September 15

AP Literature Week 8 9/18-9/22

Week 8

Planning Your Week

F 9/21–Group meetings for EPCOT projects/research novels. Leaders should provide agendas; reading coaches should provide reading questions.

 

Monday, 9/18

Opener: Post theme statements on posters to create webs of texts we have studied.

Work Session:

  1. Complete TWIST graphic for Othello 1.1, opening conversation between Roderigo and Iago.
  2. Finish reading 1.1; discuss the following questions:
    • Why do Iago, Roderigo, and Brabantio hate the man they are discussing?
    • What reasons does Iago give for continuing to follow his master?
    • What kind of person do you expect the man they discuss to be? How do you imagine him? Count the number of times the word Moor is used in 1.1. Can you draw any conclusions?

Closer: Compare/contrast film adaptations of the opening scene of Othello.

*Homework: Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): 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.

 

Tuesday, 9/19

Opener: Creative Writing–examine the painting McSorley’s Bar (or Nighthawks) and compose a short scene using STEAL to build a character.

Work Session: 

  1. Rehearse and perform group scenes 1.2. Discuss the following: We saw Othello for the first time in this scene—is he what you thought he would be? Is he respected by his associates? How do you know? What contrasts are there between the way Iago, Roderigo, and Brabantio have described Othello and the way he looks and behaves when he actually appears? Do you notice basic differences in attitude between Cassio and Iago in their short conversation (1.2.60-65) following Othello’s exit? Why is Brabantio convinced that Othello must have used witchcraft on his daughter? Why does he have difficulty believing his daughter could run to Othello’s “sooty bosom’?
  2. Read 1.3 antiphonally; compare/contrast Iago’s characterization of Othello in 1.1 with Othello’s representation of himself and the council’s reactions to him in 1.3 (complete STEAL with textual evidence for both scenes).
  3. Ring the changes–1.3 Brabantio’s parting shot

Closer: View 1.2 – 1.3.

Learning Goal(s): Analyze character development, using textual evidence to support analysis, including uncertainties.

 

Wednesday, 9/20

Opener: Review elements of rhetorical triangle, ethos, logos, and pathos.

Work Session:

  1. Analyze Iago’s rhetoric 1.3
  2. View 1.3 from various film adaptations.
  3. Discuss character objectives and beat changes in dramatic productions.
  4. Read 2.1, 2.2 (Herald’s scene); paraphrase to ensure comprehension.
  5. Complete a Somebody Wanted But So for what we have read of Othello: What are Iago’s motivations? What are Roderigo’s desires? What are Othello’s desires? How does each man react/adapt in order to achieve his objective?

Closer: Locate a passage for a TWIST style analysis of your research novel.

*Homework: Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Cite strong and thorough textual evidence to support analysis, including uncertainties; 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.

 

Thursday, 9/21

Opener: Review FRQ tips for 9s: worldly observation to start, strong claims, circular intros/conclusions, working chronologically through a piece of text to analyze, strong verbs & few modifiers.

Work Session:

  1. FRQ: compose an essay to answer an AP free response question.
  2. Complete MCM on a Thursday.

Closer: In small groups (2-3) write Attack the Question This Way strategies for the MC questions.

 

Friday, 9/22

Opener: Complete a TWIST with your selected passage from your research novel.

Work Session:

  1. 4th EPCOT novel group meeting (45 minutes) discuss questions established by the reading coach cast member, set action items for next week’s meeting.
  2. Present dramaturgy research results.

Closer: Make plans for continued work over the break or a plan to handle group needs with people who may be traveling/unavailable.


Posted September 15, 2017 by Rachael Sanford in category AP Literature

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