Day 2: Playing with Poetry
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Topic 5: Mastering Literary Analysis
A. Elements of Effective Literary Analysis
A sentence that effectively demonstrates skill in writing
literary analysis:
• States the context (title/lines/etc.)
• Identifies a relevant literary device
• Uses a strong verb
• Interprets the meaning/effect evoked by the literary device
• Integrates quotation(s) or text reference(s) for support
• Uses connectors to blend sentence parts coherently
A. Elements of Literary Analysis Sentences
• Use the Annotation Guide (p. 80) and questions p. 60
to mark “Sonnet 18” to prepare for writing a literary
analysis
• Review the elements of an effect literary analysis
sentence on p. 104
• Write your own interpretive sentence
• Share your writing
Follow the same instructions to write a sentence on
Sidney’s “Sonnet 6” if you prefer.
Analyzing “Dover Beach”
1.
Locate “Dover Beach” activity, pp. 108-109.
Read the poem silently.
2.
Form a small group.
3.
Discuss together questions 1-3.
4.
Assign questions on Stanzas 1 & 2 (Opposites
and Parallels) to group members to prepare.
Each member leads group discussion on his/her
question.
5.
Repeat #2 directions for Stanzas 3 & 4
(Metaphor and Recapitulation).
B. Constructing Literary Analysis Sentences
Study the model sentence:
Another example:
The use of sibilants—20 times in the first stanza alone—echoes
the constant sound of the waves on the shore as well as the
somber mood of the speaker, emphasized by the word “sadness”
and expanded with “misery,” “vast edges,” “shingles,” “confused
alarms,” “struggle, and “armies clash.”
Compose ONE literary analysis sentence on “Dover Beach.”
Focus on ONE literary technique or only a line or two
of text.
B. Constructing Literary Analysis Sentences
Share by asking another group member to read your
sentence.
Help each other edit and clarify the sentences your
group composed.
At SAS Curriculum Pathways® discover how students
can learn this skill independently. Work through a
full activity on one poem.
www.sascurriculumpathways.com
SAS UserName: SASCP11
Password: APSummer
Student user name: APEnglish
Paired Poem Questions
1.
2.
3.
Survey pp. 110-112, notebook
Read the prompt and the paired poems by
Keats and Longfellow.
Form a group and use the Guide to discuss the
two poems.
Go online to read a “high” essay on this question.
AP Central/Exams/2008.
Topic 5
C. Constructing Close Reading Guides
•
Choose a paired poem question and form a
group:
•
•
•
•
•
“The Chimney Sweeper,” pp. 113-117
“A Barred Owl” and “The History Teacher,” pp.
118-125
Use the resources supplied: poems, prompt,
scoring guide, samples.
Annotate, analyze, and discuss the two poems.
Prepare a presentation for the class:
•
Focus on what students can learn from this activity.
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Topic 6:
Mastering Prose Analysis Skills
Locate “I Stand Here Ironing” prompt, p. 126ff.
Follow the instructions to study the student
essays.
What are the characteristics of an excellent
prose analysis essay?
Topic 6:
Mastering Prose Analysis Skills
Use the Close Reading Guides to explore prose analysis
questions:
•
2009 Exam: From The Street, pp. 131-133
•
2008 Exam: From Feasting, Fasting, pp. 138-143
Go online to AP Central for “high” essays on these
questions.
Topic 6: Mastering Prose Analysis Skills
B. Teaching AP Nonfiction
1.
Be the student, explore a lesson:
• “I Have a Dream,” pp. 137-143”
• “Letter to My Nephew,” pp. 144-147
2.
Locate and explore these resources at
www.sascurriculumpathways.com
What’s the same and what is different?
3.
Explore other AP Exam Prose Analysis Samples, See
Agenda, Topic 6, C, 1 and 2.
Topic 7
Open Choices
Activity B: Short Fiction 2:25-3:10
Use the Appendix to discuss Pre-AP Close Reading Guides: O’Henry,
Thurber, and Poe stories
Group 1: Heather, Lloyd, Joan, Clara
Group 2: Jim, Mariella, Kevin, Rand
Use the textbook and study questions for
Group 1: “A Rose for Emily” and “A Good Man . . .”
Mariella, Angela, Lisa (Lisa, introduce them to “Young Goodman
Brown”
Group 2: Diversity Stories item # 4
Kristen Y., Stephanie, Katie
If you are not assigned to a group, explore C or D#2, Agenda Topic 7
p. iv. Make note of materials that interest you.
Topic 7
Open Choices
Activity A: Paired Poems: 3:10-3:45
Discuss, compare, make notes for your own Study Guide:
Group 1: “Dover Beach” and “Channel Firing”
Rand, Tami, Katie, Kevin
Group 2: “Papa’s Waltz” and “Winter Sundays”
Kristen Y., Mariella, Stephanie, Clara
Group3: “Naming of Parts” and “Arms and the Boy”/”Vigil Strange . ..
& “First Snow in the Alps”
Terra, Gabe, Gayle, Lou Sylvia
If you are not assigned to a group, explore C or D#2, Agenda Topic 7
p. iv. Make note of materials that interest you.
D. Testing Your Alignment
Analyze Prose and Score Essays
From The Spectator, pp. 170-175
Hint: Every number on the scoring guide is
represented in these essays
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Scores
The Spectator Essays
CCC = 3
M=6
BBB = 2
Y=8
DDDD = 1
JJJ = 4
LL = 9
SS = 5
DD = 7
Looking Ahead
Explore Open Choices, Agenda, iv
Prepare for Day 4
. . . Collaboration
Day 2: Playing with Poetry
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