Fixed Poem Presentation

Objectives: Students will construct a power point presentation to demonstrate their understanding of a particular fixed form of poetry.

Do now: Quick review and prep for the presentation

1. Elegy
2. Ballad
3. free verse
4. Ode
5. Rondeau
6. Sonnet ( Petrachan, Shakespearean, Spencerian and Miltonic)
7. Terza Rima
8. Villanelle

Mini Lesson 

Meter Review

1. Iambic (the noun is iamb or iambus): a lightly stressed syllable followed by a heavily stressed syllable u /
2.  Trochaic (the noun is trochee): a stressed followed by a light syllable / u
3.  Anapestic (the noun is anapest): two light syllables followed by a stressed syllable u u /
4. Dactylic (the noun is dactyl): a stressed syllable followed by two light syllables syllables: / uu

• If a line has four feet, it is tetrameter.
• If a line has five feet, it is pentameter.
• If it has six feet, it is hexameter, and so on.

Presentation Rubric

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Independent Practice

• Pair presentation and peer critique by using the presentation rubric
• Take notes while active listening ( there will be a 5-question pop quiz prepared by each pair to test your peer’s knowledge of each fixed form of poem.

Exist Slip: Hand in the critique of your partner’s presentation by completing the rubric.

Homework: Continue working on the AP Packet you received before the spring term started.

_________________________________________

Objectives: Students will be able to apply their understanding of poetry meter and stress to reading poetry.

Resources:

• Fixed Poetry Forms
• Meter and STRESS

CCSS.ELA-LITERACY.RL.11-12.1
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.

Do Now: 

a. Go over the open-ended essay about the ending of a literary work.

b. Discuss briefly about the sample 9 and 8 essays- what are the signs of strengths?

• Consider the sound of the underlined word in each passage. Speak the underlined word aloud:  Darth Vader decided to crush the rebel soldier.
•  Luke Skywalker will rebel against his father’s wishes.

Hear the difference between the way rebel sounds in the first and second sentences? It is spelled the same. So what made the difference in sound?

Teaching Point

1. To indicate the changes in meter, scholars put a diagonal line ( ´ ) or a macron ( – ) over stressed syllables. A small curving loop ( ˘ ) or a small x ( x ) goes over the unstressed syllables.
2. Rhyme is only part of poetry. The main component of poetry is its meter (the regular pattern of strong and weak stress). When a poem has a recognizable but varying pattern of stressed and unstressed syllables, the poetry is written in verse.
3. the basic pattern of each unit is called a foot

Guided Practice

1. Exercise: Identifying Patterns of Stress Identify the Stress in the Following Words and Phrases: (1) Bill Clinton
2. (2) Monica Lewinsky
3. (3) How now brown cow?
4. (4) Arnold Schwarzenegger
5. (5) Oops! I did it again! I played with your heart.
6. (6) Wild thing! You make my heart sing! You make everything . . . groovy.
7. (7) I went to a party at the county jail. . . . (
8. 8) Once upon a midnight dreary, while I pondered weak and weary
9. (9) I shall wear white flannel trousers and walk along the beach I have heard the mermaids singing each to each, I do not think they shall sing to me.
10. 10) Were there but world enough, and time, this coyness lady, were no crime . . .
11. (11) Supercallifragilisticexpealadocious!
12. (12) Perpendicular
13. (13) Magda is so very mean. She’s an Australopithicene.

Teaching Points PART ii( see page 3)

1. Iambic (the noun is iamb or iambus): a lightly stressed syllable followed by a heavily stressed syllable u /
2.  Trochaic (the noun is trochee): a stressed followed by a light syllable / u
3.  Anapestic (the noun is anapest): two light syllables followed by a stressed syllable u u /
4. Dactylic (the noun is dactyl): a stressed syllable followed by two light syllables syllables: / uu

Iambs and anapests, since the strong stress is at the end, are called “rising meter“; trochees and dactyls, with the strong stress at the beginning, are called “falling meter.”

Additionally, if a line ends in a standard iamb, with a final stressed syllable, it is said to have a masculine ending.

If an extra lightly stressed syllable is added to a line, it is said to be feminine.

To hear the difference, read the following examples out loud and listen to the final stress:

• Masculine Ending: u / ‘Twas the night before Christmas, and all through the house, u / Not a creature was stirring, not even a mouse.
• Feminine Ending: u / u ‘Twas the night before Christmas, and all through the housing, u / u Not a creature was stirring, not even a mousing.

We name metric lines according to the number of “feet” in them.

• If a line has four feet, it is tetrameter.
• If a line has five feet, it is pentameter.
• If it has six feet, it is hexameter, and so on.
• Different languages tend to require different meter. English verse tends to be pentameter, French verse tetrameter, and Greek verse hexameter. When scanning a line, we might, for instance, describe the line as “iambic pentameter” (having five feet, with each foot tending to be a light syllable followed by heavy syllable). Or it might be “trochaic hexameter” (having six feet, with each foot tending to be a heavy syllable followed by a light syllable)

Independent Practice

BLANK VERSE: IAMBIC PENTAMETER WITH SUBSTITIONS

Now, fair Hippolyta, our nuptial hour

Draws on apace. Four happy days bring in

Another moon; but, O, methinks, how slow

This old moon wanes! She lingers my desires,

Like to a stepdame, or a dowager. . . .

Homework: In pairs, prepare a presentation of a fixed form of poetry. For your presentation, explain what the form looks like ( meter and foot). Select one poem from the HANDOUT to analyze. Practice reading the poem based on the stressed and unstressed syllables. Practice at least 2 stanzas.

1. Elegy
2. Ballad
3. free verse
4. Ode
5. Rondeau
6. Sonnet ( Petrachan, Shakespearean, Spencerian and Miltonic)
7. Terza Rima
8. Villanelle

Objectives: Students will be able to evaluate sample essays of an open-ended topic and apply strategies to revising their own essay.

