Students will be able to effectively prepare for and participate in

Tentative Student 12 th grade IB/AP Syllabus

Fall 2014

Van Norman

Phone (after 2:30) 480-812-7787

Email: vannorman.kendra@cusd80.com

turnitin class ID number: _________________ turnitin password: ______________________

REMIND 101: Please sign up tonight with these instructions:

To join you will send a text to this number:

480-376-1563 Then, depending on

Which class you are in, type in this message:

4 th Hour: @ibap1

Required Text: How to Read Literature Like Professor

Required Novels/Plays:

Siddhartha

Oedipus

Antigone

The Stranger

A Doll’s House

Waiting for Godot

Hamlet

Rosencrantz and Guildenstern are Dead

Required Materials:

 Three-inch binder- for this class, only

 Lined paper

 Pencils

 Variety of blue and black ink pens for essays and timed writing

 5 Star Notebook for taking notes

 Flash drive to back up all work

 Email address for turnitin.com

 Required novels in class while the literature study is in place

 Required writing handouts

 Yellow, green, blue, and pink highlighters

Note: not all quizzes, discussions, and/or timed writings are listed in this syllabus.

All discussions must be made up with an essay if you are absent

All essays are due at the beginning of the class period. All essays must be handed to me before you leave for a school-related field trip.

NOTE: This syllabus is subject to change…

Week 1 Goals:

11-12.RL.3

Students will be able to use annotation during reading to determine figurative and connotative meaning and analyze the impact of an author’s choices.

11-12.W.1

Students will be able to develop thorough thematic claims in my timed essays be selecting and analyzing significant quotations within a text.

11-12.SL.1

Students will be able to effectively prepare for and participate in

Socratic discussions by clearly and persuasively presenting my ideas and building on the ideas of others.

Monday/Tuesday, July 21-22

Daily Q: What are my goals for IB/AP 12?

 Seating Chart

 Ice Breakers

 Review Syllabus

 Introduce Dialectical Journals

 Create Goals-This will be the first page in your Interactive Notebooks

 Lit Term Review

**Ticket out: Name one thing you are excited about for this year? What questions do you still have for me?

HW: Make sure summer reading is completed. If you haven’t completed the dialectical journals, begin using the format we discussed today.

Wednesday/Thursday, July 23-24

Daily Q: How can I write an effective commentary?

 Diagnostic Essay-Behaviour of Fish in an Egyptian Tea Garden Commentary

 Look at Anchor Essays for Diagnostic Essay and score using the IB Rubric

 With writing partner, score each other’s commentary

 Begin Siddhartha Lecture-Background – Author, History, and Culture

 Complete Focus Questions with writing partner

**Ticket Out: What were your strengths and weaknesses while writing a commentary?

Friday, July 25

Daily Q: How is symbolism incorporated into Hesse’s novel, Siddhartha?

 Siddhartha Analysis Lecture

 Exploring the Novel Group Activity

**Ticket Out: List two things that you discovered while exploring the novel that you didn’t initially pick up on?

HW: Read and annotate “The Life of the Buddha”

Week 2 Goals:

11-12.RL.3


11-12.W.1


11-12.SL.1



Monday, July 28

Daily Q: How can elements in Siddhartha be compared to those presented in How to Read Literature Like a

Professor?

 Siddhartha and How to Read Literature Like a Professor Group Activity

 Begin presentations

Tuesday, July 29

Daily Q: How can elements in Siddhartha be compared to those presented in How to Read Literature Like a

Professor?

 Finish presentations

 Siddhartha Timed Writing

**Ticket Out: In your opinion, what was the most important concept presented today and why?

HW: Prep for the Final Exam

Wednesday/Thursday, July 30-31

Daily Q: How does Hesse incorporate symbols, themes,

and other literary elements within Siddhartha?

 Multiple Choice Siddhartha Final Exam

 Prep in groups for Socratic Seminar

HW: 1 st Rhetorical Journal due Friday

**Ticket Out: What do I still need to do to prep for the Socratic seminar?

Friday, August 1

Daily Q: How does Hesse incorporate symbols, themes, and other literary elements within Siddhartha?

 Turn in Rhetorical Journal #1

 Socratic Seminar

HW: Complete the College WebQuest Activity-due Monday

Week 3 Goals:

11-12.W.3

Students will be able to write narrative collegiate application essays that develop real experiences using effective techniques, structure, and well-chosen details.

Monday, August 4

Daily Q: How do I apply for college?

