AP English (A&B) Lesson Plans of Linda Robinson: Week #6 10/11/11-10/14/11
AP English
Mon.
Tues.
A Day
NO SCHOOL – COLUMBUS DAY
Objectives:
(1) Writing/Analysis Warm-Up: Students will spend 4-5 minutes writing in response to a projected quote:
interpret meaning; analyze tone/style and how it created through use of rhetorical devices; make connections and
inferences, etc. (SOL 12.3, 12.4; 12.5, 12.6).
(2) Turn in written homework – analysis of Beowulf ( in response to questions on worksheet). (SOL 12.4, 12.6)
(3) Return/go over graded tests on Caged Bird. Focus on clues to the objective questions. Review essay
expectations (SOL 12.4, 12.6, 12.7).
(This class finished analysis of “sympathy”.)
(4) Group Work: Groups will read three Anglo-Saxon elegiac poems (“The Seafarer “, “The Wanderer”, and
“The Wife’s Lament”) then explicate poem assigned to that group. Point out examples of Anglo-Saxon poetic
devices: meter, alliteration, assonance, kennings, use of caesura---that add to lyrical quality and assist in
memorization. Analyze tone, theme, and relate to historical context. Identify the form of and reason for the
speaker’s exile. Oral presentation of assigned poem: Present analysis to the class (SOL 12.3, 12.4, 12.1).
Handouts/Materials:
(1) Quote of the day – projected
(2) Copies of elegies: “The Seafarer “, “The Wanderer”, and “The Wife’s Lament” ---- related worksheets.
(3) Return graded tests on Caged Bird
Assignments:
(1) Bring GRAY lit texts to next class
Wed.
B Day
(2) Return Caged Bird novels if you haven’t done so
(3) Quiz on AP Exam Vocab Unit 2 (spelling component) on Rhetorical Devices -- Thurs. A Day / Fri. B day.
Objectives:
(1) Writing/Analysis Warm-Up: Students will spend 4-5 minutes writing in response to a projected quote:
interpret meaning; analyze tone/style and how it created through use of rhetorical devices; make connections and
inferences, etc. (SOL 12.3, 12.4; 12.5, 12.6).
(2) Turn in written homework – analysis of Beowulf ( in response to questions on worksheet). (SOL 12.4, 12.6)
(3) Learn to analyze poetry in response to an AP essay prompt: Finish explication/analysis of projected
poem “Sympathy”. Students will come up with a clear thesis statement that includes theme, tone, and how these
are developed/conveyed. Projection of a sample introductory paragraph (SOL 12.4, 12.6).
(4) Group Work: Groups will read three Anglo-Saxon elegiac poems (“The Seafarer “, “The Wanderer”, and
“The Wife’s Lament”) then explicate poem assigned to that group. Point out examples of Anglo-Saxon poetic
devices: meter, alliteration, assonance, kennings, use of caesura---that add to lyrical quality and assist in
memorization. Analyze tone, theme, and relate to historical context. Identify the form of and reason for the
speaker’s exile. Oral presentation of assigned poem: Present analysis to the class (SOL 12.3, 12.4, 12.1).
Handouts/Materials:
(1) Quote of the day – projected
(2) Copies of elegies: “The Seafarer “, “The Wanderer”, and “The Wife’s Lament” ---- related worksheets.
(3) Projection of poem “Sympathy”; projection of sample essay introductory paragraph
Assignments:
(1) Bring GRAY lit texts to next class
(2) Return Caged Bird novels if you haven’t done so
(3) Quiz on AP Exam Vocab Unit 2 (spelling component) on Rhetorical Devices -- Thurs. A Day / Fri. B day.
Thurs.
A Day
Objectives:
(1) Writing/Analysis Warm-Up: Students will spend 4-5 minutes writing in response to a projected quote:
interpret meaning; analyze tone/style and how it created through use of rhetorical devices; make connections and
inferences, etc. (SOL 12.3, 12.4; 12.5, 12.6).
(2) AP Vocab quiz on second set of rhetorical elements (with spelling). Intro to our 3rd set of Vocab words from
the rhetorical elements section (SOL 12.3, 12.6, 12.4).
