AP English (A&B) Lesson Plans of Linda Robinson: Week #8 10/24/11-10/28/11
AP English
Mon.
B Day
Objectives:
(1) Turn in homework assignment on Canterbury Tales (SOL 12.4, 12.6).
(2) Test on the Anglo-Saxon Unit: historical influences and cultural values of the Germanic comitatus – how they
shaped language and literature; forms and characteristics of their literature – poetry and prose; essays on Beowulf
(SOL 12.4, 12.6).
(3) Teacher will finish introducing students to our unit on the Middle Ages with a power point lecture on Chaucer,
literary forms of the period, and devices of satire. Students will take careful notes, especially regarding the radical
evolution of new poetic styles and literary forms during this period, linking these to the historical context of the
more advanced feudal society instituted by the Normans. Understand the changes that have occurred in the English
language since the Norman conquest. Know the archetypal narrative elements, characteristics of legends and those
of medieval romances, development of the Code of Chivalry, etc. (SOL 12.3, 12.4).
Handouts/Materials:
(1) Test on the Anglo-Saxon unit
(2) Power point on Chaucer and the middle ages, literary forms, and devices of satire
(3) Projection on feudalism and chivalry
(4) Projection on “The Pardoner’s Tale” and archetypal narrative elements
(5) Discussion guide for medieval romances
Assignments:
(1) Quiz on AP Exam Vocab Unit 3 (spelling component) on Rhetorical Devices – Wed. B Day / Thurs. A day.
(2) Bring gray lit text every day! Review for discussion/activities (Wed. B / Thurs. A) Canterbury Tales’ Prologue
(pgs 94-115), “The Nun’s priest’s Tale” (pgs 119-137) and “The Pardoner’s Tale” (pgs 141-150).
(3) Comparative/analytical essay (pilgrim and a real 20th/21st century figure) due this Thurs. for A / Fri. for B.
(4) Read “Sir Gawain and the Green Knight” (162-175) and the Morte d’Arthur excerpt (176-184) for Fri – B Day /
Mon. – A Day. Complete discussion guide – homework grade.
(5) Benchmark test next week – date TBD
Tues.
A Day
Objectives:
(1) Turn in homework assignment on Canterbury Tales (SOL 12.4, 12.6).
(2) Test on the Anglo-Saxon Unit: historical influences and cultural values of the Germanic comitatus – how they
shaped language and literature; forms and characteristics of their literature – poetry and prose; essays on Beowulf
(SOL 12.4, 12.6).
(3) Teacher will finish introducing students to our unit on the Middle Ages with a power point lecture on Chaucer,
literary forms of the period, and devices of satire. Students will take careful notes, especially regarding the radical
evolution of new poetic styles and literary forms during this period, linking these to the historical context of the
more advanced feudal society instituted by the Normans. Understand the changes that have occurred in the English
language since the Norman conquest. Know the archetypal narrative elements, characteristics of legends and those
of medieval romances, development of the Code of Chivalry, etc. (SOL 12.3, 12.4).
Handouts/Materials:
(1) Test on the Anglo-Saxon unit
(2) Power point on Chaucer and the middle ages, literary forms, and devices of satire
(3) Projection on feudalism and chivalry
(4) Projection on “The Pardoner’s Tale” and archetypal narrative elements
(5) Discussion guide for medieval romances
Assignments:
(1) Quiz on AP Exam Vocab Unit 3 (spelling component) on Rhetorical Devices – Wed. B Day / Thurs. A day.
(2) Bring gray lit text every day! Review for discussion/activities (Wed. B / Thurs. A) Canterbury Tales’ Prologue
(pgs 94-115), “The Nun’s priest’s Tale” (pgs 119-137) and “The Pardoner’s Tale” (pgs 141-150).
(3) Comparative/analytical essay (pilgrim and a real 20th/21st century figure) due this Thurs. for A / Fri. for B.
(4) Read “Sir Gawain and the Green Knight” (162-175) and the Morte d’Arthur excerpt (176-184) for Fri – B Day /
Mon. – A Day. Complete discussion guide—homework grade.
(5) Benchmark test next week – date TBD
Wed.
Objectives:
(1) Quiz on rhetorical elements set 3 – includes spelling (SOL 12.3).
