AP English (A&B) Lesson Plans of Linda Robinson: T2Week 8 3/18/13-3/22/13
AP English
Mon.
A Day
Jayem-AM
for APs
Objectives:
(1) Review plan for today – objectives and homework.
(2) Writing/Literature: Turn in completed reading guides on ch. 7-End of Brave New World (SOL 12.3, 12.4,
12.6).
(3) Power point intro lecture to the Romantic Period. Understand the conditions that inspired this movement, the
characteristics of the writing, and the most important writers. Take notes! (SOL 12.4, 12.5).
(4) Literature: Intro lecture by teacher on Brave New World:: period and historical background, source of names
(allusions) in novel, utopian and dystopian conventions, themes and motifs to look for and analyze (SOL 12.3, 12.4,
12.5).
(5) Return of essays of “The Second Coming”; explication and analysis of the poem (SOL 12.3, 12.4, 12.6).
Handouts:
(1) Power point intro lecture to the Romantic Period; guided note-taking sheets
(2) Projection of “The Second Coming” poem text and a sample introductory paragraph for the essay
(3) Return graded essays on “The Second Coming”
Assignments:
(1) Turn in Huck Finn and Things Fall Apart novels! Bring Brave New World novel daily.
(2) 3rd Benchmark test next Monday for B; next Tuesday for A --- Review this Thurs. for B, and Friday for A
Tues.
B Day
Objectives:
(1) Review plan for today – objectives and homework.
(2) Writing/Literature: Turn in completed reading guides on ch. 7-End of Brave New World (SOL 12.3, 12.4,
(3) Power point intro lecture to the Romantic Period concludes with slide 8. Understand the conditions that inspired
this movement, the characteristics of the writing, and the most important writers. Take notes! (SOL 12.4, 12.5).
(4) Literature: Intro lecture by teacher on Brave New World:: period and historical background, source of names
(allusions) in novel, utopian and dystopian conventions, themes and motifs to look for and analyze (SOL 12.3, 12.4,
12.5).
(5) Return of essays of “The Second Coming”; explication and analysis of the poem (SOL 12.3, 12.4, 12.6).
(6) Fishbowl discussion of Ch. 1-6 of Brave New World begins. 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) Power point intro lecture to the Romantic Period; guided note-taking sheets
(2) Projection of “The Second Coming” poem text and a sample introductory paragraph for the essay
(3) Return graded essays on “The Second Coming”
(4) Return all graded reading packets for Brave New World
Assignments:
(1) Turn in Huck Finn and Things Fall Apart novels! Bring Brave New World novel daily.
(2) 3rd Benchmark test next Monday for B; next Tuesday for A --- Review this Thurs. for B, and Friday for A
Wed.
A Day
Objectives:
(1) Review plan for today – objectives and homework.
(2) Return and review test on Things Fall Apart (SOL 12.3, 12.4)
(3) Distribution of Seagull Reader on essays – assignment given (SOL 12.5, 12.3).
(4) Fishbowl discussion of Ch. 1-6 of Brave New World begins. 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) Return all graded reading packets for Brave New World
(2) Seagull Readers
(3) Return graded test on Things Fall Apart
Assignments:
(1) Turn in Huck Finn and Things Fall Apart novels! Bring Brave New World novel daily.
(2) 3rd Benchmark test next Monday for B; next Tuesday for A --- Review this Thurs. for B, and Friday for A
(3) For Tues. – A / Wed. –B: read Seagull Reader pgs xiii – xxxii on reading essays and forms of rhetorical
argument. Bring book to class! Be prepared to develop a group presentation.
Thurs.
B Day
Objectives:
(1) Review plan for today – objectives and homework.
(2) Jeopardy review game for Benchmark test (SOL 12.3, 12.4, 12.6, 12.7, 12.8).
(3) Return and review test on Things Fall Apart (SOL 12.3, 12.4)
(4) Distribution of Seagull Reader on essays – assignment given (SOL 12.5, 12.3).
(5) Fishbowl discussion of Ch. 1-6 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? (SOL 12.4, 12.3).
Handouts:
(1) Seagull Readers
(2) Return graded test on Things Fall Apart
(3) Eggsbert set; Jeopardy questions for benchmark review
Assignments:
(1) Turn in Huck Finn and Things Fall Apart novels! Bring Brave New World novel daily.
(2) 3rd Benchmark test next Monday for B; next Tuesday for A --- Review this Thurs. for B, and Friday for A
(3) For Tues. – A / Wed. –B: read Seagull Reader pgs xiii – xxxii on reading essays and forms of rhetorical
argument. Bring book to class! Be prepared to develop a group presentation.
Fri.
Objectives:
A Day
(1) Review plan for today – objectives and homework.
(2) Jeopardy review game for Benchmark test (SOL 12.3, 12.4, 12.6, 12.7, 12.8).
(3) Fishbowl discussion of Ch. 1-6 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? (SOL 12.4, 12.3).
(4) Return/review of 17th/18th centuries test – focus on analysis of Donne’s poem “A Valediction of Mourning”
(SOL 12.3, 12.4).
(5) Group Work: 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. Make
presentations (SOL 12.1, 12.3, 12.4).
Handouts:
(1) Eggsbert set; Jeopardy questions for benchmark review
(2) Return graded 17th/18th centuries test
(3) Projection and handout of William Blake’s poems: “The Lamb” and “The Tyger”.
Assignments:
(1) Turn in Huck Finn and Things Fall Apart novels! Bring Brave New World novel daily.
(2) 3rd Benchmark test Monday for B; next Tuesday for A
(3) For Tues. – A / Wed. –B: read Seagull Reader pgs xiii – xxxii on reading essays and forms of rhetorical
argument. Bring book to class! Be prepared to develop a group presentation.
Things coming up:
1) B needs return/review of 17th/18th centuries test and poetry
2) Both classes start discussion of Brave New World ch. 7- End
3) Start planning intro of year’s final big project on a novel for after AP Exam
4) B-Day needs---Group Work: 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.
5) 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 (SOL 12.3, 12.4, 12.1).
6) Timed AP Objective Exam practice – Will count as quiz grade: Pgs 8-21 (53 questions) in AP English Workbook
7) Group Work: Student work groups will each take a form of argument (logical, ethical, pathetic) presented in pgs xv-xxxii of
The Seagull Reader. They will develop a summary presentation of their section and share it with the class. They will also create
and share a sample of their argument form
8) Read Swift’s essay “A Modest Proposal” (213-222 Seagull Reader). Class discussion of 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.
9) read (in WHITE Norton lit book) pgs 835-842 on Tone, including the poems and analysis in these pages.
10) 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
11) 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.