 True Colors Personality Quiz

 College App Steps 1-6 Jigsaw Activity

**Ticket Out: Did you agree or disagree with the personality quiz results?

Tuesday, August 5

Daily Q: What are colleges looking for in college admissions essays?

 Conquering the College Admissions Essay PPT

 College Essay Writing Tips- Dos and Don’ts

 Read Sample Model Essays and identify strengths and weaknesses

**Ticket Out: What makes unique above all other college applicants?

Wednesday/Thursday, August 6-7

Daily Q: What do I need to do to be accepted into college?

**Library: The College Entrance Essay Packet

HW: Rough Draft due Friday


Daily Q: What changes need to be made to perfect my college essay?

 Peer Edit College Essay

**Ticket Out: What changes still need to be made to your college essay?

HW: Final Draft due Monday. Must be turned in to turnitin.com with receipt and rubric attached

MUST BRING IN NORTON ANTHOLOGY ON MONDAY

Week 4 Goals:

11-12.RL.3


11-12.W.1

Students will be able to develop thorough thematic claims in my timed essays by selecting and analyzing significant quotations within a text.

11-12.SL.1




Daily Q: What are the most important elements of literature?

 Introduce Short Stories

 In groups take notes on one of the assigned elements:

1.

plot (pg 66)

2.

narration and point of view (pg 123)

3.

character (pg 150)

4.

setting (pg 219)

5.

symbol (pg 262)

6.

style, tone, and irony (pg 639)

 Present on the elements and take notes

**Ticket Out: Which element are you the least familiar with? And how can you improve your ability to understand this element?

HW: Read and annotate “Magical Realism” due tomorrow


Daily Q: What are the most obvious elements of literature found within the short story?

 Read and annotate “A Very Old Man with Enormous Wings”

 With writing partner, answer discussion questions

HW: Bring in 1 annotated informational text for “A Very Old Man with Enormous

Wings” regarding one of the elements and 1 poem of your choice that has the same thing


Daily Q: How can informational texts help our understanding of literature?

 Think/Pair/Share the articles

 Group Activity-Analysis of one of the elements

1.

Create a group of 3 by finding people with informational text using the same element

2.

Make a poster that includes the following:

 Title of the element

 Definition of the element

 2 facts from the informational text that applies to any short story

 Provide 2 examples from the short story that supports the element using the 3-S method for the examples

 Identify theme and the connection all 3 poems have

HW: Rhetorical Journal #2 due Friday


Daily Q: What is one strategy I will implement today while collaboratively writing a commentary?


 Practice Commentary with writing partner-select one of the poems that were used in the presentation and create an outline

 Outline will include: full introduction, at least two body paragraphs with topic sentences and examples, and conclusion

Week 5 Goals:

11-12.RL.3


11-12.W.1


11-12.SL.1




Daily Q: What should I look for while annotating short stories?

 Introduce Final Group Presentation on Short Stories

 Begin annotating short stories for project

HW: All stories must be read and annotated. Packet of short stories will be due

Monday, August 25 th


Daily Q: What elements are most obvious in various short stories?

 **Library: Work on Projects

HW: Presentations due tomorrow


Daily Q: What elements should I be aware of while reading and annotating the various short stories?

 Short Story Presentations

 Must take notes in Interactive Notebooks for points

**Ticket Out: How did the presentations help you understand the elements better?


Daily Q: What strategies did I use to write an effective literary analysis for the short stories unit?

 Short Story Timed Writing-Make sure to Color Code and attach IB rubric

HW: Follow reading schedule for Oedipus Rex and Antigone. Read and annotate

Prologue by Monday

Week 6 Goals:

11-12.RL.3


11-12.W.1


11-12.SL.1




Daily Q: What are the components of the genre, Greek tragedy?

 Turn in all annotated short stories

 Introduce Sophocles Lecture-Author bio, themes, elements of Greek Tragedy

 Hand out Comp Assignment

 Begin reading Oedipus Rex-Scene I and Ode I

**Ticket Out: What elements of Greek Tragedy are already present in Oedipus?

HW: Annotate Oedipus Rex


Daily Q: What literary devices are used in the drama,

Oedipus Rex?

 Continue reading Scene II and Ode II

**Ticket Out: Make a prediction for the end of Oedipus.

HW: Annotate Oedipus Rex

Wednesday/Thursday August 27-28

Daily Q: How does Sophocles utilize characterization within his drama, Oedipus Rex?

 Continue reading Scene III-end

 Examining Character Motivation + discussion questions

**Ticket Out: Select the most dynamic character in the drama and explain how they changed throughout the story.

HW: Finish annotating Oedipus and Rhetorical Journal #3 due Friday


Daily Q: How well did I understand the literary elements embedded within Oedipus Rex?


