August 5

AP Literature 8/7-8/11

WEEK 2

Planning Your Week

M 8/7: Streetcar Socratic discussion (bring annotated article, typed precis, reread guide [4 paragraphs or sticky notes], book)

T 8/8: Read p.1566-1588 in the textbook, filling out graphic organizer and applying literary lenses to Streetcar. 

T 8/14: Pop-up museum presentations for In the Lake of the Woods

 

Monday, August 7

  1. Opener: Present some textual lineage quilt squares for the class tapestry.
  2. Prepare for seminar with individual questions
  3. SLWS (Student-led Work Session): Participate in Socratic discussion of Streetcar.
  4. Closer: review your outlined response; reflect on new perspectives and insights offered in the seminar; compose a brief response in light of new evidence. How has your stance shifted or strengthened as a result of the discussion?

*Homework:  Review In the Lake of the Woods. Post seminar reflection due Monday, August 14 for Skinny Notebook.

Learning Goal(s): Use verbal interaction and collaboration with peers enhance your understanding of a literary text; refine your verbal collaboration skills.

Standards Addressed: ELACC11-12SL1 Participate in collaborative discussions, propelling the conversation and responding thoughtfully to others.

 

Tuesday, August 8–COMPLETE THE GOOGLE FORM INTEREST SURVEY–CLICK HERE

  1. Opener: Present some textual lineage quilt squares for the class tapestry.
  2. SLWS: Review literary lenses (ppt); discuss “Young Goodman Brown” in light of various literary theories. (Identify a point in the text that “fits” one of the lenses and write a short explication for Skinny Notebook (SN))
  3. Review film terminology and film as text; craft a quick storyboard for “Young Goodman Brown.” Select a scene and sketch out 3-4 “frames” of text, sampling some of the film terms to add interest and emphasis.
  4. Analyze style with Burton, Hitchcock, and Shyamalan and relate to written text with the opening scene of Poe’s “The Black Cat”
  5. Analyze opening scene of A Streetcar Named Desire; compare and contrast directors’ choices with the text. (Glossary of Film Terms)
  6. Assign 30 seconds of Streetcar shot analysis project.
  7. Intro pop-up museum for In the Lake of the Woods
  8. Closer: take the interest survey to determine group placement

*Homework: In the Lake of the Woods presentations due Aug. 15.

Learning Goal(s): Understand how directors, interpretations of a source text affect an audience’s response and interpretation.

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.)

 

Wednesday, August 9

  1. Learning Commons Visit: complete pop-up museum research for In the Lake of the Woods; collaborate and create a presentation of findings (present Aug. 15).
  2. Consider the other group topics for presentations; compose questions to help guide their research path and address audience interest and needs; submit questions to the shared Google doc.

*Homework: Review In the Lake of the Woods

Learning Goal(s): Use further research to enhance your understanding of a literary text; develop effective presentation skills.

Standards Addressed: ELACC11-12W7-9 Conduct research projects, gathering relevant information, citing properly, and drawing evidence to support analysis, reflection, and research. ELACC11-12RI7 Integrate and evaluate multiple sources of information in different formats in order to address a question.

 

Thursday, August 10

  1. Opener: Present remaining textual lineage quilt squares
  2. Theme Thursday prompt
  3. Read aloud “Dulce Et Decorum Est”; introduce “horse” and “cart” metaphor for AP essays; compose theme statement using template; share within the group and combine into one quality statement for the group.
  4. Complete TPFASTT chart/organizer together for “Dulce Et Decorum Est”
  5. Compose an introduction and body paragraph in response to the poetry prompt.

 

*Homework: In the Lake of the Woods presentations due Tues. Aug.  15.

Learning Goal(s): Cite evidence to support analysis of a poem, relating themes across works.

Standards Addressed: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

 

Friday, August 11

  1. Learning Commons Visit: Complete pop-up museum research for In the Lake of the Woods; collaborate and create a presentation of findings (present Aug. 15).
  2. Meet with pop-up museum groups to plan Tuesday’s presentations.
  3. Research, using student-generated questions for guidance.

*Homework: In the Lake of the Woods artifacts/pop-up museum presentations due Tuesday.

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a novel, including uncertainties. Use further research to enhance your understanding of a literary text; develop effective presentation skills.

Standards Addressed: ELACC11-12RL1 Cite textual evidence to support analysis of explicit and inferred meanings of a text, including uncertainties. ELACC11-12W7-9 Conduct research projects, gathering relevant information, citing properly, and drawing evidence to support analysis, reflection, and research. ELACC11-12RI7 Integrate and evaluate multiple sources of information in different formats in order to address a question.


Posted August 5, 2017 by Rachael Sanford in category AP Literature

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