AP English (A&B) Lesson Plans of Linda Robinson: Week #4 9/22/14-9/26/14
AP English
Mon.
A Day
JM-AM
begins, so
1st period
starts at
8:05 from
now on
Today is
JM-AM
day for
assigned
AP
students
Objectives:
(1) Review plan for today – objectives and homework.
(2) Warm-Up: Students will spend 5 minutes writing in response to a projected quote: interpret meaning; analyze
tone and how it created through use of rhetorical devices and connotation/denotation of language. Verbal
discussion follows; (SOL 12.3, 12.4, 12.5, 12.6);
(3) Finish sharing of words from TONE exercise done last Thursday – objective: increase range of specific
vocabulary to describe the tone of a writer (SOL 12.4, 12.5, 12.6)
(4) (3 1/2 weeks: Literature/Literary Analysis--- Students will be able to relate novel to important
social/cultural issues of the era, analyze author’s style and effectiveness, identify use of literary elements such
as idiom/allusion/dialect and relate elements to conveyance of theme/tone, create and support – in essay form
– theses related to the above using AP prompts.) Class will FINISH group discussion of the Caged Bird novel
as a whole – style, tone, structure, important quotes and their significance in building themes – importance of
Angelou’s word “displacement” (SOL 12.3, 12.4, 12.6).
(5) GROUP WORK: I Know Why the Caged Bird Sings--- Groups will select two open-ended writing prompts
from previous years’ AP Exams. Develop and give oral presentations that provide a clear thesis in regard to the
prompt, then provide three main points with elaboration and support. Discussion will follow each presentation
(SOL 12.4, 12.3, 12.6, 12.1).
Handouts:
(1) AP Exam open-ended essay prompts – selected for Caged Bird
(2) Projected quote for analysis
Assignments:
(1) Bring I Know Why the Caged Bird Sings to every class
(2) Test on Caged Bird Fri. – A day / next Mon. – B day
(3) Quiz on Vocab Unit 4 (Plot, Poetic Forms/Stanza Forms, Poetic Lines) Tues. 9/30 for A / Wed. Oct 1 for B
Tues.
B Day
Objectives:
(1) Review plan for today – objectives and homework.
(2) Warm-Up: Students will spend 5 minutes writing in response to a projected quote: interpret meaning; analyze
tone and how it created through use of rhetorical devices and connotation/denotation of language. Verbal
discussion follows; (SOL 12.3, 12.4, 12.5, 12.6);
(3) TONE exercise – objective: increase range of specific vocabulary to describe the tone of a writer (SOL 12.4,
12.5, 12.6)
(4) (3 1/2 weeks: Literature/Literary Analysis--- Students will be able to relate novel to important
social/cultural issues of the era, analyze author’s style and effectiveness, identify use of literary elements such
as idiom/allusion/dialect and relate elements to conveyance of theme/tone, create and support – in essay form
– theses related to the above using AP prompts.) Class will FINISH group discussion of the Caged Bird novel
as a whole – style, tone, structure, important quotes and their significance in building themes – importance of
Angelou’s word “displacement” (SOL 12.3, 12.4, 12.6).
(5) GROUP WORK: I Know Why the Caged Bird Sings--- Groups will select two open-ended writing prompts
from previous years’ AP Exams. Develop and give oral presentations that provide a clear thesis in regard to the
prompt, then provide three main points with elaboration and support. Discussion will follow each presentation
(SOL 12.4, 12.3, 12.6, 12.1).
Handouts:
(1) AP Exam open-ended essay prompts – selected for Caged Bird
(2) Projected quote for analysis
Assignments:
(1) Bring I Know Why the Caged Bird Sings to every class -- turn in on test day
(2) Test on Caged Bird Fri. – A day / next Mon. – B day
(3) Quiz on Vocab Unit 4 (Plot, Poetic Forms/Stanza Forms, Poetic Lines) Tues. 9/30 for A / Wed. Oct 1 for B
Wed.
Objectives:
A Day
(1) Review plan for today – objectives and homework.