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In literary works, cruelty often functions as a crucial motivation or a major social or political factor. Select a novel, play, or epic poem in which acts of cruelty are important to the theme. Then write a well-developed essay analyzing how cruelty functions in the work as a whole and what the cruelty reveals about the perpetrator and/or victim. You may select a work from the list below or another work of equal literary merit. Do not merely summarize the plot.

Teaching Points

1. Characteristics of a thesis statement and how to formulate one that is complex
2. How to develop two claims that are built on each other and contribute to the thesis?
3. How to translate  the abstract term into a more understandable concrete idea?
4. How to delineate details/examples form a literary work to illustrate your claims?

Guided Practice

Read the sample 9/8 essays and answer the questions above.

Reflect: What strategies have you learned from evaluating the sample essay about writing a strong open-ended essay?

Independent Practice

Revise your group essay on Ending. Due Friday.

Homework: Finish the essay and work on the test prep packet.

• from 1999-2003
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Objectives: Students will be able to analyze how Hopkins, a 19th century poet, uses diction, alliteration, structure and imagery to convey his complex attitude toward human mortality.

• CCSS
  CCSS.ELA-LITERACY.RL.11-12.4
  Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
• CCSS.ELA-LITERACY.RL.11-12.5
  Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
• CCSS.ELA-LITERACY.RL.11-12.1
  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.
• CCSS.ELA-LITERACY.W.11-12.2
  Write explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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Text: Poem “Spring and Fall: to a Young Child” by Gerard Manly Hopkins
Materials: copies of the poem, AP Essay rubric, discussion questions and TPCASTT poetry analysis tool; poster papers and markers
Resource for further reading: Style of Hopkins’ poetry

Differentiation: Students select details from the poem based on their individual reading experience and understanding of the text. They are also given various options to respond to the poem depending on their personal level of challenges or strengths. Students can raise their own questions to probe into the implied meaning of the poem. They are provided with TPCASTT and the Method as tools to help them analyze the poem.
Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity.

In each group, all participants are contributors; but several of them will also be a timer, recorder, facilitator, presenter, spelling/grammar checker.
________________________

Do Now:  (5 minutes) Briefly respond in writing: What do you see in nature that mirrors our human life or world? Write a line or two to describe your understanding of such a relationship. Pair-share. Is there any particular attitude revealed in your lines? How?

Transition: Even in simple lines such as the ones you have written, how does language play a role in expressing your attitude toward nature? Now we will read a nature poem “Spring and Fall” by Gerard Manly Hopkins and examine how the poet expresses his complex attitude toward human mortality.

Mini Lesson (10 minutes)

Lesson Focus: Which poetic element will help us understand an author’s attitude? What does “complex” attitude connote? How do we infer it?

With the specific purpose in mind, let’s read the poem out loud.

The class is divided into 4 groups of 5. Within the small group, students will share their responses to each question and build their understanding on each other’s responses.

• For the 1^st reading, we will use Notice & Focus close reading strategy to single out words or phrases that are most interesting, strange and revealing.
  • What is Margaret crying about in the opening lines? What does she see that saddens her?
  • What is strange about the phrase coming to “sights colder”( synaesthesia)? What does “colder” connote?
• For the 2^nd reading, students go over the details they have noticed and rank them. Rank the top 5 details. What pattern did you notice of the top five details?
  • What repeats? Any particular imagery or diction? What motif does the repetition suggest?
    • What do the (coined) word “unleaving”, “wanwood” and “leafmeal” mean? How do you know ? What imagery do these coined words create? What kind of tone is revealed?
    • What imagery does the line “worlds of wanwood leafmeal lie” create? What effect does it create?
  • What is opposed to what (binaries)?
    • Why are leaves “like the things of man”? Why are Margaret’s thoughts “fresh”? What connotations does that word have instead of “innocent” or “immature” or “young”? How do the two lines indicate a shift?
  • What doesn’t fit (anomaly)?
    • What does the example of alliteration “sorrow’s springs are the same” suggest? What kind of sense does it create?

Based on the “Notice and Focus” activity, what part of the poem stands out the most to you? What does it suggest about the meaning of the poem? Use evidence to support your claim.

Independent Practice and Assessment ( 20 minutes)

Now each group will pick a topic for their group discussion of a specific literary technique. Each group will analyze how the poet uses a specific device to reveal his complex attitude toward human mortality. Students will have 10 minutes complete the group task by writing down their responses on a poster paper.

The four groups are:

1. Diction
2. Imagery
3. Structure
4. alliteration

For each group, students will-

• select a few examples of a specific device
• point out a pattern or patterns of the cited evidence
• explain what the text seems to ‘say”
• analyze what deeper meaning the text suggests and why
• make a claim about the author’s attitude toward human mortality.

Afterwards, students will take additional 6 minutes to do a gallery walk and make comments on other groups’ work.

(time permits 4 minutes) Small Group Presentation: each group will present its claim: How does Hopkins uses a specific literary device to reveal his attitude toward human mortality?

(5 minutes) Assessment
Select a specific device from the list and write a paragraph analyzing how the author uses the device to reveal his complex attitude toward human mortality. Be sure to use textual evidence to support your claim. Consider the following questions when you do the analysis:

• Why is the poem entitled “Spring and Fall?” Is the poem about spring and fall or something else? Why?
• For what purpose are people born, according to the poem? How does this reveal the author’s attitude toward human mortality?

Homework: Write an analysis in which you discuss how Hopkins reveals his complex attitude toward the human mortality. You may consider author’s use of  diction, alliteration, structure  or  imagery for the  analysis.

___________________________

Day 2-3

Objectives: Students will be able to revise the claim about Hopkins’ attitude toward human mortality by analyzing the evidence they have identified; students will also be able to create a thesis statement based on individual claims.

