AP English (A&B) Lesson Plans of Linda Robinson: T2 Week 9 3/26/12-3/30/12
AP English
Mon.
B Day
Objectives:
(1) Point out today’s objectives and upcoming homework assignments.
(2) Review/discussion of all questions on the first section of the AP Exam practice booklet (SOL 12.3, 12.4, 12.5).
(3) Group Work: Each group will identify Swift’s use of specific rhetorical appeals in Swift’s essay “A Modest
Proposal” (213-222 Seagull Reader). Explore the various rhetorical appeals/arguments used by Swift to make his
point. Identify theme and tone, and how they are created. Give oral presentations (SOL 12.1, 12.3, 12.5).
(4) Group work: Student groups will explicate poems: “Nun’s Fret Not” by Wordsworth, Keats “On the Sonnet”,
Wordsworth’s “London, 1802”, and Milton’s “When I Consider How My Light Is Spent”. Plan oral presentations
of the explication/analysis of these poems: theme, tone, and how those are created/conveyed (SOL 12.1, 12.3,
12.4).
Handouts/Materials:
(1) AP Exam workbooks and graded answer sheet for questions 1-45
(2) Handout copies and projection of poems: “Nun’s Fret Not” by Wordsworth, Keats “On the Sonnet”,
Wordsworth’s “London, 1802”, and Milton’s “When I Consider How My Light Is Spent”.
Assignments:
(1) For next class, bring and be prepared to discuss Brave New World (Ch. 7-end)
(2) For next class, in white Norton lit book read pgs 914-925, all poems and text on analysis of language. Also read
Wordsworth’s poem “Lines Written a Few Miles Above Tintern Abbey” (pg 1281-1285) – be prepared to discuss
this poem. Bring Norton text!
Tues.
A
Objectives:
(1) Point out today’s objectives and upcoming homework assignments.
(2) Group work: Student groups will explicate poems: “Nun’s Fret Not” by Wordsworth, Keats “On the Sonnet”,
Wordsworth’s “London, 1802”, and Milton’s “When I Consider How My Light Is Spent”. Plan and give
presentations of the explication/analysis of these poems: theme, tone, and how those are created/conveyed (SOL
12.1, 12.3, 12.4).
(3) NEED NORTON TEXTBOOK! Class discussion of Wordsworth’s poem “Lines Written a Few Miles Above
Tintern Abbey” (pg 1281-1285). Identify elements that make this poem representative of the romantic movement.
Identify theme, tone, and elements that help to convey these. Analyze style (SOL 12.3, 12.4).
(4) Graded fishbowl discussion continues on Ch. 7-end of Brave new World. Examine characterization/motivation.
Explore various themes and recurring motifs (leitmotifs), examine conventions of the dystopian novel. What
techniques does the author use to convey theme? What makes this novel a satire of utopian novels? (SOL 12.4,
12.3).
Handouts/Materials:
(1) Projection of poems: “Nun’s Fret Not” by Wordsworth, Keats “On the Sonnet”, Wordsworth’s “London, 1802”,
and Milton’s “When I Consider How My Light Is Spent”.
Assignments:
(1) For next class, bring and be prepared to discuss Brave New World (Ch. 7-end)
Wed.
B Day
Objectives:
(1) Point out today’s objectives and upcoming homework assignments.
(2) Group work: Student groups will explicate poems: “Nun’s Fret Not” by Wordsworth, Keats “On the Sonnet”,
Wordsworth’s “London, 1802”, and Milton’s “When I Consider How My Light Is Spent”. Give oral presentations
of the explication/analysis of these poems: theme, tone, and how those are created/conveyed (SOL 12.1, 12.3,
12.4).
(3) NEED NORTON TEXTBOOK! Class discussion of Wordsworth’s poem “Lines Written a Few Miles Above
Tintern Abbey” (pg 1281-1285). Identify elements that make this poem representative of the romantic movement.
Identify theme, tone, and elements that help to convey these. Analyze style (SOL 12.3, 12.4).
(4) Graded fishbowl discussion continues on Ch. 7-end of Brave new World. Examine characterization/motivation.
Explore various themes and recurring motifs (leitmotifs), examine conventions of the dystopian novel. What
techniques does the author use to convey theme? What makes this novel a satire of utopian novels? (SOL 12.4,
12.3).
Handouts/Materials:
(1) Projection of poems: “Nun’s Fret Not” by Wordsworth, Keats “On the Sonnet”, Wordsworth’s “London, 1802”,
and Milton’s “When I Consider How My Light Is Spent”.
Assignments:
(1) For next class, bring and be prepared to discuss Brave New World (Ch. 7-end)
Thurs.
A Day
Objectives:
(1) Point out today’s objectives and upcoming homework assignments.
(2) Benchmark Review: Jeopardy review game on the 17th/18th century and Romantic Movement history, literary
styles, and authors. Discussion of other topics included on benchmark (SOL 12.1, 12.3, 12.4).
(3) Graded fishbowl discussion continues on Ch. 7-end of Brave new World. Examine characterization/motivation.
Explore various themes and recurring motifs (leitmotifs), examine conventions of the dystopian novel. What
techniques does the author use to convey theme? What makes this novel a satire of utopian novels? (SOL 12.4,
12.3).
Handouts/Materials:
(1) Eggsbert set; jeopardy questions on 17th/18th century and Romantic Movement
Assignments:
(1) Benchmark test Mon. for A day; Tuesday for B day. Pencils needed.
(2) For next class, bring and be prepared to discuss Brave New World (Ch. 7-end)
(3) Brave New World test Wed for A-Day // Thurs. for B-Day
Fri.
B Day
Objectives:
(1) Point out today’s objectives and upcoming homework assignments.
(2) Benchmark Review: Jeopardy review game on the 17th/18th century and Romantic Movement history, literary
styles, and authors. Discussion of other topics included on benchmark (SOL 12.1, 12.3, 12.4).
(3) Graded fishbowl discussion continues on Ch. 7-end of Brave new World. Examine characterization/motivation.
Explore various themes and recurring motifs (leitmotifs), examine conventions of the dystopian novel. What
techniques does the author use to convey theme? What makes this novel a satire of utopian novels? (SOL 12.4,
12.3).
Handouts/Materials:
(1) Eggsbert set; jeopardy questions on 17th/18th century and Romantic Movement
Assignments:
(1) Benchmark test Mon. for A day; Tuesday for B day. Pencils needed.
(2) For next class, bring and be prepared to discuss Brave New World (Ch. 7-end)
(3) Brave New World test Wed for A-Day // Thurs. for B-Day