Teacher Name:
Course:
DeGroodt, Falcon
AP Lit
Unit Name and #:
Dates:
Drama, fiction, and
“The Feminine Identity”
March 9-13
Daily Objective: Students will be able to use symbol, allusion, imagery or other literary devices to analyze theme in a limited selection of prose.
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 The Awakening Prose Analysis Paragraphs/Presentations o Chapters 13, 14, 15, 16, 17, 18 o Students present prose analyses, rest of class critiques using AP rubric, teacher gives feedback
Major Upcoming Assessment: The Awakening Prose Analysis Essay [W/Th]
Checks for Understanding: Student presentations of paragraphs, cold call of peer scoring
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: None
Daily Objective: Students will be able to use symbol, allusion, imagery or other literary devices to analyze theme in a limited selection of prose.
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:
 The Awakening Prose Analysis Paragraphs/Presentations
 Chapters 19, 20, 21, 22, 23, 24
 Students present prose analyses, rest of class critiques using AP rubric, teacher gives feedback
Major Upcoming Assessment: The Awakening Prose Analysis Essay [W/Th]
Checks for Understanding: Student presentations of paragraphs, cold call of peer scoring
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: None
Daily Objective: Students will be able to use symbol, allusion, imagery or other literary devices to analyze theme in a limited selection of prose.
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:
 Prose Analysis Essay [MAJOR]—Ch. 30
 The Awakening Prose Analysis Paragraphs/Presentations
 Chapters 25, 26, 27, 29, 31, 32
 Students present prose analyses, rest of class critiques using AP rubric, teacher gives feedback
Major Upcoming Assessment: No more majors left in the 5 th cycle
Checks for Understanding: Prose Analysis Essay [MAJOR]; Student presentations of paragraphs, cold call of peer scoring
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: None
Daily Objective: Students will be able to use symbol, allusion, imagery or other literary devices to analyze theme in a limited selection of prose.
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 The Awakening Prose Analysis Paragraphs/Presentations o Chapters 33, 34, 35, 36, 37, 38 o Students present prose analyses, rest of class critiques using AP rubric, teacher gives feedback
Major Upcoming Assessment: No more major assessments left in the 5 th cycle
Checks for Understanding: Student presentations of paragraphs, cold call of peer scoring
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: None