WEEK 5
Planning Your Week
BRING TEXTBOOK TO CLASS Tuesday and Wednesday; Bring research novel to class EVERYDAY.
M 8/28 (11:59 p.m.): Read the Pearson chapter “Meeting Poetry: An Overview” p.534-544 AND the two poems on  p. 552-555 “An Old Soldier Cleans His Rifle for the Last Time” and “Ogichidag”; consider the questions after each poem and respond to the Schoology prompt.
T 8/29: Bring your POL printed poems to class tomorrow. Annotate for unknown words, punctuation, categories of the nouns & verbs, structure & shifts, point of view/speaker, and thematic topics.
W 8/30: Read “The Other Wife” (short story, pdf on Schoology); read the Pearson section “Writing an Explication of a Poem (Essay Length)”p.563-9 and write an explication for the POL poem you plan to recite, due Tues., 9/5 before class (Turnitin.com).


Monday, August 28
Opener: Read the quotations about poetry. Pick the one that best fits your beliefs about poetry. Ponder and respond as to how or why you aligned yourself with a particular quote.
Work Session:

1. Review Edna St. Vincent Millay poem “Now Goes Under”;View ppt;
2. Interpret the meaning of selected lines, considering the possible speaker, topic, situation, tone, etc.; contrast how meaning shifts when structure is considered.
3. Read and annotate the poem in its entirety. Mark hard stops and words you do not know.  Identify nouns/verbs/adj./adv. that create tone and theme.
4. Revisit MC responses from the half-length exam.
5. Read/analyze “Sonnet V” (quick application of strategies: punctuation, categories of the nouns & verbs, structure & shifts, point of view, thematic connections).

Closer: Present poetry word wall posters.
*Homework: Read the Pearson chapter “Meeting Poetry: An Overview” p.534-544 AND the two poems on  p. 552-555 “An Old Soldier Cleans His Rifle for the Last Time” and “Ogichidag”; consider the questions after each poem and respond to the Schoology prompt.
Learning Goal(s): Engage in close reading, making careful observations of textual detail and inferences leading to interpretation of the work’s meaning and value; continue increasing your poetry “tool box” and becoming more comfortable with analysis of poetry.
 
Tuesday, August 29
Opener: Present poetry word wall posters.
Work Session:

1. Take the poetry multiple choice (pretest) for the poem “My Picture”; record responses on iRespond and on the paper.
2. Read the Attack the Question This Way handout; consider new approaches and strategies to answer the MC questions on the AP exam.
3. Retake the MC with the AQTW (post-test)
4. Compare scores; justify a rationale for using certain strategies.

Closer: If time permits, independently read your research novel, taking note of emerging themes, characterization, plot events, setting details, and other literary devices.
*Homework: Bring your POL printed poems to class tomorrow. Annotate for unknown words, punctuation, categories of the nouns & verbs, structure & shifts, point of view/speaker, and thematic topics.
Learning Goal(s): Participate in thoughtful discussion of literature with peers; acquire new strategies for improving multiple choice performance.
 
Wednesday, August 30
Opener: View the clip from Memphis Belle of a ball turret gunner to build context.
Work Session:

1. Read “The Man He Killed” p. 548-9 and  “The Death of the Ball Turret Gunner” p.550.
2. Then read “Writing a Paraphrase . . .” p.561-3.
3. Begin paraphrasing your POL poems.

Closer: If time permits, independently read your research novel, taking note of emerging themes, characterization, plot events, setting details, and other literary devices.
*Homework: Read “The Other Wife” (short story pdf in Schoology); Read Pearson textbook “Writing an Explication of a Poem (Essay Length)”p.563-9; write an explication for the POL poem you plan to recite, due Tues. in class (Turnitin.com).
Learning Goal(s): Make careful observations of textual detail, establishing connections and developing inferences leading to an interpretative conclusion about the text’s meaning and value.
 