 Socrative App- Oedipus Rex Timed Group Quizzes (1 Quiz, discussion question, repeat)

HW: Read and annotate the Prologue of Antigone

Week 7 Goals:

11-12.RL.3


11-12.W.1


11-12.SL.1



Monday, September 1

Labor Day- No School   

Tuesday, September 2

Daily Q: How does Sophocles continue to develop various literary devices within the drama, Antigone?

 Introduce Comp Assignments-Must be turned in to turnitin.com

 Begin Antigone-Scene I/Ode I and Scene II/Ode II

HW: Begin annotating Antigone

Wednesday/Thursday, September 3-4

Daily Q: How does Sophocles continue to develop various literary devices within the drama, Antigone?

 Continue reading Scene III-end

 With writing partner, answer discussion questions

**Ticket Out: Select one theme and discuss how it was apparent in the end of the drama?

HW: Annotate rest of play. Annotations for Oedipus and Antigone due Fri,

September12 th

Friday, September 5

Daily Q: How can Oedipus Rex and Antigone relate to modern day society?

 Distribute Oedipus and Antigone Trailer Project-You will have two work days and the rest must be prepared outside of class

 Begin drafting Proposal

HW: Typed Proposal due Monday. Continue working on annotations and Comp

Assignments

Week 8 Goals:

11-12.RL.3


11-12.W.1


11-12.SL.1





 Discuss proposals with group members. Turn in all proposals together and be sure to identify the one that is being adapted for the trailer.

 Work Day-finalize script with group and what materials will be needed

HW: Make sure to bring materials for the 2 nd work day



 Turn in Comp #1

 **Library: Work Day

HW: Finish up project, annotations, and comp assignments #2/3


Daily Q: How can I gain a deeper understanding of the novel, Antigone?

 Tic Tac Toe Antigone Assignment

 Make sure projects are completed for Friday

HW: Rhetorical Journal #4 due Friday. Make sure projects are ready to be presented in class on Friday. Make sure to test out the project on multiple formats (flashdrive, email, dropbox, etc) until one works. If projects are not presented in class, all group members will automatically receive a zero.




 Turn in Comp #2

 Present Final Projects

HW: Download and print off the article “8 Critical Lenses Handout.” After reviewing the handout, then research and bring in at least one annotated

literary critique on any text you read in IB/AP 11.

Week 9 Goals:

11-12.RL.7

Students will be able to analyze a text using multiple critical lenses and evaluate how each lens interprets the text.


Daily Q: What are the different critical approaches used in literature?

 Turn in Comp #3

 Introduce Critical Approaches

 Critical Lenses Group Activity using annotated articles


Daily Q: How have critical lenses been embedded into children’s literature?

 Sample Literary Criticisms-Four Critical Lenses PPT on Cinderella

 Critical Encounters: Reading the World Handout

 Hand out Literary Criticism Presentation and Rubric and assign group topic

-Deconstructive Criticism

-New Historical and Cultural Criticism

-Post-Colonial Criticism

-Psychoanalytical Criticism

-Structuralist Criticism

-Feminist Criticism

-Lesbian, Queer, and Gay Criticism

**Ticket out: Which literary criticism are you still not comfortable with?

Wednesday/Thursday September 17/18

Daily Q: How can I understand and identify the various lenses within literature?

**Library: Work Day


Begin Literary Criticism Presentations

**Ticket Out: Which presentation helped your understanding of the literary criticisms?

Week 10 Goals:

11-12.SL.1

Students will be able to effectively prepare and participate in Socratic discussions by clearly and persuasively presenting my ideas and building on the ideas of others.


Daily Q: How did the presentations help your understanding of literary criticisms?

 Finish presentations

 Lecture for Trifles-Author Bio, Characters, Themes, and Style


Daily Q: What drama elements are embedded within

Trifles?

 Read Trifles

 Complete Trifles Study Guide

 Critical Thinking Questions

HW: Prep for Socratic Seminar


Daily Q: How does Susan Glaspell incorporate drama elements within the play Trifles?

 Trifles Socratic Seminar

**Ticket Out: Which drama that we read this quarter was your favorite. Be sure to give at least three specific examples explaining your reasoning.


Daily Q: How does the film version compare and contrast to the play version?

Watch movie, Trifles https://www.youtube.com/watch?v=M-0LK5bEwIU

Fall Break Assignment: Literary Criticism Essay

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