B Day
(2) Group work: (Return graded homework on Canterbury Tales’ Prologue.) Groups will review descriptions of
pilgrims and will analyze whether satire is employed, to what extent it is used, and how this alters the meaning of
the literal descriptions. Group pilgrims as admired, lightly mocked, or heavily criticized—support with evidence
from text, identifying forms of satire used. Class presentations and comparison of results (SOL 12.1, 12.3, 12.4).
(3) Circle discussion of “The Nun’s priest’s Tale” (pgs 119-137) and “The Pardoner’s Tale” (pgs 141-150).
Students will determine the literary genres of each tale, and how they meet the criteria. What are the “morals” of
the tales, and to what extent is satire employed? How does “The Pardoner’s Tale” demonstrate archetypal narrative
patterns of story telling? (SOL 12.3, 12.4).
Handouts/Materials:
(1) Quiz on rhetorical elements set 3
(2) Return graded homework on Canterbury Tales’ Prologue
Assignments:
(1) Bring gray lit texts daily
(2) Comparative/analytical essay (pilgrim and a real 20th/21st century figure) due this Thurs. for A / Fri. for B.
(3) Read “Sir Gawain and the Green Knight” (162-175) and the Morte d’Arthur excerpt (176-184) for Fri – B Day /
Mon. – A Day. Complete discussion guide—homework grade.
(4) Benchmark test next week – date TBD
Thurs.
A Day
Objectives:
(1) Turn in MLA format comparative/analytical essay on a Canterbury Tales pilgrim and a real 20th/21st century
figure – essay must show analysis and specific supporting details (SOL 12.4, 12.6, 12.7).
(2) Quiz on rhetorical elements set 3 – includes spelling (SOL 12.3).
(3) Group work: (Return graded homework on Canterbury Tales’ Prologue.) Groups will review descriptions of
pilgrims and will analyze whether satire is employed, to what extent it is used, and how this alters the meaning of
the literal descriptions. Group pilgrims as admired, lightly mocked, or heavily criticized—support with evidence
from text, identifying forms of satire used. Class presentations and comparison of results (SOL 12.3, 12.4).
(4) Circle discussion of “The Nun’s priest’s Tale” (pgs 119-137) and “The Pardoner’s Tale” (pgs 141-150).
Students will determine the literary genres of each tale, and how they meet the criteria. What are the “morals” of
the tales, and to what extent is satire employed? How does “The Pardoner’s Tale” demonstrate archetypal narrative
patterns of story telling? (SOL 12.1, 12.3, 12.4).
Handouts/Materials:
(1) Quiz on rhetorical elements set 3
(2) Return graded homework on Canterbury Tales’ Prologue
Assignments:
(1) Bring gray lit texts daily
(2) Read “Sir Gawain and the Green Knight” (162-175) and the Morte d’Arthur excerpt (176-184) for Fri – B Day /
Mon. – A Day. Complete discussion guide—homework grade.
(3) Benchmark test next week – date TBD
Fri.
B Day
Objectives:
(1) Turn in MLA format comparative/analytical essay on a Canterbury Tales pilgrim and a real 20th/21st century
figure – essay must show analysis and specific supporting details (SOL 12.4, 12.6, 12.7).
(2) Discussion of material included on Benchmark (SOL 12.3, 12.4).
(3) Finish any remaining ---Circle discussion of “The Nun’s priest’s Tale” (pgs 119-137) and “The Pardoner’s
Tale” (pgs 141-150). Students will determine the literary genres of each tale, and how they meet the criteria. What
are the “morals” of the tales, and to what extent is satire employed? How does “The Pardoner’s Tale” demonstrate
archetypal narrative patterns of story telling? (SOL 12.3, 12.4).
(4) Guided by discussion questions (teacher will check on completion of homework sheet), circle group discussion
will analyze how “Sir Gawain and the Green Knight” (162-175) and the Morte d’Arthur excerpt (176-184) meet the
characteristics of medieval romances and legends. Examine the changes (since the Anglo-Saxon period) of how
Christian values are reflected in literature, and how the “hero” concept has evolved (SOL 12.4).
Assignments:
(1) Bring gray lit texts daily
(2) Benchmark test next week – date TBD
(3) Bring Heart of Darkness novel to next class – review novel for discussion