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Campus: Princeton High School
Author(s): Rachel Olson
Date Created / Revised: August 10th, 2015
Six Weeks Period: 1st
Grade Level & Course: AP English IV
Timeline: 28 days
Unit Title: Unit 1: Ancient Foundations
Stated
Objectives:
TEK # and AP
Scoring
Components
Lesson #1
AP Scoring Components
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The course includes an intensive study of representative works such as those by
authors cited in the AP English Course Description. By the time the student completes
English Literature and Composition, he or she will have studied during high school
literature from both British and American writers, as well as works written in several
genres from the sixteenth century to contemporary times.
The course teaches students to write an interpretation of a piece of literature that is
based on a careful observation of textual details, considering such in the elements as
the use of figurative language, imagery, symbolism and tone.
The course teaches students to write an interpretation of a piece of literature that is
based on a careful observation of textual details, considering the work’s structure, style
and themes.
The course teaches students to write an interpretation of a piece of literature that is
based on a careful observation of textual details, considering the work’s social, cultural,
and/or historical values.
The course includes frequent opportunities for students to write and rewrite timed, inclass responses.
The course includes frequent opportunities for students to write and rewrite formal,
extended analyses outside of class.
The course requires writing to understand: Informal/exploratory writing activities that
enable students to discover what they think the process of writing about their reading
(such assignments could include annotation, free writing, keeping a reading journal,
reaction/response papers, and/or dialectical notebooks).
The course requires writing to explain: Expository, analytical essays in which students
draw upon textual details to develop an extended interpretation of a literary text.
The course requires writing to evaluate: Analytical, argumentative essays in which
students draw upon textual details to make and explain judgments about a work’s
artistry and quality.
The course requires writing to evaluate: Analytical, argumentative essays in which
students draw upon textual details to make and explain judgments about a work’s social,
historical, and/or cultural values.
The AP teacher provides instruction and feedback on students’ writing assignments,
both before and after the student revise their work that help the students develop a
wide-ranging vocabulary used appropriately.
The AP teacher provides instruction and feedback on students’ writing assignments,
both before and after the students revise their work that help the students develop a
variety of sentence structures.
The AP teacher provides instruction and feedback on students’ writing assignments,
both before and after the students revise their work that help the students develop
logical organization, enhanced by specific techniques to increase coherence. Such
techniques may include traditional rhetorical structures, graphic organizers, and work
on repetition, transitions, and emphasis.
The AP teacher provides instruction and feedback on students’ writing assignments
both before and after they revise their work that help the students develop a balance of
generalization and specific, illustrative detail.
The AP teacher provides instruction and feedback on students’ writing assignments
both before and after they revise their work that help the students establish an effective
use of rhetoric including controlling tone and a voice appropriate to the writer’s
audience.
TEKS:
110.34.b.1.A
110.34.b.1.B
110.34.b.1.C
110.34.b.1.D
110.34.b.1.E
110.34.b.2.A
110.34.b.2.C
110.34.b.4
110.34.b.5.A
110.34.b.5.B
110.34.b.5.C
Reading/Vocabulary Development. Students understand new vocabulary and use
it when reading and writing. Students are expected to:
(A) determine the meaning of technical academic English words in multiple
content areas (e.g., science, mathematics, social studies, the arts) derived from
Latin, Greek, or other linguistic roots and affixes;
Reading/Vocabulary Development. Students understand new vocabulary and use
it when reading and writing. Students are expected to:
(B) analyze textual context (within a sentence and in larger sections of text) to
draw conclusions about the nuance in word meanings;
Reading/Vocabulary Development. Students understand new vocabulary and use
it when reading and writing. Students are expected to:
(C) use the relationship between words encountered in analogies to determine
their meanings (e.g., synonyms/antonyms, connotation/denotation);
Reading/Vocabulary Development. Students understand new vocabulary and use
it when reading and writing. Students are expected to
(D) analyze and explain how the English language has developed and been
influenced by other languages; and
Reading/Vocabulary Development. Students understand new vocabulary and use
it when reading and writing. Students are expected to:
(E) use general and specialized dictionaries, thesauri, histories of language,
books of quotations, and other related references (printed or electronic) as
needed.
