Pre-AP English/Powell Syllabus: January 9-13
Quotes to ponder by Edgar Allan Poe:
- “Men have called me mad; but the question is not yet settled, whether madness is or is not the loftiest intelligence— whether much that is glorious— whether all that is profound— does not spring from disease of thought— from moods of mind exalted at the expense of the general intellect.”
- “The most natural, and, consequently, the truest and most intense of the human affections are those which arise in the heart as if by electric sympathy.”
- “Melancholy is ... the most legitimate of all the poetical tones.”
CCRS: Cite textual evidence to support analysis. (CCRS 1, 10)
Identify theme and/or main idea of a text. (CCRS 2, 7, 11)
Analyze elements of literature in a text. (CCRS 2, 3, 5, 6, 12, 15, 41)
Define vocabulary in context and demonstrate understanding of other academic vocabulary (CCRS 40, 41)
Analyze use of diction, figurative language, rhetorical devices and strategies to convey meaning and tone in a text.(CCRS 4, 8, 12, 13, 14, 17, 41)Read and comprehend fiction and nonfiction texts (CCRS 2, 7, 9, 11, 18, 20) Produce clear and coherent writing by engaging in the writing process from pre-writing to polished draft. (CCRS 22, 24, 25, 29, 30)
Prepare for and actively participate in collaborative discussions on varied tasks. (CCRS 31, 32, 34, 35, 36)
Apply rigorous revising and editing skills to communicate effectively. (CCRS 23, 24, 25, 30, 39, 40)
M-9:Before: Read one of the quotes by Edgar Allan Poe. Decide whether or not you agree or
disagree with Poe’s point of view. Explain what you believe to be Poe’s argument.
During: Discussion Stations for “The Masque of the Red Death”: students will select a card to determine the station to which they are assigned for this activity. Procedure: 1) Read the questions, making notes on the flip chart paper provided. Add textual evidence to support comments. 2) Discuss the responses of individual students. 3) Write a consensus answer to the questions assigned. 4) Move to the next station and repeat.
HW: Reread the short story and annotate. Write one dialectical journal entry for one theme decided on in your group discussions today. See the dialectical journal handout online.
T-10:Before: Assemble at the appropriate station to continue Monday’s activity.
During: Proceed through the procedure outlined on Monday for answering the questions for The Masque of the Red Death.”
HW: Complete another dialectical journal entry for another theme developed in the story.
W-11:Before: Review draft of TSL literary analysis; apply revision strategies
During: Complete the dialectical journal entries for “The Masque”; Write two thematic statements, and write a defense or a refutation of a quote from a critical article.
Next: Write a dialectical journal, identifying quotes that support the writing prompts on “The Masque of the Red Death.”
HW: Finish the classwork assignment for Friday.
Th-12: Second and Sixth periods will follow the plan for Wednesday for 1st and 7th periods.
HW: Finish the dialectical journal assignment for the critical articles.
F-13:Before: Analyze the writing prompts and write at least two key points that you would be able to explore. See ELMO for analyzing the writing prompt.
During: Reading of “Young Goodman Brown” by Nathaniel Hawthorne.
HW: Finish reading the story, using the questions for guidance in annotating the story.
Next week:
- Analysis of “Young Goodman Brown”
- Reading of “The Outcasts of Poker Flat”
- Analysis of Critical Articles
- Commit to a writing topic for literary analysis
- Vocabulary assignment is due: definitions, parts of speech, and synonyms and antonyms