(3) Group Work: Groups will finish oral presentations of assigned Anglo-Saxon elegiac poems (“The Seafarer”,
“The Wanderer”, and “The Wife’s Lament”). Point out examples of Anglo-Saxon poetic devices: meter,
alliteration, assonance, kennings, use of caesura---that add to lyrical quality and assist in memorization. Analyze
tone, theme, and relate to historical context. Identify the form of and reason for the speaker’s exile; examine
poems at mimetic of culture and lifestyle (SOL 12.3, 12.4, 12.1).
(4) Projected presentation by teacher on Anglo-Saxon prose: understand what was being written, as well as the
contributions of the Venerable Bede and of Alfred the Great to England’s emergence from the Dark Ages (SOL
12.5).
(5) Return graded Beowulf homework. Begin graded (quiz grade) fishbowl discussion of Beowulf. Analyze
within historical context of the Germanic code of the comitatus. Analyze the evidence for conflict between
Christian and pagan faiths, etc. Observe use of kennings; analyze what they add to the verse. Note other poetic
devices typical of all Anglo-Saxon poetry. Examine Beowulf in relation to the common features of an epic hero
(SOL 12.4, 12.3).
Handouts/Materials:
(1) Quote of the day – projected
(2) Vocab Quiz on 2nd set of rhetorical elements
(3) Return graded Beowulf homework
Assignments:
(1) Turn in Caged Bird novel if not done already
(2) Bring GRAY lit texts next week! Conclusion of graded fishbowl discussion on Beowulf.
(3) Review Heart of Darkness for discussion next week – bring these novels to class all next week.
(4) Test on Anglo-Saxon period and its lit next Wed – A Day / following Thurs. – B Day (essay and objective)
(5) Quiz on AP Exam Vocab Unit 3 (spelling component) on Rhetorical Devices – Mon. 10/24 B Day / Tues.
10/25 A day.
Fri.
B Day
Interims
No class next
Fri. due to
Homecoming
activities and
early
dismissal
Objectives:
(1) Writing/Analysis Warm-Up: Students will spend 4-5 minutes writing in response to a projected quote:
interpret meaning; analyze tone/style and how it created through use of rhetorical devices; make connections and
inferences, etc. (SOL 12.3, 12.4; 12.5, 12.6).
(2) AP Vocab quiz on second set of rhetorical elements (with spelling). Intro to our 3rd set of Vocab words from
the rhetorical elements section (SOL 12.3, 12.6, 12.4).
(3) Group Work: Groups will finish oral presentations of assigned Anglo-Saxon elegiac poems (“The Seafarer”,
“The Wanderer”, and “The Wife’s Lament”). Point out examples of Anglo-Saxon poetic devices: meter,
alliteration, assonance, kennings, use of caesura---that add to lyrical quality and assist in memorization. Analyze
tone, theme, and relate to historical context. Identify the form of and reason for the speaker’s exile; examine
poems at mimetic of culture and lifestyle (SOL 12.3, 12.4, 12.1).
(4) Projected presentation by teacher on Anglo-Saxon prose: understand what was being written, as well as the
contributions of the Venerable Bede and of Alfred the Great to England’s emergence from the Dark Ages (SOL
12.5).
(5) Return graded Beowulf homework. Begin graded (quiz grade) fishbowl discussion of Beowulf. Analyze
within historical context of the Germanic code of the comitatus. Analyze the evidence for conflict between
Christian and pagan faiths, etc. Observe use of kennings; analyze what they add to the verse. Note other poetic
devices typical of all Anglo-Saxon poetry. Examine Beowulf in relation to the common features of an epic hero
(SOL 12.4, 12.3).
Handouts/Materials:
(1) Quote of the day – projected
(2) Vocab Quiz on 2nd set of rhetorical elements
(3) Return graded Beowulf homework
Assignments:
(1) Turn in Caged Bird novel if not done already
(2) Bring GRAY lit texts next week! Conclusion of graded fishbowl discussion on Beowulf.
(3) Review Heart of Darkness for discussion next week – bring these novels to class all next week.
(4) Test on Anglo-Saxon period and its lit next Wed – A Day / following Thurs. – B Day (essay and objective)
(5) Quiz on AP Exam Vocab Unit 3 (spelling component) on Rhetorical Devices – Mon. 10/24 B Day / Tues.
10/25 A day.