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze,
make inferences and draw conclusions about theme and genre in different
cultural, historical, and contemporary contexts and provide evidence from the text
to support their understanding. Students are expected to:
(A) compare and contrast works of literature that express a universal theme;
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze,
make inferences and draw conclusions about theme and genre in different
cultural, historical, and contemporary contexts and provide evidence from the text
to support their understanding. Students are expected to:
(C) relate the characters, setting, and theme of a literary work to the historical,
social, and economic ideas of its time.
(4) Reading/Comprehension of Literary Text/Drama. Students understand, make
inferences and draw conclusions about the structure and elements of drama and
provide evidence from text to support their understanding. Students are expected
to evaluate how the structure and elements of drama change in the works of
British dramatists across literary periods.
Reading/Comprehension of Literary Text/Fiction. Students understand, make
inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding. Students are expected
to:
(A) analyze how complex plot structures (e.g., subplots) and devices (e.g.,
foreshadowing, flashbacks, suspense) function and advance the action in a work
of fiction;
Reading/Comprehension of Literary Text/Fiction. Students understand, make
inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding. Students are expected
to:
(B) analyze the moral dilemmas and quandaries presented in works of fiction as
revealed by the underlying motivations and behaviors of the characters;
Reading/Comprehension of Literary Text/Fiction. Students understand, make
inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding. Students are expected
to:
(C) compare and contrast the effects of different forms of narration across
various genres of fiction; and
110.34.b.5.D
110.34.b.8
110.34.b.9.A
110.34.b.9.B
110.34.b.9.C
110.34.b.9.D
110.34.b.13.A
110.34.b.13.B
110.34.b.13.C
110.34.b.13.D
Reading/Comprehension of Literary Text/Fiction. Students understand, make
inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding. Students are expected
to:
(D) demonstrate familiarity with works of fiction by British authors from each
major literary period.
Reading/Comprehension of Informational Text/Culture and History. Students
analyze, make inferences and draw conclusions about the author's purpose in
cultural, historical, and contemporary contexts and provide evidence from the text
to support their understanding. Students are expected to analyze the consistency
and clarity of the expression of the controlling idea and the ways in which the
organizational and rhetorical patterns of text support or confound the author's
meaning or purpose.
Reading/Comprehension of Informational Text/Expository Text. Students analyze,
make inferences and draw conclusions about expository text and provide
evidence from text to support their understanding. Students are expected to:
(A) summarize a text in a manner that captures the author's viewpoint, its main
ideas, and its elements without taking a position or expressing an opinion;
Reading/Comprehension of Informational Text/Expository Text. Students analyze,
make inferences and draw conclusions about expository text and provide
evidence from text to support their understanding. Students are expected to:
(B) explain how authors writing on the same issue reached different conclusions
because of differences in assumptions, evidence, reasoning, and viewpoints;
Reading/Comprehension of Informational Text/Expository Text. Students analyze,
make inferences and draw conclusions about expository text and provide
evidence from text to support their understanding. Students are expected to:
(C) make and defend subtle inferences and complex conclusions about the ideas
in text and their organizational patterns; and
Reading/Comprehension of Informational Text/Expository Text. Students analyze,
make inferences and draw conclusions about expository text and provide
evidence from text to support their understanding. Students are expected to:
(D) synthesize ideas and make logical connections (e.g., thematic links, author
analysis) among multiple texts representing similar or different genres and
technical sources and support those findings with textual evidence.
Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text. Students are expected
to:
(A) plan a first draft by selecting the correct genre for conveying the intended
meaning to multiple audiences, determining appropriate topics through a range of
strategies (e.g., discussion, background reading, personal interests, interviews),
and developing a thesis or controlling idea;
Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text. Students are expected
to:
(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note
taking, graphic organizers, lists) and develop drafts in timed and open-ended
situations that include transitions and the rhetorical devices to convey meaning;
Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text. Students are expected
to:
(C) revise drafts to clarify meaning and achieve specific rhetorical purposes,
consistency of tone, and logical organization by rearranging the words,
sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies,
hyperbole, understatement, rhetorical questions, irony), schemes (e.g.,
parallelism, antithesis, inverted word order, repetition, reversed structures), and
by adding transitional words and phrases;
Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text. Students are expected
to:
(D) edit drafts for grammar, mechanics, and spelling; and
110.34.b.13.E
110.34.b.14.A
110.34.b.14.B
110.34.b.14.C
110.34.b.15.C
110.34.b.17.A
110.34.b.17.B
110.34.b.18
110.34.b.19
110.34.b.24.A
Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text. Students are expected
to:
(E) revise final draft in response to feedback from peers and teacher and publish
written work for appropriate audiences.
