September 17

AP Literature Sept. 14-18

WEEK 7

Monday, September 14

  1. Warm-up: MCM #3 (Prose)
  2. Continue reading 2.1; for the conversation between Roderigo & Iago, cast one person as Roderigo & three as Iago (read “Round-Robin”/each person reads one sentence). Explain how Iago’s mind moves at three times the speed of Roderigo’s.
  3. Cast two people to take turns reading alternating sentences for Iago’s soliloquy; compare/contrast this soliloquy with the one from the end of Act I (see d. below)
  4. Discuss the opening scene of Act II:
  5. a. Roderigo is first astonished when Iago tells him that Desdemona is in love with Cassio. How does Iago convince him?
  6. b. What does Iago mean when he says of Desdemona “Now, I do love her too”? Do you believe Iago when he says, “I fear Cassio with my nightcap too”?
  7. c. Do you notice particular lines that add to or change the impression give so far of any character’s personality?
  8. d. Compare Iago’s soliloquy from Act I with this one. Has his motive changed in any way?
  9. e. Coleridge referred to Iago’s “motiveless malignity.” Do you agree that his malignity is fundamentally without motive?
  10. Closer: Read Act II Scene 2 (the Herald’s short scene); Why does Shakespeare include this scene? What effect does it have on the audience.
  11. Poetry Speed-Dating: analyze multiple poems in short sessions at stations: image, structure, rhyme, other sound effects, etc.
  12. *Homework: Read research novels—group meeting Friday; post to Schoology.

Learning goal(s): Use the nonverbal, performance-related aspects of a script to influence the audience’s perception of theme. Standards Addressed: ELACC12RL1: Cite strong and thorough textual evidence to support analysis, including uncertainties. ELACC12RL2: Analyze the development of two or more themes over the course of the text. ELACC12RL3 & 5: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story and how to structure specific parts of a text. ELACC12SL1 (a.-d): Initiate and participate effectively in collaborative discussions.

Tuesday, September 15

1. Warm-up: Creative Writing Tuesday on Wednesday

2. Poetry Speed-Dating (continued): analyze multiple poems in short sessions at stations: image, structure, rhyme, other sound effects, etc.

3. Introduce blocking & stage directions; the way a director decides to block a scene conveys meaning that can either reinforce or contradict the spoken word; use four – ten volunteers (Cassio, Othello, Desdemona, Iago, & attendees) to be silent actors while four other actors read the scene to line 37. The remaining class will direct. Decide how the characters enter, how many attendants enter, where they stand, whether all or only some exit with Othello, where they stand in relation to each other, and so on.

4. Perform subtext scenarios, focusing on intonation of words and nonverbal cues that express meaning to an audience. (HOTs)

5. Assign three acting companies for the “Drinking Scene.” Collaborate to analyze Othello 2.3; design a performance with blocking, stage directions, and subtext, justifying the directorial choices. (HOTs) *DIFFERENTIATION: Students are heterogeneously grouped based on observation and test data and learning style to ensure performers, leaders, and thinkers are included in each group.

6. Ticket-out-the-door: Evaluate each group’s performance; identify strengths and highlight key points in the scene.

*Homework:  Read research novels—group meeting Friday; post to Schoology by midnight tonight.

Learning goal(s): Create an engaging, interactive presentation to present your findings to the class and apply a range of themes found in Othello. Standards Addressed: ELACC12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

 Wednesday, September 16

    1. Warm-up: FRQ Wednesday
    2. Rehearse and perform “The Drinking Scene”

 

*Homework: Read research novels—group meeting Friday; post to Schoology.

 Learning goal(s): Create an engaging, interactive presentation to present your findings to the class and apply a range of themes found in Othello. Standards Addressed: ELACC12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Work with peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
  3. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
  4. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Thursday, September 17

1. Rehearse and perform “The Drinking Scene”

 

*Homework: Read research novels—group meeting Friday; post to Schoology.

 Learning goal(s): Create an engaging, interactive presentation to present your findings to the class and apply a range of themes found in Othello. Standards Addressed: ELACC12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Work with peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
  3. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
  4. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Friday, September 18

  1. Warm-up: Fun Friday
  2. Collaborate with research groups to analyze the first reading section.
  3. Finish performances; compare & contrast with BBC and Fishburne film adaptations
  4. Ticket-out-the-door: Recap Othello Act I & II; highlight the strongest aspect of your group’s performance

 Learning goal(s): Understand a range of themes that will be addressed in Othello. Standards Addressed: ELACC12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.)

 **SEPTEMBER BREAK** September 21-25


Posted September 17, 2015 by Rachael Sanford in category AP Literature

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