• CCSS
  CCSS.ELA-LITERACY.RL.11-12.4
  Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
• CCSS.ELA-LITERACY.RL.11-12.5
  Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
• CCSS.ELA-LITERACY.RL.11-12.1
  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.
• CCSS.ELA-LITERACY.W.11-12.2
  Write explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Text: Poem “Spring and Fall: to a Young Child” by Gerard Manly Hopkins
Materials: copies of the poem, AP Essay rubric, discussion questions and TPCASTT poetry analysis tool; poster papers and markers
Resource for further reading: Style of Hopkins’ poetry

Differentiation: Students select details from the poem based on their individual reading experience and understanding of the text. They are also given various options to respond to the poem depending on their personal level of challenges or strengths. Students can raise their own questions to probe into the implied meaning of the poem. They are provided with TPCASTT and the Method as tools to help them analyze the poem.
Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity.

In each group, all participants are contributors; but several of them will also be a timer, recorder, facilitator, presenter, spelling/grammar checker.

Do Now: Each student copies the group claim and one other claim by a different group ( as well as evidence). Pair talk to discuss the strengths and weaknesses of the claim.

Mini Lesson with Guided Practice

Strategies to refine a claim-

1. Is it a complex response to the essay question? Does the claim sound like a cliche? If someone else never read the poem and can come up with your claim-that’s a cliche.
2. Does the claim reflect the synthesis of all ideas embedded in the evidence presented?
3. Is your analysis based on a specific pattern of the evidence?
4. Is there a shift in your claim?

How do we combine all claims together and synthesize them into a complex thesis statement?

Claim # 1 based on Imagery: The author describes a child’s hear-broken reaction to the decaying or dying nature when the seasons change

Textual Evidence: golden grove unleaving/ wanwood leafmeal/ you will weep

Claim #2 based on Alliteration and assonance:  The use of assonance and alliteration reveals the speaker’s contrasting tone toward the decaying nature- one’s words and thoughts can not express how one’s heart and soul feel because life only goes in one direction while nature is cyclical.

Evidence:

• assonance by and by/ nor spare a sign/ convey a tone of irrelevance/nonchalance
• Alliteration: sorrow’s springs..same/ heart heard/ghost guessed/Margaret Mourn- convey a sense of compassion for the young Margaret who has not had much experience seeing the decadent nature. The speaker seems to to also subtly bring up the imminent subject of death through “ghost” and the irrevocable nature of life-each spring only brings more sorrow and the nature’s rebirth does change the direction where life goes

Claim #3 based on Structure: The structure reveals the speaker’s didactic purpose by expressing his concerns to sharing his own views to illuminating to Margaret the nature of her mourning .

Evidence:

1. The poem begins  with  speaker’s question directly to Margaret: ” Are you grieving” to show his understanding of a child’s sensitive view toward life as revealed in  pointing out her ” fresh thoughts” to ” care for” “things of man”.
2. To follow his concerned tone of Margaret’s grieving, the speaker immediately sighs to reveal his more detached feeling toward nature’s death as he directly speaks to the reader, ” Ah as the heart grows older” to suggest one’s beginning to accept on’e mortality by not reacting to the depressing sight  as described as ” sights colder”
3. The poem concludes with him sharing his insight with Margaret that she “mourns for” her own “blight”, the inevitability of human mortality.

What does it mean to write an idea-driven AP Lit essay?

Student Independent Practice

Revise the paragraph you have written based on the workshop and complete the full essay over the holiday break.

Exist Slip: Copy your new revised claim on a post-it and put it on your poster individually.

Homework: Read and annotate “Style in Hopkins’ poetry”. We’ll discuss it tomorrow. Finish reading Act 2 of Othello and all the activities related to Act 2.

Objectives: Students will be able to analyze how Walcott uses poetic devices to convey the significance of the experience.

Resources: AP Lit Term Flashcards

• CCSS.ELA-LITERACY.RL.11-12.4
  Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
• CCSS.ELA-LITERACY.RL.11-12.5
  Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
• CCSS.ELA-LITERACY.RL.11-12.1
  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.
• CCSS.ELA-LITERACY.W.11-12.2
  Write explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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Text: Poem “XIV by Derek Walcott
Materials: copies of the poem, AP Essay rubric, and TPCASTT poetry analysis tool; poster papers and markers
Differentiation: Students select details from the poem based on their individual reading experience and understanding of the text. They are also given various options to respond to the poem depending on their personal level of challenges or strengths. Students can raise their own questions to probe into the implied meaning of the poem. They are provided with TPCASTT and the Method as tools to help them analyze the poem.
Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity.

_______________________
Do Now: How do we read closely? Name some strategies.

Mini Lesson: What’s the purpose of your reading this poem? Can you phrase it in a question?

The class is divided into 4 groups of 5. Within the small group, students will share their responses to each question and build their understanding on each other’s response.

• For the 1^st reading, we will use Notice & Focus close reading strategy to single out words or phrases that are most interesting, strange and revealing.
• For the 2^nd reading, students go over the details they have noticed and rank them. Rank the top 5 details. What pattern did you notice of the top five details?( The Method)
  • What repeats? Any particular imagery or diction? What motif does the repetition suggest?
  • What is opposed to what (binaries)? How do two lines indicate a shift?
  • What doesn’t fit (anomaly)?

Based on the “Notice and Focus” activity, what part of the poem stands out the most to you? What does it suggest about the meaning of the poem? Use evidence to support your claim.

Independent Practice and Assessment

Now each group will  pick a topic for their group discussion of a specific literary technique. Each group will analyze how the poet uses a specific device to convey the significance of the experience. Students will have 10 minutes complete the group task by writing down their responses on a poster paper.

The four groups are:

1. Diction:  Does the poet use “street talk” or slang, formal English, foreign language phrases, or jargon? Does the poet make up words or use allusion? Does he use descriptive or sensory details( synersthesia)?
2. Imagery
3. Structure ( How do we analyze structure of a poem?)
4. alliteration

Structure: How is the poem organized? How is it divided up? Are there individual stanzas or numbered sections? What does each section or stanza discuss? How are the sections or stanzas related to each other? (Poems don’t usually jump around randomly; the poet probably has some sort of organization in mind, like steps in an argument, movement in time, changes in location or viewpoint, or switches in mood.) If there are no formal divisions, try breaking down the poem sentence by sentence, or line by line. The poet’s thinking process may not be absolutely logical, but there is probably an emotional link between ideas. For example, you might ask a friend to pass mustard for a hotdog and suddenly be reminded of a summer romance and a special picnic. It doesn’t look rational from the outside, but it makes emotional sense. A very controlled structure may tell you a lot about the poet’s attitude toward the subject. Is it a very formal topic? Is the poet trying to get a grip on something chaotic? A freer poetic form is also worth examining. What is appropriate or revealing about the lack of structure?