Writing/Literary Texts. Students write literary texts to express their ideas and
feelings about real or imagined people, events, and ideas. Students are
responsible for at least two forms of literary writing. Students are expected to:
(A) write an engaging story with a well-developed conflict and resolution, a clear
theme, complex and non-stereotypical characters, a range of literary strategies
(e.g., dialogue, suspense), devices to enhance the plot, and sensory details that
define the mood or tone;
Writing/Literary Texts. Students write literary texts to express their ideas and
feelings about real or imagined people, events, and ideas. Students are
responsible for at least two forms of literary writing. Students are expected to:
(B) write a poem that reflects an awareness of poetic conventions and traditions
within different forms (e.g., sonnets, ballads, free verse); and
Writing/Literary Texts. Students write literary texts to express their ideas and
feelings about real or imagined people, events, and ideas. Students are
responsible for at least two forms of literary writing. Students are expected to:
(C) write a script with an explicit or implicit theme, using a variety of literary
techniques.
Writing/Expository and Procedural Texts. Students write expository and
procedural or work-related texts to communicate ideas and information to specific
audiences for specific purposes. Students are expected to:
(C) write an interpretation of an expository or a literary text that:
(i) advances a clear thesis statement;
(ii) addresses the writing skills for an analytical essay including references to and
commentary on quotations from the text;
(iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical
devices;
(iv) identifies and analyzes ambiguities, nuances, and complexities within the
text; and
(v) anticipates and responds to readers' questions and contradictory information;
and
Oral and Written Conventions/Conventions. Students understand the function of
and use the conventions of academic language when speaking and writing.
Students will continue to apply earlier standards with greater complexity. Students
are expected to:
(A) use and understand the function of different types of clauses and phrases
(e.g., adjectival, noun, adverbial clauses and phrases); and
Oral and Written Conventions/Conventions. Students understand the function of
and use the conventions of academic language when speaking and writing.
Students will continue to apply earlier standards with greater complexity. Students
are expected to:
(B) use a variety of correctly structured sentences (e.g., compound, complex,
compound-complex).
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation
conventions in their compositions. Students are expected to correctly and
consistently use conventions of punctuation and capitalization.
Oral and Written Conventions/Spelling. Students spell correctly. Students are
expected to spell correctly, including using various resources to determine and
check correct spellings.
Listening and Speaking/Listening. Students will use comprehension skills to listen
attentively to others in formal and informal settings. Students will continue to
apply earlier standards with greater complexity. Students are expected to:
(A) listen responsively to a speaker by framing inquiries that reflect an
understanding of the content and by identifying the positions taken and the
evidence in support of those positions; and
110.34.b.24.B
110.34.b.26
Listening and Speaking/Listening. Students will use comprehension skills to listen
attentively to others in formal and informal settings. Students will continue to
apply earlier standards with greater complexity. Students are expected to:
(B) assess the persuasiveness of a presentation based on content, diction,
rhetorical strategies, and delivery.
Listening and Speaking/Teamwork. Students work productively with others in
teams. Students will continue to apply earlier standards with greater complexity.
Students are expected to participate productively in teams, offering ideas or
judgments that are purposeful in moving the team towards goals, asking relevant
and insightful questions, tolerating a range of positions and ambiguity in decisionmaking, and evaluating the work of the group based on agreed-upon criteria.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
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Misconceptions
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Key Vocabulary
Tone is the attitude in which an author write that contributes to the development of the theme.
Literary devices are tools authors use to make passages enjoyable and meaningful.
Archetypes are common symbols that represent characters that readers are universally familiar
with.
The transition of various literary movements contribute to a deepening understanding and
appreciation for literature.
Students may not realize that author’s intentionally use literary devices to create a
desired effect.
