Sullinger 1
Rachel Sullinger
Professor Gibbens
DST
10 October 2011
Two-week Lesson Plans: 10th Grade Pre-AP
Week 1
Monday:
Objective: The student will demonstrate an understanding of Greek/Latin word
parts by choosing the correct multiple choice response.
Standards: 9-12. Language Arts.10.R.11.01
9-12. Language Arts.10.R.11.02
Assessment: Question / Answer
Lesson overview: Prefix/suffix/root word test for word lists 1-4; EOC style
multiple choice format.
Tuesday:
Objective: The student will analyze the elements of plot structure in Antigone by
answer the AP key questions for plot.
Standards: 9-12. Language Arts.10.R.09.03
9-12. Language Arts.10.R.10.21
9-12. Language Arts.10.R.10.22
9-12. Language Arts.10.R.10.24
Instructional Approach: Independent Reading and Independent Writing
Assessment: Written Assessment
Lesson Overview: Students will analyze the elements of plot structure
(conflict, Freytag's Pyramid, structural archetypes) by independently
answering the 17 AP key questions for plot analysis.
*Students who finish early should work on their Antigone Precis card,
Antigone study guide, or read quietly from their self-selected novel.
2
Wednesday:
Objective: The student will identify and articulate themes in a work of literature.
Standards: 9-12. Language Arts.10.W.05.07
9-12. Language Arts.10.R.09.01
9-12. Language Arts.10.R.09.02
9-12. Language Arts.10.R.09.12
9-12. Language Arts.10.R.10.24
9-12. Language Arts.10.R.10.22
Instructional Approach: Independent Writing, Modeled Writing, Literature
Discussion Groups, Homework, Reflection, and Mini Lesson-Writing
Assessment: Written Assessment, Teacher Observation, and Exit Tickets
Instructional Technology: Document Camera and LCD Projector
Marzano Instructional Strategies: Cooperative Learning and Homework
Bell Ringer:
1. Which of the following is the best definition for the literary term "theme?"
A. To state what conflicts appear in the story and explain each.
B. To summarize or offer the gist of the major plot points in a literary work.
C. To provide the writer's intended purpose: to inform, to entertain, to
persuade, or to explain.
D. To state the author's intended message about a particular subject.
2. Which of the following is most likely a theme for Antigone?
A. Sophocles wrote Antigone to show how Greek women were inferiors in
their society.
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B. The primary conflict in Antigone is the battle between Creon and
Antigone over the body of Polyneices.
C. The play Antigone shows that the laws of man are often corrupted by the
ignorance and prejudices of those in power.
D. The play Antigone is about a woman who tries to bury her brother when
the law forbids it.
Lesson Overview:
Book Hook: The Last True Story I'll Ever Tell by John Crawford
Lesson Hook: When people are asked about the importance of stories, the
answer is often "to entertain." However, great literature is important
because the stories told help us understand others and ourselves. To
identify universal themes is to identify what we are supposed to learn about
ourselves, our society, and our relationship to others after reading the
work. The more universal themes a novel has, the more likely that novel is
to resonate with us and be considered a significant literary work.
*Explain "universal subjects" as part of the theme formula. These are
subjects that everyone will encounter at some point in his or her life and can
therefore learn from a literary character's experiences with that subject.
*Using the following universal subjects for Antigone, students will select five
subjects, use our formula for determining theme, and write a separate
theme statement for each subject. Model one theme statement together as
a class. (pride, betrayal, loyalty, sacrifice, power, religion, law, love, belief,
fate, reputation, authority, zealotry)
*Time permitting, students will select their best theme statement and briefly
present it to the class.
Lesson Closure: Utilizing today's discussion, students will write 3 theme
statements for one of their self-selected novels (exit tickets).
Homework: Antigone Precis cards due on Thursday and Book Reviews due
on Friday.