Sprung rhythm (accentual verse,)is a poetic rhythm designed to imitate the rhythm of natural speech. It is constructed from feet in which the first syllable is stressed and may be followed by a variable number of unstressed syllables.^[1] The British poet Gerard Manley Hopkins claimed to have discovered this previously unnamed poetic rhythm in the natural patterns of English in folk songs, spoken poetry, Shakespeare, Milton, et al. He used diacritical marks on syllables to indicate which should be drawn out (acute e.g. á ) and which uttered quickly (grave, e.g., è).-cited from wikipedia

SOUND AND RHYTHM Poetry is rooted in music. You may have learned to scan poetry-to break it into accented/unaccented syllables and feet per line. There are different types of meter, like 3 iambic pentameter, which is a 5-beat line with alternating unaccented and accented syllables. You can use a glossary of literary terms to find a list of the major types of meter. Not all poems, however, will have a strict meter. What is important is to listen to the rhythm and the way it affects the meaning of the poem. Just like with music, you can tell if a poem is sad or happy if you listen carefully to the rhythm. Also, heavily stressed or repeated words give you a clue to the overall meaning of the poem. Does the poem use “special effects” to get your attention? Some words take time to pronounce and slow the reader down (ex. “the ploughman homeward plods his weary way” echoes the slow plodding pace). Other words can hurry the reader along (ex. “run the rapids”). If you are unfamiliar with the terms alliteration, assonance and onomatopoeia, you can look them up and see if they apply to your poem-but naming them is less important than experiencing their effect on the work you are examining. Does your poem rhyme? Is there a definite rhyme scheme (pattern of rhymes)? How does this scheme affect your response to the poem? Is it humorous? Monotonous? Childish like a nursery rhyme? Are there internal rhymes (rhymes within the lines instead of at the ends)? If you read the poem aloud, do you hear the rhymes? (They could be there without being emphasized.) How does the use of rhyme add to the meaning? Certain poetic forms or structures are supposed to follow specific “rules” of rhyme and meter (ex. sonnets or villanelles). If you are studying a poem of this type, ask yourself if the poet followed the rules or broke them-and why. Different parts of a poem may have different sounds; different voices may be speaking, for example. There are lots of possibilities. No matter what, though, the sound should enforce the meaning.

Imagery: Look for the concrete pictures, or images, the poet has drawn. Consider why these particular things have been chosen. If an owl is described, does that set up a mood, or a time of day? If a morning is called “misty”, what specific effects does that have? Are certain patterns built up, clusters of words that have similar connotations? For example, descriptions of buds on trees, lambs, and children are all pointing toward a theme involving spring, youth and new birth.

______________________________

( Five Analytical Steps) For each group, students will-

• select a few examples of a specific device
• point out a pattern or patterns of the cited evidence
• explain what the text seems to ‘say”
• analyze what deeper meaning the text suggests and why
• make a claim about the significance of experience.

Afterwards, students will take additional 6 minutes to do a gallery walk and make comments on other groups’ work.

(5 minutes) Assessment

Select a specific device from the list and write a well-developed paragraph analyzing how the author uses the device to reveal the significance of experience. Be sure to use textual evidence to support your claim.

Homework: Write an analysis in which you discuss how Walcott the significance of the experience. You may consider author’s use of  diction, alliteration, structure  or  imagery for the  analysis.

Objectives: Students will be able to compose a poem or song describing and reflecting their personal experience of a theme in the musical Falsetto through small group collaboration.

CCS

CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-LITERACY.W.11-12.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.11-12.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Differentiation: Students can elicit ideas from the musical based on their personal experiences and connections they make individually. They are also given various options to create responses depending on their personal level of challenge and individual talent. Students can choose any genre they are familiar with to express their thoughts or feelings.

Grouping Rationale: Students will be grouped based on preparation as well as individual learning need, style, talents and personality to maximize their productivity.

Agenda

Do Now: Briefly describe one of the most poignant moments or scenes in the musical to you. What impact does it have on you? What could be the cause?

Mini Lesson with Guided Practice

Divide the class into groups of 3.

Step 1: As students share the scene and its impact (from Do Now) in a small group, ask: How does the scene connect to or illustrate a larger issue, i.e. family, prejudice, rites of passage, parent-children relationship, responsibility, acceptance or culture?

Step 2: In the scene you have described, what kind of theme is implied? What claim can you make based on the scene (i.e. Family is love not a social structure; or A real family always has many problems; Coming of age is not marked by a ritual but significant events in life.)

Step 3: Students independently or help each other generate a thematic statement based on the scene they have chosen to respond.

Student Independent Practice

Students, individually or as a group, write a poem or vignette or a song on one of the themes embedded in the musical Falsetto.

For your creative work, consider using-

• Narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences or events
• Precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events and/or setting

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Small groups present their work to the class.

Quick Write to Reflect: How does a musical impact people? Consider Falsetto you have seen or the hit Broadway musical, Hamilton.

Homework: Complete and polish your creative work as your group response to the musical Falsetto. You may also opt to write an individual response. Due Monday 12/19/’16.

Through this project,students will be able to

1. explore characters
2. sequence of major events in each scene and cause and effect of characters’ changes
3. appreciate Shakespearean language
4. analyze what causes the character to evolve
5. relate a Shakespeare play to the modern world
6. explore theme development

CCS

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Contents

1. Themes:  Appearance vs. Reality Pride Order vs. Chaos Good vs. Evil
2. List of major events with setting and conflict
3. Focus on Iago, Othello, Desdemona

Objectives: Students will be able to gain deeper understanding of Othello and the nature of Shakespearean tragedy  through close reading and discussion in a small group setting.

