
(page 60) (25 points)

02
Lecture on Early American
Writing; still will complete notes on graphic organizer based on lecture. (25 points)
Pop Quiz on background information (10 points)
HMWK: Read “Still Puritan After
All These Years” (page 84; annotate for main ideas, due
Thursday) Consider how the ideas expressed in this article reflect and differ from the ideas in the reading and lecture.
03
DUE: Reading & annotations for article, “Still Puritan After All
These Years” (page 84)
Introduce “Upon a Spider
Catching a Fly” (pages 80-81)
Illustrate literal details from selected stanzas and analyze figurative meaning; focus on tone, shift/contrast, reflection of time period, UI’s/UT’s and extended metaphor/
symbolism.
EQ: How does context change the purpose and voice of the speaker?
Do you agree/disagree with claims set forth in article? Are the claims that the author makes in the article accurate? How do we see evidence of this in modern society?
Compare/contrast views on
Puritanism and application of religion and thinking to modern society.
04
Introduce the Rhetorical
Triangle (page 63) – specifically focusing on speaker, purpose, context inverted syntax as rhetorical
device)
Introduce paraphrase versus summarize; practice interpreting 17 th century texts; paraphrase excerpt from Sarah Kemble Knight’s journal (pages 86-89)
EQ: How does this journal support the representation of women during this time period? Connect to a universal truth; discuss model paraphrase.
DUE: Completed reading of SL, chapters 7-12 and Dialectical
Journal #1 (50 points)
05
Paraphrase & analysis assessment with excerpt from The Scarlet
Letter & application of context, author’s purpose, and speaker (25 points)
Revisit/complete figurative language graphic organizer; discuss purpose and effect and how these elements are being used throughout the novel.
08
Review/mini lesson on The
Rhetorical Triangle (page
63)
Contextualize “General
History of VA” with R.T., purpose of mini-unit, different perspectives and purposes; no longer Puritan writing
Show Disney clip(s) of
Pocahontas and complete
GO on page 96 and
Perspective #2 on the graphic organizer on page
102.
Begin reading & annotating
“The General History of VA”
(page 90-94) for elements of the rhetorical triangle, differences from Puritan
texts, UI’s.
HMWK: Finish reading “The
General History of VA”
(pages 90-94) and annotating for elements of the rhetorical triangle, differences from Puritan
texts, UI’s.
15
DUE: reading and annotations for “Of
Plymouth Plantation”
Debrief on elements of the rhetorical triangle with
“Plymouth” (page 70)
Complete syntax worksheets in binder (pages 73-79)
Begin application of syntactical elements to “Of
Plymouth Plantation” –
Begin graphic organizer with partner (page
77) (25 points)
09
Jigsaw activity with “The
General History of VA” (page
95); with Home-Group, complete GO (Comparing &
Contrasting Rhetorical Triangle via Historical Texts” for
Perspective #1 as closing activity, page 102)
Whole group read and annotate “The Pocahontas
Myth” (page 97)
HMWK: Complete Perspective
#3 on the graphic organizer on page 102)
16
Apply syntactical elements to
“Of Plymouth Plantation”
Complete graphic organizer with partner (page 77) (25 points)
10
Compare chart/graphic organizer from page 102 and add/delete info.
Read & annotate (for rhetorical triangle) “Mattaponi
Sacred History Regarding
Pocahontas (page 98)
Independently complete graphic organizer on page
102; one chart per jigsaw home group will be selected as group grade (15 points)
Formative writing assignment based on the completed organizer and class discussions.
(25 points)
Begin reading “Of Plymouth
Plantation” (page 64-69) & reviewing elements of rhetorical triangle (organizer page 70)
HMWK: Finish reading “Of
Plymouth Plantation” (pages
64-69) and annotating for elements of the rhetorical triangle.
11
Review ee Cummings “She
Being Brand” to introduce purpose of syntax (page 72)
Syntax lecture (page 71)
Clauses, subordination (focus on during analysis of argument), coordination, periodic/loose sentences, parallel structure.
12
Finish syntax lecture notes (page
71); apply skills to “The Pie” (page
37) and “The Rattler” (page 44); review inverted syntax in Puritan texts.
Purpose & effect of syntactical elements – how does the analysis of syntax help to create meaning?
17
Late Arrival Day
Introduce Assessment Task
Blueprint #2: Colonialism Unit
Culminating Performance Task
(pages 104-107)
Begin working on Assessment
Task Blueprint.
18
Continue working on
Assessment Task Blueprint #2
(pages 104-107).
DUE: Completed reading of SL, chapters 13-18 (& Dialectical
Journal #2 (50 points)
19
Syntax activity with chosen excerpts from SL dialectical journals; review inverted syntax.

22
DUE: Assessment Task
Blueprint (assignment must be typed in MLA format) 100 points
(Jigsaw “sins” from article):
Read “The Seven Deadly
Sins” article (pages 108-111); highlight/annotate for key ideas & phrases.
In small groups, complete the “Seven Deadly Sins” organizer on page 112-113; whole-group debrief and presentations of analysis.