Students may think a hero and a tragic hero are the same time
Students may not know there are universal symbols known as archetypes
Protagonist, antagonist, archetype, flat character, round character, foil, direct and indirect
characterization; elements of plot: conflict, climax, resolution, foreshadowing, flashback, suspense,
first person point of view, limited point of view, omniscient point of view, apostrophe, allusion,
alliteration, connotation, denotation, diction, imagery; figurative language: simile, metaphor,
personification, understatement, hyperbole, onomatopoeia; Motif; catharsis, hamartia
Suggested Day
5E Model
Instructional Procedures
Day 1
Aug. 24
Engage
OBJECTIVE: Introduce and understand the expectations and
procedures for Ms. Olson’s AP English IV course.
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Introductions
 Teacher will introduce herself to class and give course
expectations.
 Teacher will preview the direction the course is going
through slides briefly introducing each unit.
 Teacher will provide students with course syllabus.
 Students will introduce themselves by answering “Why I
signed up for AP English IV.”
 Students will fill out an “About Me” contact sheet.
 Students will sign AP contract.
Introduction Powerpoint
About Me contact sheet
AP contract
Syllabus
Kahoot
Homework
 Students need to provide 1 composition notebook for
Reader/ Writer Notebook and 1” Binder by Day 2.
 Students need to decorate the binding of their composition
notebooks with the appropriate color for their class period.
CLOSING TASK: Kahoot on Classroom rules
Day 2
Aug. 25
OBJECTIVE: Discuss logistics of AP exam and grading scale and
go over “The Big Five”
Vocab Sheet
Post-It Note
Warm Up
 Students will quick-write in the first section of their RW
Notebook and respond to the following prompt: “How do
you get yourself to think outside the box?”
Instruction
 Students will fill out the AP English Literature At-A-Glance
worksheet and ask questions as needed.
 Teacher will explain the purpose of each component of
exam, being sure to note the differences between each
type of essay.
 The teacher will hand out a vocab list for students to add
to their binders and will briefly address words such as
diction, point of view, imagery, detail, and syntax.
 Teacher will tell students that they will be doing practice
tests for the next two days to come in prepared to get right
to work.
CLOSING TASK: Students will write down one thing they
understood about the AP exam on a post-it note on their way out.
Day 3
Aug 26
OBJECTIVE: Discover baseline for AP literary analysis of prose by
doing a sample time-write.
Sample AP prose analysis
time-write
Warm Up
 Students will begin reading prompt for the prose analysis
as they enter the room.
Instruction
 Teacher will explain that the AP exam allows 40 minutes
for each essay, and timing is very important.
 The teacher will give the students 40 minutes and will read
the prompt aloud with no pauses for explanation.
 Students will begin writing their prose analysis.
 At the end of 40 minutes, the teacher will ask for students
to put their pens down.
 The class will discuss how they felt about the prompt and
what areas they found most difficult.
CLOSING TASK: Students will rank the difficulty of the rhetorical
analysis time-write on a scale of 1-10 on a post-it note, with 1
being easy and 10 being hard.
Day 4
Aug 27
OBJECTIVE: Discuss vocabulary associated with tone, and learn
how to properly annotate a passage.
Warm Up:
DIDLS worksheet

Students will quick-write to the following prompt, “What is
a situation where tone would be incredibly important to
understanding someone’s meaning.”
Instruction:
 Students will review passage from the Prose analysis from
the previous week.
 The teacher will read the prompt aloud to the students and
annotate on the document camera.
 The teacher will ask questions to help students think about
the tone and figurative language being used throughout
the passage using DIDLS (Diction, Images, Details,
Language, Syntax)
 The teacher will pass out a paper with words used to
describe tone, and the class will determine what words
best captivated the passage.
CLOSING TASK: The students will write a sentence that captures
the tone of the class.
Day 5
Aug. 28
OBJECTIVE: Set up RW Notebook and AP Binder and explain
components of each section.
Instruction:
 Students will bring their composition notebook with a
decorated binding in the appropriate color.
 Teacher will designate 2 sections to the notebooks
o One half will contain Quick-writes
o One half will contain Reading Notes
 Students will label the appropriate sections of their
notebooks and do a sample of each section for future
reference.
 Teacher will note that at any point their RW Notebooks will
be reviewed and graded, so it is important to be thorough
and keep up with assignments.
 Teacher will answer any questions regarding the syllabus
and course expectations.
RW Notebooks
AP Binder
Post-It Notes
Crates
CLOSING TASK: Students will place their composition notebooks
in the appropriately designated crates.