Agenda

Do Now:  In pairs, share ACTIVITY 10 Question 2 about Othello ( page 159). Raise a question based on your discussion.

Mini Lesson and Guided Practice

1. Reading Questions about I.ii( page 158)

After developing a basic understanding of the passage, reread the specified lines and answer the provided close reading questions to help you further understand the plot presented. Use the vocabulary presented in the right-hand column as needed; however, use your own words, not Shakespeare’s, to express your understanding.

2. Consider the characterization of both Othello and Iago throughout this passage when answering the following questions.
a. Which of the following words best describes Iago’s interactions with Othello?
supportive compassionate
callous punishing
b. In what ways has Iago changed since Scene One?
c. Which of the following words best captures how Othello presents himself?
assertive /confident /weak/intelligent/ irreverent/ smart/ powerful /capable/ immature/ apprehensive/ vulnerable
d. Explain your reasoning.
e. Which of these words are antithetical to how Othello presents himself in this passage?
Explain your reasoning.
d. Re-examine your summary of Iago’s plan (question eight of Activity Two). In your
opinion, is he fulfilling the plan he set out in the first scene?

Independent Practice:

• Share and present Activity 11 in the packet.(161-162)
• Share and present Activity 13 in the packet (166)

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Self-Assessment: Review of holiday homework- reading with MCQ of John Done and Andrew Marvel.

Homework: Read Act 2 and complete activities 1-4 ( 167-175) in the packet.

Objectives: Students will be able to analyze and evaluate a student essay by using the AP Essay scoring guide or rubric through small group discussions.

CCSS.ELA-LITERACY.WHST.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

CCSS.ELA-LITERACY.WHST.11-12.1.C
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons

CCSS.ELA-LITERACY.WHST.11-12.1.D
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline

CCSS.ELA-LITERACY.WHST.11-12.2.C
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Materials:

1. 2015 AP Literature Open-ended Question packet ( page 13)
2. AP 2015 scoring guidelines ( page 15)
3. Hand out -Construct a Score Commentary( page 31); Scoring Guide Overview ( page 10)

Agenda

Do Now: Describe one of the criteria you know, according to which your AP essay is scored.Pair share.

Mini Lesson:

A. Becoming familiar with the AP Literature Scoring Guide ( page 10)

In a small group, read the scoring guide ( page 10) and the AP 2015 scoring guidelines( page 15). List key characteristics of one of the categories below in the scoring guide on a poster paper.

1. 9-8 essays
2. 7-6 essays
3. 5 essays
4. 4-3 essays
5. 2-1 essays

B.Present your ideas to the class.

Independent Practice

Read the student sample essay  ( page 13 in the packet) and construct a score commentary by completing the worksheet ( page 31) in the small group.

Assessment

Use the criteria in each category and your comments, what score can we award the student’s essay? Why?

Collect the scoring commentary sheet.

Homework:

• Use the scoring guidelines to guide your essay revision.
• Read Act I of Othello and pick a passage(part of a scene or a monologue, no longer than a page)  that you are most intrigued with. Explain what makes the passage stand out to you and your understanding of it. How does the passage function in the the act? In other words, in what ways is the passage critical to the understanding of the entire act ( Act I)?

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Unit 2: Poetics & Oedipus Tragedy Unit 2: Poetics & Oedipus Tragedy

Content

Click the link to access the unit lesson
Odeipus the Rex
Notes on Classical Tragedies and tragic heroes
Oedipus Rex E-Text
Lesson 1
Objectives: Students will become familiar with the Oedipus legend and the concepts of tragic heroes and classical tragedies.
Aim: How are classical tragedy and tragic hero defined respectively?
Do Now: What’s the Oedipus legend?
Mini Lesson
What you need to know-
Notes on Classical Tragedies and tragic heroes
A. Tragic Hero
Tragedy is the limitation of a certain magnitude. The tragic hero is a man of noble birth, a man of high degree. His fate affects many. He is good but has flaws (hamartia). His flaw is an error or frailty and is not caused by vice or depravity. His flaw brings about his inevitable down fall or catastrophe. Tragic irony lies in the contrast between the vision he has of his future and the disaster, which befalls him. Despite the inevitability of his fate, (disaster, catastrophe). The protagonist asserts his dignity and is committed inexorably to a noble cause. He believe he is doing the “right “thing. He struggles against his fate (disaster, catastrophe, and downfall) which is inevitable. He struggles to be more than human and increase his stature as a man. But since he is a man, he goes too far. He experiences a reversal and recognition. He recognizes his error and suffers profoundly. He has to suffer pity. He suffers and protests his fate. The suffering enables him to become human, wise, and see his place in the universe that he is not a god, but a man, limited. The audience watches the spectacle of suffering and experiences fear and pity and then catharsis. The release of these emotions leaves a sense of tragic awe at the nobility of human spirit, which struggles against its limitations.
B. Elements of Tragedy according to Aristotle
Plot, Character, Thought, Diction, Song and Spectacle.

1. The Plot is the most important part of a tragedy. The plot means ‘the arrangement of the incidents’. Normally the plot is divided into five acts, and each Act is further divided into several scenes. The dramatist’s main skill lies in dividing the plot into Acts and Scenes in such a way that they may produce the maximum scenic effect in a natural development.
2. Characters are men and women who act. The hero and the heroine are two important figures among the characters.
3. Thought means what the characters think or feel during their career in the development of the plot. The thought is expressed through their speeches and dialogues.
4. Diction is the medium of language or expression through which the characters reveal their thoughts and feelings. The diction should be ‘embellished with each kind of artistic element’.
5. The song is one of these embellishments. The decoration of the stage is the major part of the spectacle. The Spectacle is theatrical effect presented on the stage. But spectacle also includes scenes of physical torture, loud lamentations, dances, colourful garments of the main characters, and the beggarly or jocular appearance of the subordinate characters or of the fool on the stage. These are the six constituent parts of tragedy.