Introduce and begin reading “Sinners in the
Hands of an Angry God”
(page 114-118)
HMWK: Finish reading & annotate “Sinners” (114-
118); annotate for syntax, figurative language, archetypes, rhetorical triangle elements)
29
Independent practice: Write one body paragraph on an additional device used in
“Sinners in the Hands of an
Angry God” (114-118)
Color-code fundamental parts of thesis statements, topic sentences and body paragraphs.
Peer Review body paragraphs.
23
Review “Sinners” text, annotations and analysis.
Introduce persuasive appeals
(ethos, logos, pathos) (page
123) –
Discussion of appeals in relation to purpose/effect of commentary; review text and find elements of persuasive appeals as effect of directions.
Complete syntax notes:
Introduce juxtaposition, rhetorical questions, antithesis, and subordination, inductive versus deductive logic and organization and parallel structure – focus on
argumentation. (126-133)
Apply new syntactical elements to “Sinners”.
30
Independently revise thesis statement and body paragraph that has been peer reviewed; if not enough revisions are necessary, write second body paragraph (with second direction.)
Alternate: everyone will revise and in the class period add the second body paragraph
(one must be figurative language, one must be syntax.) Submitted writing will be formative assessment score worth 50 points.
06
Review purpose/effect of devices on graphic organizer; review mode of writing (speeches) and bridge UI’s with modern speech: Begin reading
George W. Bush’s Address following 9/11; annotate beginning of speech together as a class.
Annotate for persuasive appeals
(ethos, logos, pathos), syntax
(coordination, subordination, parallel structure, juxtaposition, antithesis, RQ, loose/periodic sentences, etc.), and figurative language (imagery, comparisons, symbol, motif, etc.)
07
Continue reading/discussing
George Bush’s Speech
Following 9/11: Annotate for persuasive appeals (ethos, logos, pathos), syntax (coordination, subordination, parallel structure, juxtaposition, antithesis, RQ, loose/periodic sentences, etc.), and figurative language (imagery, comparisons, symbol, motif, etc.)
Discuss purpose/effect and use of devices to create a UT.
24
Review structure and purposes of thesis statement and each part (shift/contrast).
In pairs, write a rhetorical thesis statement based on “Sinners in the Hands of an Angry God”.
(25 points)
Whole group debrief and critique of chosen thesis statements.
Lecture/lesson on writing topic sentences (page 119).
Review pages in binder with purpose verbs (page 23) and rhetorical categories and directions; organize chart (small group) matching purpose verbs with rhetorical direction.
(i.e. parallel structure balances, emphasizes, etc.)
25
Review/finish lesson on writing topic sentences.
In partners, write 3 topic sentences for each of the given patterns based on
“Sinners”.
With a partner, complete the graphic organizer on page
122 based on topic sentences; analyze purpose and effects so that focus will be on paragraph organization.
Review pages in binder with purpose verbs (page 23) and rhetorical categories and directions; organize chart (small group) matching purpose verbs with rhetorical direction.
(i.e. parallel structure balances, emphasizes, etc.)
26
Review completed graphic organizers (page 122).
Lecture/lesson on writing the body paragraphs for figurative language and syntax.
Review model paragraph in binder (page 121)
With a partner, write one body paragraph using the standard organizational pattern on any rhetorical device; whole group debrief on body paragraphs organization and commentary.
Introduce Patrick Henry’s
“Speech to the VA
Convention” (page 133-138)
Begin reading and annotating for syntactical elements (all on page 71), persuasive appeals, purpose, audience, speaker.
Mode of writing: speeches
(what devices should we be looking for)?
08
In-class formative: Create a thesis statement and one body paragraph based on annotations and class discussion.
Peer review thesis statements and paragraphs; students will make revisions based on peer feedback and class discussion
OR write body paragraph #2.
02
DUE: Reading and annotations of “Speech to the VA Convention” (133-
158; Class discussion/review of text; focus on rhetorical triangle (Remember, R.T. is
“effect” commentary) and syntax; compare annotations with partner, submit one for grade. (25 points). whole-class Q&A.
In small groups, complete graphic organizer (for rhetorical analysis or on page 122); now that paragraphs have been written and reviewed, students should know what they don’t know; deepen analysis and connect to paragraph organization.
09
(Professional development day)
DUE: Completed reading of SL, chapters 19-24 and Dialectical
Journal #3 (50 points)
03
Universal Ideas graphic organizer and presentation of posters based on The Scarlet Letter.
Individually, identify what literary elements align best with the identified universal idea(s) and how this device contributes to
Hawthorne’s creation of the UI.
10
13 14 15
Scarlet Letter Novel
Assessment (100 points).
Due: Completed reading of
Scarlet Letter and
Dialectical Journal #4 (50 points)
Review for Summative
Assessment: Read and annotate Banneker prompt; review student essay responses and deconstruct scores.
Quarter 1 Summative
Assessment: Rhetorical Analysis
(100 points)
Cold read; students will write thesis statement, two body paragraphs (one on a chosen syntactical elements, one on a figurative language element)
* 100 discretionary points will be assigned at teacher’s discretion.
16 17