Thursday, August 31
Opener: View “The Other Wife” pre-thinking and reading quiz/creative writing ppt. Respond to the stimulus.
Work Session:

1. “The Other Wife” reading quiz
2. Trios at a restaurant activity; (silent conversation in a cup)
3. Write theme statements on index cards about the short story to practice
4. Create a web of the texts we’ve read–how do they connect? Consider ITLOTW, ASND, “Now Goes Under” and “My Picture” in discussion
5. Create posters for themes

Closer: Post a picture of your plate to Schoology; respond to and comment on someone else’s ideas/picture.
*Homework: Practice POL and write your explication using the model in the Pearson textbook.
Learning Goal(s): Write for a variety of purposes to enhance analysis of literature.


Friday, September 1
Opener: Go over group recorder forms and individual documentation; Brainstorm a list of what makes us feel valued/successful while working with partners and collaborating; establish group norms
Work Session:

1. First EPCOT novel group meeting (45 minutes); establish timeline for reading the book, determine roles, set action items for next week’s meeting, agree to group social contract and norms
2. Finish web of texts.
3. Rehearse POLin trios; offer feedback on performances and suggestions for interpretation

Closer: Read your research novel
*Homework: Practice POL and write your explication using the model in the Pearson textbook.
Learning Goal(s): The student produces writing that focuses on the critical analysis of literature and includes expository, analytical, and argumentative essays.

WEEK 4
Planning Your Week
M 8/21: Solar Eclipse! Be prepared to revisit “An Occurrence at Owl Creek Bridge” (comparing/contrasting text to film) on Tuesday.
W 8/23: Complete research novel interest survey (follow-up from classwork)
Th 8/24: Post your word wall entry to Schoology (follow-up from classwork)


Monday, August 21–Solar Eclipse
View A Streetcar Named Desire and compare the film version to the stage play. 
*Homework: Review “An Occurrence at Owl Creek Bridge” (see Schoology for links) for film/text comparison.
Learning Goal(s): Engage in close reading, making careful observations of textual detail and inferences leading to interpretation of the work’s meaning and value.
 
Tuesday, August 22
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. Review Twilight Zone episode of “An Occurrence at Owl Creek Bridge” through Nearpod
2. Compare and contrast the film with the text.
3. Evaluate the director’s choices.

Closer: Review reading quizzes and “Owl Creek” storyboards with film notes.
*Homework:
Learning Goal(s): Participate in thoughtful discussion of literature with peers.
 
Wednesday, August 23
Opener: Overview of EPCOT research project.
Work Session:

1. Book tasting: read excerpts from research novel choices.
2. Evaluate content, possible themes, and style to rank and record choices on a dinner plate. Which book do you want on your plate to teach the class? Why?
3. Show student samples to help visualize project elements

Closer: Introduce presentation component of Poetry Out Loud with videos from the POL website to illustrate quality performances.
*Homework: Complete research novel interest survey for EPCOT project.
Learning Goal(s): Make careful observations of textual detail, establishing connections and developing inferences leading to an interpretative conclusion about the text’s meaning and value.
 
Thursday, August 24
Opener: Review TPCASST elements and poetry terms from SN; draw a slip with a poetry term to create a word wall of poetic elements (term, an example, visual memory aid)
Work Session:

1. Analyze POL poems using TPCASST
2. Begin planning recitation.
3. Rehearse POL
4. Review “Old Soldier” and “Dulce et Decorum Est”; analyze structure, point of view, and imagery.

Closer: Organize thematic connections and potential approaches for poetry analysis essay.
*Homework: Create POL word wall; post your word wall “brick”to Schoology (11:59 pm); practice POL.
Learning Goal(s): Make careful observations of textual detail, establishing connections and developing inferences leading to an interpretative conclusion about the text’s meaning and value.


Friday, August 25
Opener: Examine horse and cart metaphor for AP essay writing; discuss the quality of theme statements
Work Session:

1. Revisit “Dulce” paragraphs and compose an introduction that responds to the prompt comparing and contrasting both poems.
2. Extend the response, composing an essay to answer the FRQ comparing and contrasting two thematically related poems.

Closer: Complete poetry handout in SN for chosen poem.
*Homework: Practice POL.
Learning Goal(s): The student produces writing that focuses on the critical analysis of literature and includes expository, analytical, and argumentative essays.