4
Thursday:
Objective: The student will demonstrate an understanding of Antigone
by choosing the correct answer to a variety of multiple choice,
matching, and true/false questions.
Standards: 9-12. Language Arts.10.R.10.16
9-12. Language Arts.10.R.10.15
9-12. Language Arts.10.R.10.14
9-12. Language Arts.10.R.10.13
9-12. Language Arts.10.R.10.11
Assessment: Question / Answer
Lesson Overview: Comprehensive exam for Antigone.
*Antigone Precis Cards due today.
Friday:
Objective: The student will engage in silent sustained reading of a self-selected
novel.
Standards: 9-12. Language Arts.10.R.10.19
Instructional Approach: Independent Reading
Assessment: Observation Assessment
Lesson Overview: Students will be encouraged to participate in the lit lab
reading cycle by engaging in 50 minutes of silent sustained reading per
week. Students will select books from their personal reading to use for
responses to literature in the form of two book projects per 9 weeks. For
the 1st 9 weeks, students will prepare and present a book talk, as well as
write a book review for the classroom book review binder (these
assignments are to be completed outside of class).
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Instructor will assess student progress by completing a Status of the Class
reading report at the end of the class hour.
*Book reviews are due today.
Lesson Closure: Students should update their self-maintained reading
journals as a means of independently recording reading progress; class
discussion of what books they are currently enjoying (informal
recommendations).
Week 2
Monday:
Objective: The student will be introduced to appropriate AP writing by learning
how to structure an appropriate paragraph.
Standards: 9-12. Language Arts.10.W.07.06
9-12. Language Arts.10.W.05.07
9-12. Language Arts.10.W.07.05
Instructional Approach: Modeled Writing, Graphic Organizer,
Homework, and Mini Lesson-Writing
Assessment: Written Assessment
Instructional Technology: Document Camera and LCD Projector
Marzano Instructional Strategies: Graphic Organizers and Homework
Lesson Overview:
Writing Mini-Lesson: Discuss writing about literature in the present tense
utilizing examples from Antigone:
Ismene refused to help Antigone bury Polyneices. (Incorrect)
Ismene refuses to help Antigone bury Polyneices.
(Correct)
6
Antigone was sad because she realized that her marriage to Haimon would
never happen. (Incorrect)
Antigone is sad because she realizes that her marriage to Haimon will never
happen. (Correct)
*Pass out a copy of AP Paragraph structure and discuss how it applies to
writing AP appropriate essay paragraphs. Students should keep this in their
binders for the remainder of the year under "Essays."
*Discuss example paragraph from Antigone. Read over paragraph with
students, using the main idea sentence to briefly review and discuss what
theme is (ask students to identify the universal subject and what the writer
says that universal subject "shows" a close reader). Using highlighters,
have students identify the main idea sentence (pink), the supporting detail
sentences (blue), inference statement C (green), and inference statement D
(yellow). Discuss as a class how this connects back to the AP Paragraph
structure handout.
Lesson Closure:
Students will rewrite the following sentences and apply the appropriate verb
tense for literary analysis:
--Teiresias went to Creon and told him that two members of his own family
would die.
--Haimon found Antigone dead and then attempted to kill Creon.
--The Choragos suggested that perhaps the gods buried Polyneices.
--When Creon accused her as an accomplice, Ismene begged Antigone to
allow her to share the blame for the burial.
--Antigone defied Creon's law in order to uphold god's law; however, she
betrayed the gods in doing so.
Homework: Utilizing our formula for theme, students will write 3 theme
statements for one of their self-selected novels.
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Tuesday:
Objective: The student will be introduced to appropriate AP writing by learning
how to structure an appropriate paragraph.
Standards: 9-12. Language Arts.10.W.05.07
9-12. Language Arts.10.W.07.05
9-12. Language Arts.10.W.07.06
Instructional Approach: Guided Practice and Shared Writing
Assessment: Written Assessment and Teacher Observation
Instructional Technology: Document Camera and LCD Projector
Marzano Instructional Strategies: Practice
Bell Ringer:
Which of the following sentences uses the correct literary verb tense?
