Week 5
Planning Your Week
M 1/29: Work with your 2 poems printed from the Poetry Out Loud website.
T  1/30: Schoology post (literary lens applied to “An Occurrence” or “A Rose”


Monday, January 29
Opener: MCM prose
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https://goo.gl/forms/n8luG7kf8FvVjCIz1

Work Session:

1. Discuss research and choose novels.
2. Read “A Rose for Emily”; analyze structure, point of view, and mood.
3. Create a single panel of a storyboard for the given line(s); plan transitions with the class to combine storyboards into a cohesive scene. Focus on what is shown in the frame; label all elements of film analysis.

Closer: Compose theme statement for “An Occurrence at Owl Creek Bridge” and “A Rose for Emily.”
HW: Memorize chosen poem for Poetry Out Loud and compose an explication due Tuesday, February 6.


Tuesday, January 30
Opener: Creative writing Tuesday–camera effects.
Work Session:

1. Poetry mixer; place poetry handout in SN; small groups complete QHT for poetic devices.
2. Create theme statements for poems in chapter 11.
3. Analyze POL poems with TPFASTT/TPCASTT
4. Compose paraphrase for both POL poems.

Closer: Write an explanation of how someone from your literary lens would view “An Occurrence” or “A Rose for Emily.”
HW: Schoology post. Obtain a copy of research novel. Memorize chosen poem for Poetry Out Loud and compose an explication due Tuesday, February 6. 


Wednesday, January 31
Opener: FRQ
Work Session:

1. Analyze sample essays; self assess according to the rubric.

Closer: Read choice poem.
HW: Memorize chosen poem for Poetry Out Loud and compose an explication due Tuesday, February 6. .  
Thursday, February 1
Opener: Pondering Poetry “Old Soldier”
Work Session:

1. Review “Old Soldier” with poetry handout.
2. View war film clips.
3. Read “Dulce et Decorum Est” aloud with war sounds; analyze structure, point of view, and imagery.

Closer: Compose theme statement and an introductory paragraph for an FRQ on “Dulce.”
HW: Memorize chosen poem for Poetry Out Loud and compose an explication due Tuesday, February 6.


Friday, February 2
Opener: Fun Friday de-stress; focus on imagery and sensory detail
Work Session:

1. Read “The Storm”; analyze setting and imagery.
2. Read “Desiree’s Baby”; analyze irony.

Closer: Revisit a short story or poem we have read; write an explanation of how someone from your literary lens would view it.
HW: Memorize chosen poem for Poetry Out Loud due Tuesday, February 6.

Week 4

Planning Your Week

M 1/22: Bring 2 poems printed from the Poetry Out Loud website.
T  1/23: Summative assessment in class (essay response)

Monday, January 22
Opener: Set up skinny notebook; read chapters from How to Read Literature Like a Professor and How to Read Novels Like a Professor.
Work Session:

1. Microlab: review your section from How to Read Literature Like a Professor (summarize, connect to In the Lake and Streetcar; create a group poster of your responses during a silent conversation.
2. Complete a gallery walk of each group’s discussion poster, commenting on the other two posters.
3. Reread/review/analyze sections from chapters of ItLotW; gather your question post-its from the text and add them to the parking lot poster.
4. Examine horse and cart metaphor for AP essay writing; compose claim statements fromItLotW and A Streetcar Named Desire.

Closer: Compose claim statements for the summative assessment questions for In the Lake and Streetcar.


Tuesday, January 23
Opener: Draw the novel/prompt for SA.
Work Session:

1. Summative Assessment: In the Lake and Streetcar.
2. Evaluate research novel choices.

Closer: HW: Complete textual lineage and post to Schoology; prepare 30 seconds of Streetcar presentations; memorize chosen poem for Poetry Out Loud due Tuesday, February 2.


Wednesday, January 24
Opener: Share textual lineage and present 30 seconds of Streetcar.
Work Session:

1. Read “An Occurrence at Owl Creek bridge” and illustrate a scene with a storyboard.
2. View The Twilight Zone episode and compare/contrast with storyboards.

Closer: Select novels for research.
HW: Memorize chosen poem for Poetry Out Loud due Tuesday, February 2.


Thursday, January 25
Opener: View Hitchcock montage and interview; discuss the significance of “assembly” and the parallel with composing narratives (like “Owl Creek”) (3 types of montages; elements that repeat).
Work Session:

1. Read “A Rose for Emily”; analyze structure, point of view, and mood.

Closer: Respond to the prompt to analyze how Faulkner develops theme.
HW: Memorize chosen poem for Poetry Out Loud due Tuesday, February 2.


Friday, January 26
Opener: Place poetry handout in SN; small groups complete QHT for poetic devices.
Work Session:

1. Review “Old Soldier” with poetry handout.
2. View war film clips.
3. Read “Dulce et Decorum Est” aloud with war sounds; analyze structure, point of view, and imagery.

Closer: Compose theme statements for “An Occurrence,” “A Rose,” “Old Soldier,” and “Dulce”
HW: Memorize chosen poem for Poetry Out Loud due Tuesday, February 2.

Week 3

​Planning Your Week
ASAP: Please sign your syllabus here.

