Backwards-Design Lesson Plan: AP Literature – 4th Six Weeks – Spr14– HALL – N130

Stage 1 – Desired Results
Content Standard(s):
The students will…
  • ELA.12.1B analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings.
  • ELA.12.1C analyze poeticcontext to distinguish between denotative and connotative meanings of words.
  • ELA.12.2C relate the characters, setting, and theme of a literary work to the historical social, and economic ideas of its time.
  • ELA.12.5B analyze the moral dilemmas and quandaries presented in poetry and works of literature as revealed by the underlying motivations and behaviors of the characters, setting.
  • ELA.12.13B structure ideas in a critical/analytical way (e.g., using outlines, note taking, graphic organizers, lists) and develop original works (poetry and stories) thatillustrate rhetorical devices to convey meaning.
  • ELA.12.14A write an engaging poem and a 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.
  • ELA.12.15D produce a multimedia presentation with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view.
  • ELA.12.26 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 decision-making, and evaluating the work of the group based on agreed-upon criteria.

Understanding (s)/goals
Students will:
  • Become more confident in their abilities to locate literary and rhetorical devices in literature and analyze the effects created through the use of these devices.
  • See the world through realistic lens; compare fate vs. free-will
  • Become confident in their abilities to locate literary devices found in literature and explain the effects created through the use of these devices.
/ Essential Question(s):
  • What are the implications of psychological insights into the characters? (character analysis)
  • How are psychological insights especially demonstrated in Angela’s Ashes?
  • Is the outcome of characters’ lives determined by fate, free will, or a combination of the two?

Student objectives (outcomes):
Students will be able to:
  • Analyze plot structure, conflict, characterization, theme, tone, mood, setting, and historical connection
  • Make complex inferences regarding the texts they read and provide textual evidence to support their theses
  • Determine class distinctions as illustrated in short stories
  • Analyze poetry

Stage 2 – Assessment Evidence
Performance Task(s):
  • Students will see the parallels between life and literature as we move between the characters and the students’ lives
  • Students will analyze the use of sensory language and explain what effect this has on the tone.
  • Students will analyze literary elements such as foreshadowing and symbolism to anticipate future events in the novel
  • Students will make complex inferences and support with textual evidence.
  • Students will examine use of literary/rhetorical devices and the effect they have on the reader
/ Other Evidence:
  • Application of literary terms and rhetorical devices
  • Vocabulary (connotative and denotative) in context
  • Open-ended responses
  • Unit examination

Stage 3 – Learning Plan
Learning Activities:
  • Participate in Socratic discussion including elements of characterization, plot development, effective use of rhetorical and literary devices, historical environments that impact the cause/effect relationships developed in the novels
  • Identify and analyze the effects of figurative language, sensory language, and diction throughout the novels and compare/contrast the use of these rhetorical/literary devices within the literature
Note: Assignments and Due Dates are subject to change depending on student progress/needs
Monday:
2/17
Angela’s Ashes
Ch 5-9 Essay TEST / Tuesday:
2/18
Angela’s Ashes
Ch 10-14
Discussion questions due.
Discuss “…Shalott”
essay excerpts / Wednesday:
2/19
AA Socratic Discussion
Ch 10-14 / Thursday:
2/20
AA Socratic Discussion
Ch 10-14 / Friday:
2/21
Vocabulary XII
(spelling, part of speech, definition, antonym, write varied sentence structures using context clues)
Monday:
2/24
AA
Ch 10-14 Essay TEST / Tuesday:
2/25
Angela’s Ashes
Ch 15-18
Discussion questions due / Wednesday:
2/26
AA
Socratic Discussion
Ch 15-18 / Thursday:
2/27
AA
Socratic Discussion
Ch 15-18 / Friday:
2/28
Vocabulary XIII
(spelling, part of speech, definition, antonym, write varied sentence structures using context clues)
Monday:
3/3
AA timed essay (50%) of major grade for completion of AA / Tuesday:
3/4
Review AA for major objective TEST / Wednesday:
3/5
AA objective TEST (50% of major grade – essay completed on Monday) / Thursday:
3/6
AA objective TEST (50% of major grade – essay completed on Monday) / Friday:
3/7
Vocabulary XIV
(spelling, part of speech, definition, antonym, write varied sentence structures using context clues)
Monday:
3/10
AP essay strategies: practice writing an essay together in class / Tuesday:
3/11
Complete class essay / Wednesday:
3/12
AP timed writing: two essays from College Board; one prose selection and one open-ended prompt / Thursday:
3/13
AP timed writing: two essays from College Board; one prose selection and one open-ended prompt / Friday:
3/14
Vocabulary XV
(spelling, part of speech, definition, antonym, write varied sentence structures using context clues)
Monday:
3/17
SPRUNG BREAK / Tuesday:
3/18
SPRUNG BREAK / Wednesday:
3/19
SPRUNG BREAK / Thursday:
3/20
SPRUNG BREAK / Friday:
3/21
SPRUNG BREAK
Monday:
3/24
Review essays from block day 3/13-13 / Tuesday:
3/25
AP multiple choice strategies for prose and poetry / Wednesday:
3/26
AP multiple choice practice test: one prose selection and one poetry selection / Thursday:
3/27
AP multiple choice practice test: one prose selection and one poetry selection / Friday:
3/28
Vocabulary XVI
(spelling, part of speech, definition, antonym, write varied sentence structures using context clues)
Monday:
3/31
Review objective test results and missed questions / Tuesday:
4/1
Work in groups to practice poetry multiple choice objective questions / Wednesday:
4/2
Work in groups to master multiple choice strategies for prose and poetry selections / Thursday:
4/3
Work in groups to master multiple choice strategies for prose and poetry selections / Friday:
4/4
Vocabulary XVII
(spelling, part of speech, definition, antonym, write varied sentence structures using context clues)