1. A. Edward sparkled in the sunlight and Bella could not look away.
(Stupid Bella.)
B. Katniss protects her younger sister, Prim, by volunteering for the
Hunger Games.
C. To stay ahead of the Mogadorians, Henri moved Number Four every
time there was an
attack against one of the other Loriens.
D. Mick Johnson had dreams of being a superstar football player, so he
started to take
steroids to achieve his goal.
Lesson Overview: Take up homework assignment.
8
*In groups of no more than 3, students will select 2 of their best theme
statements from Antigone (or write 2 new ones). Students must approve
these theme statements with the instructor before continuing with the
assignment. Once the theme statements are approved, students should
write a basic essay paragraph for each one, demonstrating appropriate use
of a main idea sentence, a minimum of 2 supporting detail sentences in the
form of properly formatted direct quotes, a minimum of 4
inference/commentary statements, and a concluding sentence. Students
should turn in their work by the end of the hour.
Lesson Closure: If time permits, have each group share their best
paragraph with the rest of the class.
Wednesday:
Objectives: The student will engage in the writing process by learning and
utilizing the format for a properly written introductory paragraph.
The student will engage in the writing process by learning and utilizing
the formula for writing a strong thesis statement.
Standards: 9-12. Language Arts.10.W.04.02
9-12. Language Arts.10.W.05.07
Instructional Approach: Modeled Writing, Graphic Organizer,Writer's
Workshop, Shared Writing, and Mini Lesson-Writing
Assessment: Written Assessment, Teacher Observation, and Exit Tickets
Instructional Technology: Document Camera and LCD Projector
Marzano Instructional Strategies: Cooperative Learning and Graphic
Organizers
Bell Ringer: What is the purpose of an introduction? In a literary essay,
what information should be included in an introduction to help the reader?
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Lesson Overview: Discuss AP format for an introductory paragraph, which
should include the following elements: title of literary work, author's first
and last name (if applicable), copyright year (442 B.C.), genre, hook
sentence, and thesis sentence.
*Explain that a hook sentence is a statement of universal meaning, which is
the same thing as "theme."
*Pose the question, "What is a thesis?" Discuss. Pose the question, "What
shapes your thesis?" Discuss.
*Look at example AP prompts:
1983. From a novel or play of literary merit, select an important character
who is a villain. Then, in a well-organized essay, analyze the nature of the
character's villainy and show how it enhances meaning in the work. Do not
merely summarize the plot.
1976. The conflict created when the will of an individual opposes the will of
the majority is the recurring theme of many novels, plays, and essays.
Select the work of an essayist who is in opposition to his or her society; or
from a work of recognized literary merit, select a fictional character who is in
opposition to his or her society. In a critical essay, analyze the conflict and
discuss the moral and ethical implications for both the individual and the
society. Do not summarize the plot or action of the work you choose.
1990. Choose a novel or play that depicts a conflict between a parent (or a
parental figure) and a son or daughter. Write an essay in which you analyze
the sources of the conflict and explain how the conflict contributes to the
meaning of the work. Avoid plot summary.
1994. In some works of literature, a character who appears briefly, or does
not appear at all, is a significant presence. Choose a novel or play of literary
merit and write an essay in which you show how such a character functions
in the work. You may wish to discuss how the character affects action,
theme, or the development of other characters. Avoid plot summary.
*Pass out and discuss the Formula for Writing a Thesis Statement handout.
As a class, choose one of the four listed prompts and model the creation of
one thesis statement, focusing on how to utilize the prompt to identify a
specific literary technique that needs to be addressed.
Lesson Closure: (exit slip) Explain the difference between a thesis
sentence and a hook sentence.
