AP English (A&B) Lesson Plans of Linda Robinson: T2Week 10 4/8/13-4/12/13
AP English
Mon.
A Day
Jayem-AM
for APs
Objectives:
(1) Review plan for today – objectives and homework.
(2) Group Work: Student work groups will have each taken a form of argument (logical, ethical, pathetic)
presented in pgs xv-xxxii of The Seagull Reader. They will present to the class their posters providing a summary
of their argument form and its fallacies, with examples (SOL 12.1, 12.5, 12.6).
(3) Intro to end-of-year project: Students will select a novel or play of literary merit of their choice. Using an
appropriate critical perspective (feminism, psychoanalytic theory, formalism, mythological/archetypal, new
historicism, or gender studies/queer theory), students will write a 10-12 page analytical paper using MLA in-text
documentation of supporting quotes. MLA Works Cited page will be attached. They will also create a quality
creative visual to accompany the oral presentation (min. 30 minutes) of their work to the class, and this should
include bio material on the author. Project counts as two test grades. (SOL 12.1, 12.3, 12.4, 12.5, 12.6, 12.7, 12.8).
(4) Fishbowl discussion of Brave New World continues. Analysis of how tone is established, and identification of
tone. Examine characterization of both characters and the dystopian society. Explore various themes and recurring
motifs (leitmotifs), examine conventions of the dystopian novel. What techniques does the author use to convey
theme? (SOL 12.4, 12.3).
Handouts:
(1) Distribution of parameters handout on end-of-year project; selection of novels from which to choose
Assignments:
(1) Turn in Huck Finn novels! Bring Brave New World novel daily.
(2) Read The Things They Carried, and complete reading packet for Wed. – A Day / Thurs. – B Day
(3) Test on Brave New World Fri – B Day / Mon – A Day. Turn in novels.
(4) Read Swift’s essay “A Modest Proposal” (213-222 Seagull Reader) for Fri – B Day / Mon – A Day. Be
prepared to discuss the various rhetorical appeals/arguments used by Swift to make his point. Identify theme and
tone, and how they are created. Bring Seagull Reader to class.
(5) End-of-year paper and oral presentation with creative visual due May 20 – B Day / May 21 – A Day
Tues.
B Day
Objectives:
(1) Review plan for today – objectives and homework.
(2) Group Work: Student work groups will have each taken a form of argument (logical, ethical, pathetic)
presented in pgs xv-xxxii of The Seagull Reader. They will present to the class their posters providing a summary
of their argument form and its fallacies, with examples (SOL 12.1, 12.5, 12.6).
(3) Intro to end-of-year project: Students will select a novel or play of literary merit of their choice. Using an
appropriate critical perspective (feminism, psychoanalytic theory, formalism, mythological/archetypal, new
historicism, or gender studies/queer theory), students will write a 10-12 page analytical paper using MLA in-text
documentation of supporting quotes. MLA Works Cited page will be attached. They will also create a quality
creative visual to accompany the oral presentation (min. 30 minutes) of their work to the class, and this should
include bio material on the author. Project counts as two test grades. (SOL 12.1, 12.3, 12.4, 12.5, 12.6, 12.7, 12.8).
(4) Fishbowl discussion of Brave New World continues. Analysis of how tone is established, and identification of
tone. Examine characterization of both characters and the dystopian society. Explore various themes and recurring
motifs (leitmotifs), examine conventions of the dystopian novel. What techniques does the author use to convey
theme? (SOL 12.4, 12.3).
Handouts:
(1) Distribution of parameters handout on end-of-year project; selection of novels from which to choose
Assignments:
(1) Turn in Huck Finn novels! Bring Brave New World novel daily.
(2) Read The Things They Carried, and complete reading packet for Wed. – A Day / Thurs. – B Day
(3) Test on Brave New World Fri – B Day / Mon – A Day. Turn in novels.
(4) Read Swift’s essay “A Modest Proposal” (213-222 Seagull Reader) for Fri – B Day / Mon – A Day. Be
prepared to discuss the various rhetorical appeals/arguments used by Swift to make his point. Identify theme and
tone, and how they are created. Bring Seagull Reader to class.
(5) End-of-year paper and oral presentation with creative visual due May 20 – B Day / May 21 – A Day
Wed.
Objectives:
A Day
(1) Review plan for today – objectives and homework.
(2) Students will turn in completed reading packets on next novel: The Things They Carried (SOL 12.4, 12.3, 12.6)
(3) Reading/Analysis of Poetry: Students will read and explicate William Blake’s poems “The Lamb” and “The
Tyger”. Determine theme, and rhetorical and poetic devices used to create it. Compare/contrast the two poems
(SOL 12.3, 12.4).