M 1/15: No School in honor of Martin Luther King Jr.  Enjoy your day! Spread kindness in the world.
T 1/16: Schoology post for In the Lake research/inquiry project
W 1/17: bring a glue stick, scissors, and your composition notebook ( and maybe a sharpie or two)
Th 1/18: Schoology post responses to 2 classmates’ posts for In the Lake research/inquiry project; Schoology post links for 2 poems from the Poetry Out Loud website and print copies to bring to class tomrrow.
F 1/19: Summative assessment in class (essay response); bring 2 poems printed from Poetry Out Loud website.

Monday, 1/15 No School


Tuesday, 1/16--Lab 816:

Opener: briefly review ½ length multiple choice
Work Session:

1. Complete research for the Literary Theory Research Inquiry Project on In the Lake of the Woods
2. Investigate film directors for your film project
3. Decide on a poem for POL performances. * Reminder that anyone who competes in the school wide performance receives extra credit.
4. Analyze your clip for 30 seconds of Streetcar

Closer: Review your grade on the sticky note assessment for In the Lake; gather the questions you placed on post-it notes to prepare for tomorrow's discussion. 

HW: Post your 2-3 paragraphs response to research on Schoology. Comment on at least two other student's posts. Review the literary criticism section (pages 1566-88) of your Pearson text. Choose two poems from POL website (print) due Fri.

Wednesday, 1/17--No school. Enjoy your snow day. Thank you for posting to Schoology! 

Thursday, 1/18--No school. Enjoy your snow day. Make sure to have a mobile device to read on and access Schoology for tomorrow's class. 

Friday, 1/19
Opener: Read the chapter on violence from How to Read Literature Like a Professor. (Posted in Schoology)
Work Session: 

1. Compose responses to  an essay question over A Streetcar Named Desire and In the Lake of the Woods. This is not the summative--it's just practice so I can get feedback to you before we write for real next week.  

• "In great literature, no scene of violence exists for its own sake. In the Lake of the Woods and A Streetcar Named Desire confront the reader or audience with a scene or scenes of violence. In a well-organized essay, explain how the scene or scenes contribute to the meaning of the complete work. Avoid plot summary."
• Draft your response in class, take it home and polish it to post on turnitin.com by midnight on Saturday. 

Closer: 

1. When finished writing, you may work on "30 seconds of Streetcar" analysis. 

HW: Enjoy your weekend. Review In the Lake of the Woods and be ready to cruise on discussions next week when life and weather return to normal. :) 

Week 2
​Planning Your Week
ASAP: Please sign your syllabus here.
Thursday, 1/11: Streetcar rhetorical precis due w/Socratic discussion
Friday, 1/12: In the Lake sticky notes due


Monday, 1/8 School closed due to weather. Enjoy your day off!

Tuesday, 1/9--Bring both Streetcar and In the Lake of the Woods today. You'll have some time to read. 

Opener:  complete ½ length multiple choice.
Work Session:

1. In small groups, complete the Streetcar reread guide.
2. Discuss observations to prepare for the Socratic seminar.
3. Reading time for In the Lake of the Woods (or Streetcar if you need it)

Closer: Review sticky note assessment for In the Lake. Work on completing notes for Friday's due date. 


Wednesday, 1/10
Opener: Review pre-course assignment for sticky notes: characterization, setting, literary elements, summaries, questions.
Work Session:

1. Sort range finders for sample sticky notes.
2. Read/analyze sections from the opening chapters of ItLotW; compose sticky notes for group discussion, placing them on the posters

Closer: Respond to randomly drawn discussion questions for A Streetcar Named Desire.


Thursday, 1/11
Opener: Gather materials for Socratic discussion.
Work Session:

1. Review précis structure.
   
2. Write a class  précis on a literature criticism of In the Lake of the Woods 
3. Construct 5 deep questions on A Streetcar Named Desire.
   
4. Respond to 2 in outlined form: one of mine and one of yours. :) 
   
5. Work on Streetcar article précis

Closer: 


Friday, 1/12
Opener: Turn in sticky note assessment for ItLotW.
Work Session: 

1. Participate in Socratic discussion of A Streetcar Named Desire.
2. Intro 30 seconds of Streetcar
   
3. Read "Young Goodman Brown" and the literary theory chapter in Pearson. Bring your book today! 
   

Closer: Reflect on your performance and expand your thinking, adding to your response to the discussion question.

Week 1


Planning Your Week
Thursday, 1/11: Streetcar rhetorical precis due w/Socratic discussion
Friday, 1/12: In the Lake sticky notes due


Monday, 1/1 – Wednesday, 1/3 Winter Break!


Thursday, 1/4
Opener: 1940s music, including “Paper Moon”, lemonade & cookies
Work Session:

1. Poker Night--A Streetcar Named Desire; simulate Mitch and Stanley’s poker night with Spit in the Ocean, Seven-card Stud, lemonade, and 40s music, including “Paper Moon.”
2. Welcome & introductions; read & discuss classroom management plan & syllabus; complete TRSS forms.

Closer: Answer questions on Pre-Course Reading assignment (Streetcar due tomorrow w/Socratic discussion Thursday, 1/11 ; In the Lake sticky notes due Friday, 1/12).


Friday, 1/5
Opener: Introduce literary theory.
Work Session:

1. Compete in a literary lenses race: match descriptions with titles of literary lenses and time periods.
2. Review Streetcar reread in small group “Fouray” into Streetcar discussion (divide paper into 4 sections; jigsaw questions; pass around group, adding to the response).
3. Complete the course syllabus survey and acknowledgement. 

Closer: View opening scene of A Streetcar Named Desire, analyzing the director’s choices in emphasizing Blanche’s characteristics.