AP Units – Intro, 84 & Deconstruction, Frank & NH, and Dorian Gray & Fem.
Introductory Unit – Week One, August 24 – 26
AP Curriculur Requirements Addressed:
 The course includes frequent opportunities for students to write and rewrite timed, in-class responses.
 The course requires writing to understand: informal/exploratory writing activities that enable students
to discover what they think in the process of writing about their reading.
 AP teacher provides instruction and feedback on students' writing assignments, both before and after
the students revise their work that help the students develop a wide-ranging vocabulary used
appropriately, a variety of sentence structures, organization, balance of generalization and specific,
illustrative detail, and appropriate use of rhetoric.
Activities:
 Quote activity using four wall posters, establishing expectations.
 *As an ice-breaker and a writing diagnostic activity, students will research a college application or a
scholarship essay prompt and respond to it in a timed writing. The class will then complete a revision
activity which outlines the major writing goals: diction, sentence variety, organization, rhetoric, and
audience. First day – find prompts, tips, discuss, etc. Second day – in class writing (gives a night to
think about response. Designed as a get-to-know you, but also to use as a timed writing diagnostic.
 Also do the Career Passport during this introduction
 Introduce, model, and sign up for terminology presentations
 Students' summer reading journals will also be collected and discussed during the first week.
 If time permits, do the defining poetry activity in order to establish its significance to the course, even
though it may not seem like a major unit this semester.
1984 and Deconstruction – Weeks 2 &3, August 29 – September 7
AP Curriculur Requirements Addressed:
 Course teaches students to write an interpretations of a piece of literature that is based on a careful
observation of textual details, considering such elements as the use of figurative language, imagery,
symbolism, and tone.
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Also considering the work's social and historical values it reflects and embodies; structure, style,
and theme
 Course includes frequent opportunities to write and rewrite formal, extended analyses and timed, inclass responses.
 Writing to explain: Expository, analytical essays in which students draw upon textual details to develop
an extended interpretation of a literary text.
 Course includes an intensive study of representative works
 Teacher provides instruction and feedback on students' writing assignments, both before and after
students revise work
Activities:
Day One (T 8/30)
 *Make sure students have a copy of Foster’s text *
 The class will first discuss this summer reading novel by using student-made discussion questions.
Initially ask for students’ questions, comments, etc. Then the teacher will use reading notes to guide
students to specific lines of text to answer analytical and evaluative questions.
 Do an activity with the Principles of Newspeak (Appendix of novel). Have students write a letter using
newspeak and discuss the significance of having a versatile vocabulary (this fits with a goal of the
course!) * See separate plans for specific activities *
Students will then compare and contrast the themes, structure, and style of the novel and the poem
“Unknown Citizen” by answering AP Multiple Choice questions. At this point, students will start a
personal Multiple Choice chart in which they will keep track of the types of questions, techniques for
answering, and progress.
 Tell students to read Foster’s Chapters 13, 16, and 17 for Thursday
Day Two (W 8/31)
 Remind students of the Foster chapters to read for tomorrow: 13, 16, 17
 Have each student chose a term off of the “1984 Study Guide,” and find a place in the text where
Orwell focuses on the term. Have students write down HOW Orwell uses the term in connection to a
major theme in the novel AND have them describe Orwell’s style in that section. They can look at
sentence structure, voice, diction, repeated words and ideas, etc. Ask for volunteers to share so
students can begin to see themes and ideas that connect throughout the entire novel.
 Pass out the lyrics to Incubus’s “Talkshow on Mute.” Tell students that this song has a direct reference
to the novel. Have students listen to the song and ask for initial impressions/how the song relates to the
novel. Then have students respond in a timed writing (about 45 minutes) that answers these questions:
How do the song and novel relate thematically? Where and how do they differ (in style, focus, and
theme)?
Day Three (Th 9/1)
 Use the Insight Rubric for a peer review of yesterday’s Quick Write. Turn in.
 Students have read Chapters 13, 16, and 17 of Foster's text; apply them to the novel in an activity.
Group led discussions? Discuss how the concepts are present in both Orwell's novel AND pop culture.
 Stop and do the Tone intro/mapping activities – explain why we are setting it up so early. Provide
students with a tone list. First have them color code the terms for quick reference in the future. Apply
the terms/process to Orwell and Foster so far.
 HW: Provide background information and assign reading the Nietzsche excerpt for HW. Students
should identify his main purpose for writing and highlight a stylistic element.
Day Four (F 9/2)
 First, ask for any poem shares and discuss HW.
 Deconstruction: Ask: What is truth? How does experience alter it? Read “Get Up and Bar the Door” p.
192 and “Not Waving but drowning” p. 1248 to distinguish between truth, reality, and perception.
Provide background notes on the criticism: How a text can deconstruct and how we can deconstruct a
text. Read the Pastorals in textbook: “Passionate Shepherd” and “Nymph’s Relply.” Discuss how the
nymph deconstructs not only the shepherd’s view, but also the poetic form itself.
 Go back to the Nietzsche piece students read as HW. What is Nietzsche deconstructing? Do you agree
with his main points? How do his stylistic tendencies support his deconstructionist view?
Day Five (M 9/5) – No School
Day Six and Seven (9/6 & 7)
 To review concepts and practice test-taking skills, students will answer AP multiple choice questions on
a Nietzsche excerpt.
 The class will read and complete the “Nacirema” activity as deconstruction and writing practice.
 Provide students with the deconstruction How-To and apply it to a student-chosen song, Manchester
Orchestra’s “Simple Math.”