WEEK 3
Planning Your Week
M 8/14: Streetcar discussion question follow-up due to Turnitin.com
T 8/15: Pop-up museum presentations for In the Lake of the Woods
W 8/16: Post to Schoology (follow-up from classwork)
Th 8/17: Read “An Occurrence at Owl Creek Bridge” and create a storyboard to post to Schoology.
F 8/18: Two printed poems from Poetry Out Loud website. Complete interest survey for research novel choices.


Monday, August 14
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: Introduce Poetry Out Loud with videos from the POL website to illustrate quality performances; present textual lineage.
*Homework: Choose two poems from POL website, and print them to turn in Friday.
Learning Goal(s): Engage in close reading, making careful observations of textual detail and inferences leading to interpretation of the work’s meaning and value.
 
Tuesday, August 15
Opener: Set up presentations and review the peer evaluation form.
Work Session:

1. Present In the Lake of the Woods pop up museums.

Closer: Organize thematic connections and potential approaches for Thursday’s assessment.
*Homework: Choose two poems from POL website, and print them to turn in Friday.
Learning Goal(s): Participate in thoughtful discussion of literature with peers.
 
Wednesday, August 16
Opener: Examine horse and cart metaphor for AP essay writing; revisit “Dulce” and compose an introduction.
Work Session:

1. Microlab: Read section from How to Read Literature Like a Professor (summarize, connect to In the Lake and Streetcar; gallery walk to share).

Closer: Take a picture of the poster that speaks to you; prepare discussion post for Schoology; present textual lineage.
*Homework: Post to Schoology; choose two poems from POL website, and print them to turn in Friday.
Learning Goal(s): Make careful observations of textual detail, establishing connections and developing inferences leading to an interpretative conclusion about the text’s meaning and value.
 
Thursday, August 17
Opener: Draw the novel and prompt for the summative assessment.
Work Session:

1. Summative Assessment: Compose an essay response to the selected AP prompt and novel (In the Lake or Streetcar).
2. Evaluate research novel choices.

Closer: Complete group interest survey and/or begin reading “An Occurrence at Owl Creek Bridge.”
*Homework: Complete group interest survey for research; read “An Occurrence at Owl Creek Bridge” and create a storyboard, uploaded to Schoology tonight; choose two poems from the POL website and print them to turn in Friday. 
Learning Goal(s): Make careful observations of textual detail, establishing connections and developing inferences leading to an interpretative conclusion about the text’s meaning and value.


Friday, August 18
Opener: Complete reading quiz for “An Occurrence at Owl Creek Bridge.”
Work Session:

1. Review “An Occurrence at Owl Creek Bridge” storyboards on Schoology.
2. View The Twilight Zone episode; compare/contrast with storyboards.
3. Analyze POL poems and begin planning recitation.

Closer: Complete poetry handout in SN for chosen poem.
*Homework: Practice POL.
Learning Goal(s): Analyze how meaning is embodied in literary form.

WEEK 2 
Monday, August 7 

1. Opener: Present some textual lineage quilt squares for the class tapestry. 
2. Prepare for seminar with individual questions *formative assessment* 
3. SLWS: Participate in Socratic discussion of Streetcar. *formative assessment* 
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 

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. Intro pop-up museum for In the Lake of the Woods 
4. 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). *DIFFERENTIATION: Students are grouped based on interest and diagnostic tests (initial choice groups, multiple choice pretest, strengths in Streetcar discussion) 
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. Today you will have a sub for the first half of class. (Walter) 
2. Opener: Review "Young Goodman Brown" and complete the chart for both "YGB" and A Streetcar Named Desire. Turn these items in by 10:30 AM. 
3. Theme Thursday: Read the poem and compose a response to the prompt on "Old Soldier"
4. Review film terms and analyze the opening scenes of SCND.  

​

*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). *DIFFERENTIATION: Students are grouped based on interest and diagnostic tests (initial choice groups, multiple choice pretest, strengths in Streetcar discussion). 
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.