Independent Practice: Interpret the tragedy and tragic hero definition according to Aristotle’s Poetics.
Review: Notes on Tragedy
Elements of Greek Tragedy

1. Plots were religious myths familiar to the audience
2. No suspense-more subtle techniques
3. foreshadowing-hint or clue of a future event
4. verbal or “Sophoclean irony”-audience knows more than the character and a different meaning for the audience

All Greek plays had Unity

• Time-takes place within a single day
• Place-scene does not change
• Action-one story-no subplots

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Form

1. Sophocles changed form of Greek Tragedy
2. Added scene painting and a third actor
3. Increased the chorus from 2-15

The Chorus

• Sets the mood
• Represents the common man
• Sides with one character or another
• May warn a character of possible danger

Aristotle 384-322BC

1. Wrote Poetics-the study of Greek Drama

Tragedy

1. Subject of tragedy is a struggle and down falls of a hero
2. Aim of tragedy is to bring about a catharsis–is a process that causes the audience to feel pity and fear and then purges them of these emotions so that they leave the theater feeling cleansed and uplifted.
3. Audience feels pity for a hero because he doesn’t deserve his misfortune
4. Audience feels fear because they recognize that the hero is a man like themselves and what happened to the hero could happen to them.

Tragic Hero

1. Man/Woman of noble birth-a “good” person, not god-like
2. Has a flaw in his character
3. Usually pride, hubris that ultimately causes his downfall
4. Hero’s fate flows from his character(flaw) it is not the result or an accident
5. involved in a noble cause-an action of a certain magnitude in which the hero believes he is doing the right thing.
6. Struggles against his fate that is inevitable
7. Experiences reversal and recognition

• Reversal-the opposite of what is planned for actually occurs
• Recognition-lives and suffers with the knowledge of what he has done

IV. Vocabulary words on Oedipus
Hubris/Hamartia/Peripetaia/Theban Plays/Prologue/Parodos/Strophe/Antistrophe/Ode(Chorus)/Exodos
Reflect: How different is Aristotle’s definitions of tragedy and tragic hero from your prior knowledge of these concepts?
Homework: How would you describe Oedipus as a king? Select a specific passage for your analysis.
Review and complete the study questions based on Prologue and Parodos.
Lesson 2
Objectives: Students will be able to synthesize the kind of king Oedipus is based on the individuals’ analysis of a specific passage in a small group.
Do Now: Make comments on the quote interpretation. How accurate is the interpretation? Why?
Mini Lesson:

1. Review the notes from Lesson 1 about the elements of a classical tragedy.
2. Review the vocabulary and study questions based on Prologue.(Review and complete the study questions based on Prologue and Parodos).

Independent Practice:
In a small group, share your analysis of King Oedipus. Then synthesis your analysis of the king and come up with a new thesis that reflects that everyone’s analysis.
Homework: Read scenes 1 & 2 and use the guided questions as you read.
Lesson 3
Objectives: Students will be able to continue to analyze Oedipus as a king based on scene 1 in a small group.
Do now: In a class google doc, respond to the following questions (assigned 1-2 questions) –

1. What is the state of Thebes as the play begins?
2. What does the priest want of Oedipus?
3. Why does the priest think that Oedipus is better able to help Thebes than any other individual?
4. What is Oedipus’ reaction to the words of the priest?
5. What does the line “let them all hear it…” (page 7) reveal about Oedipus?
6. What did the Oracle at Delphi tell Creon?
7. Who was Laios and what happened to him? Why is this important to Thebes at the time the play begins?
8. What is foreshadowing? How does it begin to show itself early in the play?
9. What is irony? How does it begin to show itself early in the play?

Mini Lesson:
Read scene 1 , the long speech by Oedipus ( page 12-15). How does the speech illustrate some of the qualities listed in the Tragic hero passage?

1. What three things does Oedipus proclaim about the murder of Laios in Scene 1, pp. 12-13?
2. Who is Teiresias and why does he appear in the play? Who has sent for him?
3. What is ironic about Teiresias?
4. What is Teiresias’ reaction when Oedipus asks the seer for his help?
5. How does the mood of the play change with the appearance of Teiresias? What is the meaning of his dialogue on pp. 18-20?
6. Why does Creon’s name come into the argument? (p. 20)? Of what does Oedipus accuse Teiresias and Creon?
7. What is ironic/foreshadowing about the lines on pp. 21-22? Why does Teiresias mention Oedipus’ parents?
8. What is the meaning of Teiresias’ prophecy to Oedipus on pp. 23-24?
9. * What do you think Teiresias thinks of Oedipus by the end of Scene 1?

Independent Practice

1. In a small group of 2-4, respond to the assigned questions above in a google doc.
2. Work on revising your claim about King Oedipus ( based on both Prologue and Scene 1).

Assessment: Teacher reads the responses in google doc and assess class understanding.
Homework:
A. Respond: study questions based on Parados

1. What main literary device is found in the strophe, page 10? Explain.
2. What other literary device is found in the same strophe? Explain.
3. Upon which gods does the Chorus call in order to help Thebes? Why these gods?
4. What is the meaning of the last two lines of the Antistrophe 3, page 12? Why do you think they are said as Oedipus enters?

B. Read Scene 2 and respond to 2 of the following questions in class google doc for Oedipus unit-

1. How does Creon defend himself against Oedipus’ accusations of conspiring with Teiresias to take over the throne?
2. Explain p. 30 – “It is a sentence I should cast my vote for – but not without evidence!” Why is this point important?
3. What is the reaction of Choragos?
4. Why does Oedipus continue to believe that Creon is his enemy?
5. What is Iocaste’s reaction to Oedipus’ accusations?
6. What “proof” of the falseness of prophecies does Iocaste give Oedipus? Why does she share this incident with Oedipus?
7. What is your reaction to Iocaste’s story? Oedipus’ reaction?
8. What does Oedpius learn from Iocaste’s details?
9. Describe Oedipus’ tale, pp. 40-42.
10. As Oedipus and Iocaste relate their stories of prophecy, what conclusions are the readers drawing? What “answers” have you arrived at from these clues?
11. * How does Oedipus’ mood and attitude change throughout Scene 2? Why?