Day 6
Aug. 31
OBJECTIVE: Discover baseline for AP multiple-choice questions
by doing a sample test.
Warm Up
 Students will quick-write in the first section of their RW
Notebook and respond to the following prompt: “How can
you tell if you are really understanding a new concept?”
Instruction
 Teacher will give explain that it is important for her to have
a baseline understanding of the class’s familiarity with
multiple choice tests.
 Teacher will hand out a single passage for the students to
complete.
 The teacher will give the students 20 minutes and will read
the passage aloud with no pauses for explanation and ask
students to answer questions.
 At the end of 20 minutes, the teacher will hand out an
answer sheet, and students will write down their first
answers in pen.
RW Notebook
Practice MC test
Post-It Notes
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The teacher will then read the correct answers aloud and
ask students to mark the correct response next to their
original responses on their answer sheet.
The teacher will ask the students to write the number of
correct answers as the bottom of their answer sheet and
turn it in.
CLOSING TASK: Students will rank the difficulty of the multiple
choice questions on a scale of 1-10 on a post-it note, with 1 being
easy and 10 being hard.
Day 7
Sept 1
OBJECTIVE: Students will take a test on their outside reading
Slaughterhouse-Five Exam
Warm Up:
 Students will rank on a scale of 1-10, how difficult it was to
read an entire novel in 7 days.
Instruction
 Students will take Slaughterhouse-Five Exam
CLOSING TASK: Students will write a response regarding their
expectations for the AP course, including concerns, excitements
etc.
Day 8
Sept 2
OBJECTIVE: Discuss literary time-periods and assign Literary
Movement Project.
Warm Up:
 Students will quick-write using language that describes the
tone of their day so far.
Instruction:
 Teacher will discuss various time periods with students
using a Powerpoint presentation
 Teacher will assign the Literary Movement Project.
o Students will work with a partner to research a
specific author within a literary movement.
o Page introducing and explaining the significance
of the assigned literary movement
o Page introducing and explaining the significance
of the author
o An important poem or excerpt from a longer work
that demonstrates the author’s significance with
annotations
o Analysis of excerpt/poem with an explanation of
techniques used by the author that are
representative of the Literary Movement in general
and which reveal the author’s significance on the
literary stage
o Summary argument that shows why the assigned
movement and author are of such importance that
everyone should be reading his or her material
and know about them
o Works Cited
o 5 Minute Presentation on Topic
 Students will take note of which time period most interests
them, and will be assigned partners by the end of the day.
CLOSING TASK: Students will be assigned topics and partners for
their Literary Movement Project.
RW Notebook
Time Period Powerpoint
Literary Movement Project
Information
Homework:
 Literary Movement Project, due Sept 11
Day 9
Sept 3
OBJECTIVE: Introduce ancient Greek society to model proper
format for the Literary Movement Project.
Warm Up:
 Students will quick-write about their understanding of
Greek Drama.
Instruction:
 Teacher will introduce common themes during the
Classical Greek period
 Teacher will introduce Sophocles, and the context in which
he wrote “Oedipus Rex”
 Teacher will read the open scene aloud to the class and
introduce characters
 Teacher will explain the significance of “Oedipus Rex” and
encourage students to appreciate their reading.
 Students will work with their partner to pick a poem or
excerpt to analyze over the weekend.
Powerpoint on Greek Society
Oedipus Rex
RW Notebook
Devices
CLOSING TASK: Students will write down one reason why we are
reading “Oedipus Rex”
Homework:
 Begin Reading Oedipus Rex
 Literary Movement Project, due Sept 11
Day 10
Sept 4
OBJECTIVE: Literary Movement Work Day
Warm Up
 Students will say what their chosen poem/excerpt is for
their project.
Instruction
 Pep Rally
 Students will work with their partner on their Literary
Movement Project.
CLOSING TASK: Each group will assign each person a task on
how to approach the project.
Homework:
 Read Oedipus Rex
 Literary Movement Project, due Sept 11
Day 11
Sept 8
OBJECTIVE: Study elements of the heroes journey as it relates to
Oedipus Rex
Warm Up:
 Students will quick-write about what makes a modern
hero.
Instruction:
 In a Nearpod presentation, the teacher will discuss with
students elements of the heroic journey
 Students will discuss what elements are found in Oedipus
Rex and make it a heroic journey.