10
Thursday:
Objective: The student will engage in the writing process by learning and
utilizing the format for a properly written introductory paragraph.
The student will engage in the writing process by learning and
utilizing the formula for writing a strong thesis statement.
Standards: 9-12. Language Arts.10.W.04.04
9-12. Language Arts.10.W.05.07
Instructional Approach: Modeled Writing, Graphic Organizer, Literature
Discussion Groups, Shared Writing, and Writing Prompt
Assessment: Written Assessment and Self-Assessment
Instructional Technology: Document Camera and LCD Projector
Marzano Instructional Strategies: Cooperative Learning
Bell Ringer: Discuss the correct answers to Tuesday's rewrite for literary
tense sentences as students self-evaluate their own work for understanding.
Lesson Overview: Select one well-written definition of hook and thesis
sentence from yesterday's exit slips; present it to the class as a means of
reviewing and clarifiying the concept from yesterday.
*In groups of no more than 3, students will use the Formula for Writing a
Thesis Statement to write an appropriate thesis statement for the remaining
AP open-ended question prompts. (15-20 minutes)
*Instructor will model a properly completed introductory paragraph that
includes the required information from yesterday's discussion of AP
appropriate introductory paragraphs for a literary analysis essay:
Step 1: Analyze the prompt
2011. In a novel by William Styron, a father tells his son that life “is a
search for justice.”
Choose a character from a novel or play who responds in some
significant way to justice or injustice. Then write a well-developed
essay in which you analyze the character’s understanding of justice,
the degree to which the character’s search for justice is successful ,
and the significance of this search for the work as a whole.
Step 2: Select a work that would be an appropriate response to the prompt
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Antigone will work for this prompt because she is responding to what she
believes is an injustice done to her brother.
Step 3: Create a hook sentence that is appropriate for your subject
The classical tragedy, Antigone, shows that laws are not always made for the
right reasons.
Step 4: Create a thesis sentence that clearly connects to your prompt
(shaping your argument)
In Antigone, Sophocles uses a tragic hero to demonstrate how one strong
individual can right social injustice, but doing so may require the ultimate
sacrifice.
Step 5: Draw upon all the required elements to create an introductory
paragraph around your hook and thesis sentence.
In Antigone by Sophocles, a classical tragedy written in 442 B.C.,
the playwright shows that laws are not always made in the best interests of
the people who must follow them. When Creon refuses to bury Polyneices,
Antigone believes that she must right the wrong done to her brother's spirit.
For Antigone, justice can only be found in honoring god's law. However, her
understanding of justice may be flawed as she assumes this is what the gods
want, which causes her to lose her life for the sin of pride. In Antigone,
Sophocles uses a tragic hero to demonstrate how one strong individual can
right social injustice, but doing so may require the ultimate sacrifice.
*In the same groups, students will select their best thesis statement and use
it to write a well-developed introductory paragraph that incorporates the
required information. Turn in for a grade (15-20 minutes)
Lesson Closure: Reflect on what you've learned about writing this week.
What are two strategies for writing a literary essay that you learned about
and think are the most important for a writer?
Friday:
Objective: The student will engage in silent sustained reading of a self-selected
novel.
Standards: 9-12. Language Arts.10.R.10.10
Instructional Approach: Independent Reading
Assessment: Teacher Observation and Self-Assessment
Lesson Overview: Students will be encouraged to participate in the lit lab
reading cycle by engaging in 50 minutes of silent sustained reading per
12
week. Students will select books from their personal reading to use for
responses to literature in the form of two book projects per 9 weeks. For
the 1st 9 weeks, students will prepare and present a book talk, as well as
write a book review for the classroom book review binder (these
assignments are to be completed outside of class).
Instructor will assess student progress by completing a Status of the Class
reading report at the end of the class hour.
Lesson Closure: Students should update their self-maintained reading
journals as a means of independently recording reading progress; class
discussion of what books they are currently enjoying (informal
recommendations).