Target: practice utilizing knowledge of critical lenses and close reading skills to interpret a poem’s meaning; complete Exit Pass reflecting on your understanding of lenses
1.
Practice Utilizing Critical Lenses in Lit. Crit. Groups to interpret meaning of untitled poem
2.
Reveal the Title and Author – Discuss. i.e. multiple meanings are possible but even one key word makes a difference in interpretation
3.
Exit Pass: Name, Hour. Which lens do you best understand? Which lens do you need to learn more about?
4.
Reminders: a.
Read Greek Theatre, Sophocles, and Oedipus Myth handout for next class – be prepared to discuss Oedipus Rex . b.
Major Works Data Sheets due Thurs. Sept. 24
Target: Discuss Oedipus Rex for better comprehension of plot, characters, archetypes, and motifs.
1.
Your handout included Background Information: The Greeks

History of Greek Theatre – origins of and key terms: amphitheatre, influence Greek gods in their mythology, The Fates, theatrical conventions (“en media res,” dues ex machina, etc.),
Diagram of Amphitheatre (Theatre of Epidavros), roles of the Chorus, Sophocles, the Oedipus
Myth: Cadmus, founder of Thebes; The Delphic Oracle; The Sphinx.
2.
Discussion.
Target: Continue Oedipus discussion, comprehending Greek dramatic tradition and ongoing mythology, tragic flaw, ironies; Review creative adaptations of the Oedipus Myth.
1.
Thoughts and Questions from yesterday.
2.
Oedipus’ Tragic Flaw.
3.
Ironies: the Sphinx’s Riddle, Tiresias, Oedipus’ Fate, motifs of blindness/light, etc.
4.
Hero’s Journey – always gains self-knowledge.
5.
Read Pp. 261-262, “Death of Oedipus” from Edith Hamilton’s Mythology, THE authority on
Greek Mythology; the other well-known = Bulfinch. Trilogy = Oedipus Rex, Oedipus at
Colonus, and Antigone
6.
Myths behind Tiresias’s Blindness – both on Mt. Cithaeron
7.
Video Adaptations: Review of Oedipus Rex.
2 versions: a.
The Short Version 1:59, http://www.youtube.com/watch?v=sA1_QZxvRyo [Problems: Oedipus didn’t use a knife, and that’s NOT “the end.”] b.
“Oedipus with Vegetables” 8:33 (really 7:58, minus credits) (skip 4:35-5:12, non-essential sexual content) http://www.youtube.com/watch?v=NydKPClhYgM
8.
Major Works Data Sheets due Thurs. Sept. 24, next class
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Thurs. Sept. 24
Target: Reflect on own comprehension and completion of MWDS; apply knowledge of Greek Lit to
“Allegory of the Cave”
1.
Complete Self-Reflection/Evaluation for Major Works Data Sheets for Oedipus , Awakening , and Earnest . Turn in MWDS and Self-Reflection/Eval.
2.
Discuss MWDS usefulness to you as a scholar.
3.
Plato’s “Allegory of the Cave” Claymation and discussion. a.
Plato’s “Allegory of the Cave” i.
What do we know about Plato? ii.
Define “Allegory” iii.
Philosophy is Born! Plato’s “Allegory of the Cave”

YouTube video Claymation of “Plato’s Allegory”
, 3:11 http://www.youtube.com/watch?v=69F7GhASOdM
4.
Discuss Plato’s Allegory. a.
How are archetypes used? b.
How does Plato utilize motifs (i.e. recurring images)? c.
How is this allegory a lesson on “reality”? d.
What is the philosophy? Who or What controls what goes between the fire and the prisoners? e.
How is Plato’s lesson/essay relevant to Oedipus Rex ?
5.
Reminder: VocabTest.com Vocab Due Date #1 = Sept. 30/Oct. 1 st
6.
Monday, we will discuss The Awakening. For Tuesday: Read Introduction to The Awakening by Rachel Adams. Find it on our class blog, under Literary Criticism for The Awakening , #9.
Friday, Sept. 25, 2015 – Homecoming Pep Fest Schedule – No Homework Night!
Target: Understand the Role of the Reader; begin selection process for Independent Novel
1.
John Green’s “Crash Course in Lit” http://www.youtube.com/watch?v=MSYw502dJNY
2.
Independent Novel Options: Handout: AP Frequently Used Titles (from open essay portion of previous AP tests, years used are indicated on the sheet). a.
You will study this book independently this semester, apply what you learn throughout the semester, become our “resident expert” on the text, complete a MWDS for your selected text, and complete a project used for Final Exam. b.
You can feel free to add Go Set a Watchman by Harper Lee to the list c.
Selecting a book: i.
Research choices – you will want to be interested to be invested ii.
Do not select titles you’ve read before. iii.
No two students in a class may use the same title. iv.
All titles must be “of literary merit,” a phrase AP College Board uses frequently. d.
Sign up begins Tuesday, and you must select by Oct. 2, when we are in the Media
Center (center section).
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Target: Identify lenses, allusions, imagery that lend to theme and meaning in The Awakening ; practice how to move meaning toward argument (defendable position)
1.
The Awakening discussion. a.
Characters b.
Striking Images in the text c.
Metaphors d.
Allusions e.
Meaning(s) of the Title f.
Applications/Insights from Foster g.
Identify possible lenses/perspectives and allusions h.
Confusions or Questions i.
Themes j.
Meaning toward Argument
2.
Assignment for next class: Read Introduction to The Awakening by Rachel Adams. Posted on our class blog.
3.