RW Notebook
Nearpod
CLOSING TASK: Students will make a prediction regarding the
plot.
Homework:
 Read Oedipus Rex
 Literary Movement Project, due Sept 11
Day 12-13
Sept 9-10
OBJECTIVE: Students will work on Literary Movement Project.
Devices
Warm Up:
 Teacher will remind students of the requirement for the
assignment
Instruction:
 Students will work in the computer lab to research their
project and type up information regarding their topic.
CLOSING TASK: Students will state one new thing they learned
through their research.
Homework:
 Read Oedipus Rex
 Literary Movement Project, due Sept 11
Day 14
Sept 11
OBJECTIVE: Present Literary Movement Presentations
Literary Movement Projects
Warm Up:
 Students will look on the board to see their presentations
placed in chronological order based on literary
movement.
Instruction:
 Literary Movement Project Due
 Each group will have 5 minutes to present their
movement, author, excerpt/poem, analysis, and
argument.
 The rest of the class will fill out a notes sheet to keep
track of each time period
CLOSING TASK: Students will vote on which literary movement,
other than their own, sounds the most appealing for them to study.
Homework:
 Read Oedipus Rex
Day 15
Sept. 14
OBJECTIVE: Discuss Aristotle’s view of tragedy, and assign the
Literary Device Project.
Warm Up:
 Students will quick-write about what the last thing they
read in Oedipus Rex was.
Instruction:
 Class will read an excerpt from Aristotle’s Poetics, and
discuss the origins of the tragic drama.
 Teacher will direct students to their Vocab list full of terms
and devices.
 Teacher will assign the Literary Device Project, due Sept
17
 Students will work to teach the class 2 literary devices and
give:
o The definition of the device
Aristotles Poetics
Literary Device Handout
Literary Device Project Info
o
o
o
o
o
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The effect of the device (the purpose)
A recognizable examples of the device
An original examples of the device
Tips for recognizing/remembering the device
A visual to accompany your presentation in the
form of a poster.
Students will pick partners and draw slips of papers for
picking their rhetorical devices.
Students will begin working on their projects
CLOSING TASK: The class will pick a literary device, and
everyone will make a statement using that device on their way out
of the room.
Homework:
 Literary Device Project, due Sept 17
Day 16
Sept. 15
OBJECTIVE: Discuss archetypes in heroic tales and assign
Archetype Project
Archetype Powerpoint
Archetype Project Information
Warm Up:
 Quick-write about the significance of symbols.
Instructions:
 Teacher will introduce students to the concept of
Archetypes, or symbols, created by Carl Jung.
 Class will discuss different common archetypes and come
up with examples for each.
 Students will be assigned the Archetype Project, in which
they will be required to:
o Draw a map of a geographical region that will
serve as the setting for your archetype story, and
give the country or region a name. (Any format,
but must include 5-10 archetypal places listed on
handout—label accordingly.
o Write a story set in the region depicted on the
map. Story should center around the archetypal
journey of the hero and should contain a hero
figure and at least 5 of the archetypal characters
listed on handout. Their names should be
symbolically reflection of their archetypes in some
way. Story should include 3-5 symbolic objects.
o Write, revise, and polish story, filling in character
details, descriptions of settings, and subtleties of
conflict and plot.
o Make an illustrated cover for the story and bind it
in a sturdy way (a folder is fine).
CLOSING TASK: Students will begin selecting archetypes to
include in their stories.
Homework:
 Read Oedipus Rex
 Literary Device Project, due Sept 17
 Archetype Project, due Sept 25
Day 17
Sept. 16
OBJECTIVE: Work Day for Literary Device Project and Archetype
Project
Warm Up:
Archetype Project Stuff
Posters for Literary Devices

Students will be reminded of requirements for both the
Literary Device Project and the Archetype Project.
Instruction:
 Career Day
 Students will work on their projects and conference with
the teacher as necessary.
CLOSING TASK: Create a “to do” list of what steps need to be
completed on the projects.
Homework:
 Read Oedipus Rex
 Literary Device Project, due Sept 17
 Archetype Project, due Sept 25
Day 18
Sept. 17
OBJECTIVE: Present Literary Device Projects
Literary Device Projects
Warm Up:
 Students will sign up for the order of their literary device
presentations as they walk in the room.