___________________________________
Lesson 4
Objectives: Students will be able to defend or accuse Oedipus or Teiresias argument with textual evidence.
Do Now: Write a 2-sentence summary of scene 1 and scene 2 respectively.Pair share.
Mini Lesson:
What’s Oedipus’ argument in Scene 1? How does he defend his argument?
What’s Teiresius’ argument? Hoe does he argue for his point?
In pairs, we’ll have a debate between Teiresias and Oedipus. Be sure to use the original lines and inferred arguments.
Analyze Ode 1: Strophe vs Antistrophe ( pages 25-26)
Independent Practice:
What’s Oedipus argument in Scene 2? What’s the purpose of his argument?
What’s Creon’s argument? What’s his attitude toward Oedipus? How do you know?
Reflect: How does Sophocles reveal/expose his characters?
Homework: Read Scene 3 and answer the following questions-

1. What important news is delivered to Oedipus at the beginning of Scene 3?
2. What was Iocaste doing at the beginning of Scene 3? What is her reaction to the news of Polybus’ death? What does this reveal about her character?
3. What is Oedipus’ next concern after learning of Polybus’ death?
4. What additional news “news” does the messenger give Oedipus?
5. What is the meaning of “Oedipus”? Why is this important?
6. What is Iocaste’s reaction to the messenger’s “news”? What does her behavior foreshadow for the audience?
7. Why doesn’t Oedipus heed Iocaste’s warnings not to pursue the news from the messenger further?
8. What does Oedipus think about his origins (p. 56 to the end of Scene 3)?
9. What emotions are present at the end of Scene 3? What does the audience (reader) expect to happen at this point?

_______________________________________________
Lesson 5
Objectives: Students will analyze why scene three is the ” reversal ” of event based on the definitions of classical tragedy through creating a plot line with detailed events that demonstrate the rising or turning point movement.
Do Now: Write a one-sentence summary of scene 3. Select one line in scene three that represents scene 3.
Mini Lesson:

• The roles of chorus: strophe and antistrophe-

Read part of scene 2 or three and discuss the roles of chorus.

• the use of allusions

Independent Practice:

1. In groups of 4, create a scene in which you present the arguments from each main character and the comments by strophe and antistrophe by selecting the most representative lines from scene 3.
2. Create a plot line with major events that illustrate the rising action and turning point up to scene 3.

Groups present.
Reflect: Why is the significance of scene 3?
Homework: Read scene 4 and Exodus.
As a group, prepare for the final group performance( on Friday). You may need to write a script for your group performance.

1. Prologue: group 1
2. Scene 1: group 2
3. Scene 2: group 3
4. Scene 3: group 4
5. Scene 4/Exodus: group 5

____________________________________________
Lesson 6
Objectives: Students will be able to give critique based on the group dress rehearsal of Oedipus.
Agenda
Do Now: Get together with your group member and go through he scene in 5 minutes.
Mini Lesson:
Performance rubric review-

1. Demonstrate a clear purpose
2. Reveal the character
3. Chorus need to take sides
4. Modernize the lines when necessary

Groups perform.
Provide critique.
Reflect: What are the best moments in the performances? What can we learn from each other?
Homework: Continue with the rehearsal. Official Performance tomorrow.
Lesson 7
Objectives: Students will be able to demonstrate their understanding of the play Oedipus by performing the scene assigned.
CC STANDARDS
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-LITERACY.RL.11-12.7
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 and one play by an American dramatist.)
Agenda

1. Gather briefly with the group for 2 minutes and get the props ready.
2. Perform the play group by group, scene by scene

While watching the performance, take note of each group’s strengths and weaknesses by circling the comments in the rubric.
Reflect: How does the performance project help you understand the play better( performing it as well as watching the performance).
Homework: Do one of the following and bring in your responses to the class tomorrow for group discussions ( type your response in google doc)

1. Discuss Oedipus’s journey toward the truth of his biography. What human instincts prevent him from “seeing” the truth?
2. Describe the acts of violence that occur off stage. How would you stage these events today?
3. Chart the structure of Oedipus Rex, including rising action, conflict, climax, and falling action.Locate the precise moment when Oedipus moves from a psychological state of denial to open recognition of the truth. Now describe the stage picture at this moment, including all characters on stage. How might you place or “block” the actors playing each role for maximum effects.
4. Discuss the motivations of the Chorus of Theban Elders as a voice of the polis.
5. Discuss the theme of blindness in Oedipus Rex. Describe the use of intellectual, physical, and metaphoric blindness throughout the play.

__________________________________
Lesson 8
Objectives: Students will be able to analyze themes and other essential elements in Oedipus through small group discussion and class presentations.
CC STANDARDS
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-LITERACY.RL.11-12.7
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 and one play by an American dramatist.)
Agenda
Do Now: View a set of images of Oedipus the play. What scene and themes are portrayed in the photos? Pair share.
More images
Mini Lesson
Literary criticism of the play Oedipus

• Oedipus complex -Freudian theory- psychoanalysis
• Literary theory
• Traditional Literary Criticism (1)
• Formalism and New Criticism(2)
• Marxism and Critical Theory(3)
• Structuralism and Poststructuralism(4)
• New Historicism and Cultural Materialism(5)
• Ethnic Studies and Postcolonial Criticism(6)
• Gender Studies and Queer Theory(7)
• Cultural Studies(8)

Student Independent Practice

1. In a small group, through google doc and face to face, share your written responses to the assigned questions by group.
2. In a small group, through google doc and face to face, share your interpretation of the tragedy definition by group.