Assignment for Wed.: Read one other literary criticism article on The Awakening , posted on our class blog. Note: not all Lit Crit is “strong” or “good.”
Target: Identify important concepts and critical lenses in scholarly writing (intro to Awakening )
1.
Begin Sign up for Independent Novel choice, if you know for sure. Novel Sign-Up Sheets.
Decision due on or before Oct. 2
2.
Discuss Adams Introduction, including Critical Lenses utilized in Adams Intro.
3.
Assignment for /next classWed.: a.
Read one other literary criticism article on The Awakening , posted on our class blog.
Note: not all Lit Crit is “strong” or “good.” b.
Turn in ONE Vocab Summary from VocabTest.com
Target: engage in literary discussion for depth of comprehension of The Awakening ; learn methods to develop argument, modeling of a literary criticism article; participate in jigsaw activity of scholarly articles to grow multiple interpretation and support skills; experience exposure to various critical analysis perspectives
1.
Turn in Vocab Summary from VocabTest.com
2.
Continued Discussion of The Awakening
3.
Student Choices of Lit Crit Article, in like groups and share out.
4.
Model: Thesis, Argument, Support
5.
Not all Lit Crit is “strong” or “good” literary criticism – must identify the argument and support as provable ideas that discuss ideas in the text.
6.
Assignment: Read Gilman’s “The Yellow Wallpaper” for discussion next class, consider the story’s meaning and compare/contrast narration with The Awakening .
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Target: participate in discussion of “The Yellow Wallpaper,” making use of literary techniques and
Critical Lenses for meaning, including differentiating between “topic” vs “theme”
1.
Discuss “The Yellow Wallpaper” a.
roles of parents b.
lasting imagery c.
psychoanalytic perspectives i.
expression, writing, art d.
historical perspective: setting e.
use of language: diction f.
compare/contrast the Narrator and Edna g.
theme – a full sentence. If this book said one sentence, what would it be? That’s THEME. h.
other
2.
For Monday: Read Handout: “Special Considerations for Character in Drama” from Lit. &
Comp. Pp. 92-93.
Will discuss in relation to The Importance of Being Earnest.
3.
Heads-Up: We will begin discussing Frankenstein by Mary Shelley on Oct. 8 th
– Book check out tomorrow.
in Media Center - center section
Target: Sign up for Novel decision; utilize Media Center for Indep Novel research
1.
Check out Frankenstein by Mary Shelley. Begin Reading, recording notes, ideas, questions, insights, applications of lenses, perceptions, ideas in your Reading Journal. Read all
Introduction pages, Preface, Letters, and Ch. 1 and 2 for Oct. 8. Pacing will be about a chapter a day, but Reading / Note-Taking Schedule for Frankenstein by Mary Shelley will be available
SOON.
2.
Sign up for Indep Novel choice by end of class.
3.
Research: a.
your novel’s historical time period for context b.
the author c.
background info about the novel, including any awards and why this book is in the
Literary Cannon
4.
Reminder: For Monday: Read Handout: “Special Considerations for Character in Drama” from Lit. & Comp. Pp. 92-93.
Will discuss in relation to The Importance of Being Earnest.
Monday, Oct. 5, 2015
Target: understanding techniques of characterization in drama by relating critical article to Earnest
1.
Partners or Groups: a.
Relate /Apply “Special Considerations for Character in Drama” from Lit. & Comp. Pp. 92-
93 to characters in The Importance of Being Earnest . b.
[lenses, identity, connections to author’s life]
2.
Whole Class Discussion of article and the play Earnest . Characterization, Lasting images,
Conflicts, etc.
3.
Essential Question: How do we KNOW characters?
4.
Assignment: Begin Reading, recording notes, ideas, questions, insights, applications of lenses, perceptions, ideas in your Reading Journal. Read all Introduction pages, Preface, Letters, and
Ch. 1 and Ch. 2 for Oct. 8. Pacing will be about a chapter a day, but Reading / Note-Taking
Schedule for Frankenstein by Mary Shelley will be available SOON.
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Tues. Oct. 6 – Collaboration/Advisory Schedule
Target: rethink character identity by deconstructing surfaces and complexities of identity of characters through “performance” so to better understand and utilize textual support for authorial intent and themes (in Earnest )
1.
Deconstructing boundaries/surfaces; apply to understanding characters in literature, and specifically to The Importance of Being Earnest . http://www.wimp.com/cuttingonions/ (1:30 video) a.
In your Reading Journal, Write responses to video – process that you saw – and connect with ideas from article (from last class) b.
In Pairs: responses, “performances,” constructing and deconstructing identity c.
Reflect new insights in Reading Journal (add new insights to R.J.) d.
Class Discuss - Culminate Thoughts
2.
In Groups, from The Importance of Being Earnest : a.
Wilde’s purpose; intent in representing his characters as he does (textual support) b.
Identity, Stage/Acting, Bunburying c.
Theme, and how each theme is evident (textual support)
3.
Groups share out (with support/evidence)
Target: identify themes in Earnest thinking critically about textual meaning; begin Q1 paper on theme for either Oedipus Rex , The Awakening, or The Importance of Being Earnest
1.
Themes and Character Identity a.
Textual Lines to support argument. b.
P. 12 of class handbook = Analyzing Theme.
1.
Use as tool for your discussion.
2.
Last 3 questions. c.
discuss, write down, report out = a Full Statement
2.
“Identity” Themes in
Oedipus Rex , The Awakening, and The Importance of Being Earnest .
NEXT: Timed Writing Review and Re-Teaching, Frankenstein , and Q1 Paper
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