Instruction:
 Literary Device Project Due
 Students will present their literary device posters and
explain its purpose.
 Students will discuss how literary devices allow for an
enjoyable reading and writing experience.
 Students will write about Oedipus Rex using new literary
devices they have learned.
CLOSING TASK: Students will read aloud their paragraphs on
Oedipus Rex.
Homework:
 Read Oedipus Rex
 Archetype Project, due Sept 25
 Literary Device Quiz, due Sept 21
Day 19
Sept. 18
OBJECTIVE: Students will review Literary Devices by doing a
Quiz, Quiz Trade activity
Warm Up:
 The teacher will remind students of the vocabulary terms they
were introduced to on the previous day.
Instruction:
 FREAKY FRIDAY
 Students will take note cards with definitions or examples of
terms on one side the card, and the correct term on the other.
 Students will quiz each other on their terms and trade cards
when they both get the terms correct.
 Students will continue to trade cards with different partners
until they have gotten all the terms.
CLOSING TASK: Students will create their own example of a term
to share with the teacher on their way out of the room.
Homework:
 Literary Device Quiz, due Sept 21
 Archetype Project, due Sept 25
Notecards

Day 20
Sept. 21
Oedipus Rex Quiz, due Sept 23
OBJECTIVE: Students will take the Literary Device Quiz and use
the rest of the time as a Work Day
Literary Device Quiz
Devices
Warm Up:
 Students will begin the class by taking the Literary Device
Quiz.
Instruction:
 Students will spend the rest of the time working on their
Archetypal Projects in the computer lab or in class.
 Teacher will conference with students as needed
CLOSING TASK: Students will explain one of their archetypes and
how they are using it in their story.
Homework:
 Archetype Project, due Sept 25
 Finish Oedipus
 Oedipus Rex Quiz, due Sept 23
Day 21
Sept. 22
OBJECTIVE: Discuss Oedipus Rex in entirety and track
archetypes, tone, and characterization.
RW Notebook
Oedipus Rex Text
Warm Up:
 .Students will quick-write their opinion on the conclusion of
Oedipus Rex
Instruction:
 The class will discuss the plot of Oedipus Rex and
determine the archetypes, tone, and character qualities of
each character.
 The class will assess the meaning of the story and
determine whether or not Oedipus fits the description of a
tragic Greek hero.
CLOSING TASK: Students will make an observation about how
Oedipus Rex is relevant today.
Homework:
 Archetype Project, due Sept 25
Day 22
Sept. 23
OBJECTIVE: Take Oedipus Rex Quiz and Work on Archetype
Project
Warm Up:
 Students will take the Oedipus Rex Quiz.
Instruction:
 PICTURE DAY
 Students will work on their Archetype Projects and
conference with the teacher as needed.
CLOSING TASK: Students will select a partner to do a peer review
with the following day.
Homework:
 Archetype Peer Review, due Sept 24
 Archetype Project, due Sept 25
Oedipus Rex Quiz
Day 23
Sept. 24
OBJECTIVE: Students will complete a peer-review of their
partner’s Archetype Project and write an analysis of the project.
Archetype Project Peer
Reviews
Warm Up:
 Students will get with a partner and review their Archetype
Project.
Instruction:
 In response, each student will write a one-page analysis of
the themes and characters in their partner’s story, using
quotations and commentary to interpret and appreciate it
in a meaningful way.
CLOSING TASK: Each student will give their peer-review to their
partner along with any commentary on grammatical errors, or
ways things can be improved.
Homework:
 Archetype Project, due Sept 25
Day 24
Sept. 25
OBJECTIVE: Students will turn in their Archetype Projects and
Gallery Walk to see other’s projects.
Archetype Projects
Warm Up:
 Students will place their projects on their desk and make
room for others to walk around.
Instruction:
 Archetype Project Due
 Students will go to each desk and review their project and
fill out a comment card regarding each map.
CLOSING TASK: Students will vote on who had the most original
map and story.
Day 25
Sept. 28
The students will review in preparation for the 1st Six Weeks Exam
Notes
Review Guide
Day 26
Sept. 29
The students will review in preparation for the 1st Six Weeks AP
Exam.
Notes
Review Guide
Day 27
Sept. 30
Six Weeks Exam
Exam
Day 28
Oct. 1
Six Weeks AP Exam
AP Exam
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.