(2) Warm-Up: Students will spend 5 minutes writing in response to a projected quote: interpret meaning; analyze
tone and how it created through use of rhetorical devices and connotation/denotation of language. Verbal
discussion follows; (SOL 12.3, 12.4, 12.5, 12.6);
(3) GROUP WORK: I Know Why the Caged Bird Sings--- FINISH REMAINING -- Groups will select two
open-ended writing prompts from previous years’ AP Exams. Develop and give oral presentations that provide a
clear thesis in regard to the prompt, then provide three main points with elaboration and support. Discussion will
follow each presentation (SOL 12.4, 12.3, 12.6, 12.1).
(4) Writing: Review what must always be included in the opening sentence of an analytical essay for this class.
Discuss format for test on Caged Bird --- objective and essay (SOL 12.4, 12.6)
(5) Return students’ graded narrative essays with feedback. Allow time for teacher consultation (SOL 12.6, 12.7)
(6) Distribution and review/discussion of handout on “Allusions and Symbols” – relate this to analysis and writing
(SOL 12.3, 12.4, 12.6).
Handouts:
(1) Projected quote for analysis
(2) Return students’ graded narrative essays
(3) handout on “Allusions and Symbols”
Assignments:
(1) Bring I Know Why the Caged Bird Sings to every class -- turn in on test day
(2) Test on Caged Bird Fri. – A day / next Mon. – B day. Fill out an AP Exam card file card on the novel
(3) Quiz on Vocab Unit 4 (Plot, Poetic Forms/Stanza Forms, Poetic Lines) Tues. 9/30 for A / Wed. Oct 1 for B
Objectives:
Thurs.
B Day
(1) Review plan for today – objectives and homework.
(2) Warm-Up: Students will spend 5 minutes writing in response to a projected quote: interpret meaning; analyze
tone and how it created through use of rhetorical devices and connotation/denotation of language. Verbal
discussion follows; (SOL 12.3, 12.4, 12.5, 12.6);
(3) GROUP WORK: I Know Why the Caged Bird Sings--- FINISH REMAINING -- Groups will select two
open-ended writing prompts from previous years’ AP Exams. Develop and give oral presentations that provide a
clear thesis in regard to the prompt, then provide three main points with elaboration and support. Discussion will
follow each presentation (SOL 12.4, 12.3, 12.6, 12.1).
(4) Writing: Review what must always be included in the opening sentence of an analytical essay for this class.
Discuss format for test on Caged Bird --- objective and essay (SOL 12.4, 12.6)
(5) Return students’ graded narrative essays with feedback. Allow time for teacher consultation (SOL 12.6, 12.7)
(6) Distribution and review/discussion of handout on “Allusions and Symbols” – relate this to analysis and writing
(SOL 12.3, 12.4, 12.6).
Handouts:
(1) Projected quote for analysis
(2) Return students’ graded narrative essays
(3) handout on “Allusions and Symbols”
Assignments:
(1) Bring I Know Why the Caged Bird Sings to every class -- turn in on test day
(2) Test on Caged Bird tomorrow – A day / Mon. – B day. Fill out an AP Exam card file card on the novel
(3) Quiz on Vocab Unit 4 (Plot, Poetic Forms/Stanza Forms, Poetic Lines) Tues. 9/30 for A / Wed. Oct 1 for B
Fri.
A Day
Objectives:
(1) Review plan for today – objectives and homework.
(2) Test on Caged Bird – Turn in novels. Test will consist of AP-style objective questions and two times essays.
(3) Distribution and discussion of “Critical Approaches to Analysis” handout. Students will learn the class
approaches to analysis to literature, as well as the various points that can help them to select and develop a clear
thesis (SOL 12.4, 12.6).
Handouts:
(1) Test on Caged Bird; lined paper for essays
(2) “Critical Approaches to Analysis” handout
Assignments:
(1) Test on Caged Bird --- Mon. – B day
(2) Quiz on Vocab Unit 4 (Plot, Poetic Forms/Stanza Forms, Poetic Lines) Tues. for A / Wed. for B
(3) Read handouts: “Biblical Allusions, Universal Themes, and Glossary of Symbols”, “Punctuation”, and
“Critical Points of Analysis”. Keep reviewing all handouts, and relate to each piece of literature read for/in class.