(4) Fishbowl discussion of Brave New World concludes. Analysis of how tone is established, and identification of
tone. Examine characterization of both characters and the dystopian society. Explore various themes and recurring
motifs (leitmotifs), examine conventions of the dystopian novel. What techniques does the author use to convey
theme? Summary discussion in preparation for test (SOL 12.4, 12.3).
Handouts:
(1) Handout copies and projection of William Blake poems
Assignments:
(1) Turn in Huck Finn novels! Turn in Brave New World novel on test day. Bring to next class The Things They
Carried and Seagull Reader.
(2) Read The Things They Carried, and complete reading packet for Thurs. – B Day
(3) Test on Brave New World Fri – B Day / Mon – A Day. Turn in novels.
(4) Read Swift’s essay “A Modest Proposal” (213-222 Seagull Reader) for Fri – B Day / Mon – A Day. Be
prepared to discuss the various rhetorical appeals/arguments used by Swift to make his point. Identify theme and
tone, and how they are created. Bring Seagull Reader to class.
(5) End-of-year paper and oral presentation with creative visual due May 20 – B Day / May 21 – A Day
Thurs.
B Day
Objectives:
(1) Review plan for today – objectives and homework.
(2) Students will turn in completed reading packets on next novel: The Things They Carried (SOL 12.4, 12.3, 12.6)
(3) Reading/Analysis of Poetry: Students will read and explicate William Blake’s poems “The Lamb” and “The
Tyger”. Determine theme, and rhetorical and poetic devices used to create it. Compare/contrast the two poems
(SOL 12.3, 12.4).
(4) Fishbowl discussion of Brave New World concludes. Analysis of how tone is established, and identification of
tone. Examine characterization of both characters and the dystopian society. Explore various themes and recurring
motifs (leitmotifs), examine conventions of the dystopian novel. What techniques does the author use to convey
theme? Summary discussion in preparation for test (SOL 12.4, 12.3).
Handouts:
(1) Handout copies and projection of William Blake poems
Assignments:
(1) Turn in Huck Finn novels! Turn in Brave New World novel on test day. Bring to next class The Things They
Carried and Seagull Reader.
(2) Test on Brave New World Fri – B Day / Mon – A Day. Turn in novels.
(3) Read Swift’s essay “A Modest Proposal” (213-222 Seagull Reader) for Fri – B Day / Mon – A Day. Be
prepared to discuss the various rhetorical appeals/arguments used by Swift to make his point. Identify theme and
tone, and how they are created. Bring Seagull Reader to class.
(4) End-of-year paper and oral presentation with creative visual due May 20 – B Day / May 21 – A Day
Fri.
B Day
(make-up
day, so we
have 2 B
days in a
row)
Pep Rally
during 4th
Objectives:
(1) Review plan for today – objectives and homework.
(2) Test on Brave New World --- objective and essay. TURN IN NOVEL (SOL 12.4, 12.3, 12.6).
(3) Swift’s essay “A Modest Proposal” (213-222 Seagull Reader) --- discuss the various rhetorical
appeals/arguments used by Swift to make his point. Identify theme and tone, and how they are created (SOL 12.5)
(4) Begin fishbowl analytic discussion of The Things They Carried, guided by questions in returned reading packet
(SOL 12.3, 12.4, 12.5).
Handouts:
(1) Test on Brave New World
(2) Copy of MLK’s “Letter from Birmingham Jail”
Assignments:
(1) Turn in completed novels. Bring to next class The Things They Carried .
(2) Test on Brave New World Mon – A Day. Turn in novels.
(3) Read Swift’s essay “A Modest Proposal” (213-222 Seagull Reader) for Mon – A Day. Be prepared to discuss
the various rhetorical appeals/arguments used by Swift to make his point. Identify theme and tone, and how they
are created. Bring Seagull Reader to class.
(4) For next class read and bring MLK’s “Letter from Birmingham Jail”
(5) End-of-year paper and oral presentation with creative visual due May 20 – B Day / May 21 – A Day
Things coming up:
1) In GRAY lit text read/analyze/explicate Blake’s “The Chimney Sweeper (643) and “Infant Sorrow” (644) – relate to historical
context and concerns of the Romantics. Read other poetry of the Romantics (SOL 12.3, 12.4, 12.1).
3) Timed AP Objective Exam practice –: Pgs 8-21 (53 questions) in AP English Workbook
4) read (in WHITE Norton lit book) pgs 835-842 on Tone, including the poems and analysis in these pages.
5) 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
6) 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.
7) Still need to read Death of a Salesman