Day Eight (Th 9/8)
 Apply deconstruction to 1984. What concepts does the text itself deconstruct? What are the binary
oppositions (rigid beliefs) that Orwell himself relies too heavily on? Begin with a bit of discussion to
get students started, and then have students get into groups to create a visual of deconstruction and the
novel. One side of the paper should be what the story deconstructs, the other what the students have
deconstructed in the story. The visuals, words, and colors should reflect the essence of the novel.
Share out.
 Assign the unit essay: students either apply deconstruction to a song of their choice or write a stylistic
analysis of Orwell.
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Frankenstein and New Historicism – Weeks 3 & 4, September 8-16
AP Curriculur Requirements:
 The course teaches students to write an interpretation of a piece of literature that is based on a careful
observation of textual details, considering the work's social, cultural and/or historical values.
 Writing to evaluate: Analytical, argumentative essays in which students draw upon textual details to
make and explain judgments about a work's social, historical, and/or cultural values.
 Course includes frequent opportunities to write and rewrite formal, extended analyses and timed, inclass responses.
 Course includes an intensive study of representative works
 Teacher provides instruction and feedback on students' writing assignments, both before and after
students revise work
Activities:
Day One (F 9/9)
 Students will participate in a class discussion in which they share their insights and discussion
questions from their summer reading journals.
 Use the Frankenstein Ch 1- 20 “Quiz” as a method to discuss literary techniques used in the novel.
 Students choose a character to create a Dr. Phil script to show characterization.
 HW: Students read Foster 21-24 for Tuesday
Day Two (M 9/12)
 Use “The Language of Frankenstein” terms to introduce applicable terms: antithesis, doppelganger,
grotesque, satanic/promethean hero, the sublime, and “the pursued protagonist”
 The class will conduct a silent discussion regarding significant quotes in and criticisms of the text.
Then share out as a class. Students will then write their own critical analysis question for the novel.
 Students will complete and discuss sample AP MC questions for the novel. As time permits, students
will then use a list of MC stem questions to create their own question off a selected passage.
Day Three (T 9/13)
 Students will read Foster's chapters 21 “Marked for Greatness” and Ch's 23 & 24 “It's Never Just Heart
Disease” and “And Rarely Just Illness” and apply them to the novel in an activity. First, take a short
quiz on Foster's main points. Then create a visual – of a body mapping with a key explaining meaning
(for greatness).
 Then begin “Paradise Lost” Activity: Students read the excerpt in the text book and complete an
analysis of the author's diction and comparison with themes in the novel.
Day Four (W 9/14)
 Finish Paradise Lost activity
 Begin the next literary criticism: New Historicism: (If time: Students will first read and answer AP MC
on the poem “Albuquerque Graveyard”to begin the discussion about how society and trends effect
writing (and vice versa).) Students will then discover the criticism through an informational handout.
Say Six (Th 9/15)
 As practice, the class will apply NH to Jean Toomer's Cane excerpt “Karintha.”
 More practice will be used with a sample AP timed writing (Moon Activity).
Day Seven (F 9/16)
 Students self grade and revise yesterday's QW.
 Students will then read a critical article about Frankenstein and respond to it as a New Historicist,
explaining how the novel fits/defies the trends of the Romantic movement.
The Picture of Dorian Gray and Feminism – Weeks 5 &6
AP Curriculur Requirements:
 The course teaches students to write an interpretation of a piece of literature that is based on a careful
observation of textual details, considering the text's structure, style, and theme.
 The course includes frequent opportunities for students to write and rewrite formal, extended analyses
outside of class.
 Writing to evaluate: Analytical, argumentative essays in which students draw upon textual details to
make and explain judgments about a work's artistry and quality.
Activities:
 Day One (Mon, 9/30)
 Introduce the prefixes and vocabulary for the week.
 Model and then have students complete the “Practicing in Context” from the critical article analysis
from Friday. This will extend the lesson of having students incorporate quotes of support into their
own sentences and “entering into the critical discussion” on literature.
 Begin DG with journal on validity of immoral book comment. After a student-led discussion, students
will recognize and explain the significance of important novel quotes.
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Day Two
Have students look at the Epigram handout – they should read the information and sample epigrams
provided in order to define the epigram. The class will compare and contrast them with the aphorisms
they likely did last year. Pairs will then find one from DG to discuss regarding characterization, style,
and theme.
Complete the practice AP MC for an excerpt from the novel.
HW: Read Foster’s chapters 2 and 3
Day Three
Discuss Foster’s chapters 2 and 3: their main points and how they enhance a reading of DG. With the
vampire chapter, bring the Faust Legend into discussion.
Then read the two “food” poems, “Eating Together” and “Metaphors.” Discuss the poems as a class,
then have students write a QW in which they compare and contrast the poets’ use of food.
Day Four
Students will compare how the novel and Browning's dramatic monologue “My Last Duchess” address
the topic of whether art has meaning or if it is the meaningless application of the artist.
Use the monologue to introduce gender roles, and provide background notes on feminism that includes
key terms and an overview of the waves of the movement.
Begin reading Wollstonecraft in the textbook on p. 631 – Students should outline how she forms her
argument.
Day Five
Prefix Quiz
Finish an analysis of Wollstonecraft’s argument, her use of rhetorical devices to form her argument, and
her implicit and explicit use of feminist terms.
Have students read from Defoe’s “Academy for Women” and debate (and support) whether or not he
was a true feminist and why.
Day Six
Introduce Prefixes for the week
Share out (debate?) Defoe
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Provide students with an excerpt of a feminist reading of DG: students should practice “entering the
critical discussion” by agreeing or disagreeing with its thesis.
Assign the end of unit essay.
Students should read Foster’s chapter (14?) for tomorrow.
**As the culmination of the SR novels and introductory criticisms, students will write a formal 4-6
page essay in which they apply one of the criticisms or one of Foster’s chapters we’ve covered to a new
“text” (TV episode, poem, article, movie, etc)..