Assessment: As a group, come up with the best response and share with Damato.English @gmail.com
Homework:

1. Oedipus Rex has many characters which contribute to its plot. Choose
   one of the following and explain why they are a significant character in the play. Provide at least three reasons why the character is significant, and support your reasons with evidence from the text:
   a) Tiresias
   b) The Sphinx
   c) Creon
   d) The Chorus
2. In a group of 3, prepare a visual presentation together with construction papers on an assigned literary theory (due Monday)

_________________________________
Lesson 9
Objectives: Students will be able to analyze themes and other essential elements in Oedipus through small group discussion and class presentations. Objectives: Students will be able to evaluate the structure of an open-ended essay of the AP Literature exam through small group collaboration.

CC STANDARDS
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-LITERACY.RL.11-12.7
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 and one play by an American dramatist.)

Agenda
Do Now: Groups present responses to questions.

Mini Lesson: Provide constructive feedback to the responses

1. Group presentations
2. Interpretations of quotations on tragedy

Student Independent Practice:
GO to google doc to share your written responses to the following-
Oedipus Rex has many characters which contribute to its plot. Choose one of the following and explain why they are a significant character in the play. Provide at least three reasons why the character is significant, and support your reasons with evidence from the text:

Do Now: Meet with your group members and share your own definitions of cruelty based on page 6 as well as the responses to questions on page 7-8.
a) Tiresias Mini Lesson
b) The Sphinx
c) Creon
d) The Chorus
Homework: Prepare for your group presentation on literary theory.
__________________________
Lesson 10
Objectives: Students will be able to demonstrate their understanding of a literary criticism theory through small group presentations.

CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Do Now: Reconvene in the small group and email the teacher an electronic copy of the presentation

Mini Lesson: Review the procedures

• Explain the concept
• Provide examples to help your audience understand the theory
• Review the sample introduction ( page 8)
• a hard copy of the theory on a poster paper
• Review a sample body paragraph ( page 10)
• review the rubric

Independent Practice: Presentations Student Independent Work

• Traditional Literary Criticism (1)
• Formalism and New Criticism(2)
• Marxism and Critical Theory(3)
• Structuralism and Poststructuralism(4)
• New Historicism and Cultural Materialism(5)
• Ethnic Studies and Postcolonial Criticism(6)
• Gender Studies and Queer Theory(7)
• Cultural Studies(8)

Assessment: Each group will give an evaluation on other groups’ presentations by circling the appropriate scores on the rubric sheets.

Homework: Select one prompt from the following and brainstorm ideas of how you will respond to the prompt by using evidence from Oedipus to support your argument.
A.Choose an implausible or strikingly unrealistic incident or character in a work of fiction or drama of recognized literary merit. Write an essay that explains how the incident or character is related to the more realistic of plausible elements in the rest of the work. Avoid plot summary.

B. Choose a complex and important character in a novel or a play of recognized literary merit who might on the basis of the character’s actions alone be considered evil or immoral. In a well-organized essay, explain both how and why the full presentation of the character in the work makes us react more sympathetically than we otherwise might. Avoid plot summary.

C.  The meaning of some literary works is often enhanced by sustained allusion to myths, the Bible, or other works of literature. Select a literary work that makes use of such a sustained reference. Then write a well-organized essay in which you explain the allusion that predominates in the work and analyze how it enhances the work’s meaning(Catch -22 by Joseph Heller)

D. In great literature, no scene of violence exists for its own sake. Choose a work of literary merit that confronts 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

E. Select a line or so of poetry, or a moment or scene in a novel, epic poem, or play that you find especially memorable. Write an essay in which you identify the line or the passage, explain its relationship to the work in which it is found, and analyze the reasons for its effectiveness.
F. A critic has said that one important measure of a superior work of literature is its ability to produce in the reader a healthy confusion of pleasure and disquietude. Select a literary work that produces this “healthy confusion.” Write an essay in which you explain the sources of the “pleasure and disquietude” experienced by the readers of the work
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Unit Assessments

1. What’s the exposition revealed in the Prologue?
2. Create a staged reading of the debate between Creon and Oedipus in scene ii. Discuss the use of logic and reason by each character.
3. Explain Teiresias’s cryptic dialogue. What prevents him from speaking plainly?
4. Complete a thesis statement as a group ( page 9)
5. Discuss Oedipus’s journey toward the truth of his biography. What human instincts prevent him from “seeing” the truth?
6. Describe the acts of violence that occur off stage. How would you stage these events today?
7. Chart the structure of Oedipus Rex, including rising action, conflict, climax, and falling action.Locate the precise moment when Oedipus moves from a psychological state of denial to open recognition of the truth. Now describe the stage picture at this moment, including all characters on stage. How might you place or “block” the actors playing each role for maximum effects.
8. Discuss the motivations of the Chorus of Theban Elders as a voice of the polis.
9. Discuss the theme of blindness in Oedipus Rex. Describe the use of intellectual, physical, and metaphoric blindness throughout the play.
10. In what order does Aristotle place each element of drama- Character, Plot, Speech, Thought ,song and Spectacle? Do you agree with the order? Why or why not? How does he define each element? c. How does Aristotle define tragedy? d. What’s Unity of plot? d. Why , of all plots, the episodic are considered the worst? e. According to Aristotle, what is considered a complex action? What does he mean by “Recognition” and “Reversal” scene? f. What’s considered a well-constructed plot? g. What kind of effects should a tragedy produce? h. How does Aristotle describe ” Complication, Unraveling and Denouement”
11. Interpret the assigned quotation. Does each of the following quotation seem to express similiar ideas about the classical tragedy and tragic hero? Explain.
    1. And yet nevertheless the idea of nobility is inseparable from the idea of tragedy which cannot exist without it. Its action is usually calamitous, because it is only in calamity that the human spirit has the opportunity to reveal itself triumphant over the outward universe which fails to conquer it.
    2. Tragedy is essentially an expression of despair, but of the triumph over despair and of confidence in the value of human life.
    3. Tragedy – a consequence of a man’s total compulsion to evaluate himself justly, his destruction in the attempt posits a wrong or an evil in his environment. And this is precisely the morality of tragedy and its lesson.
       Tragedy enlightens – and it must, in that it points the heroic finger at the enemy of man’s freedom. The trust for freedom is the quality in tragedy which exalts.
    4. Tragic Hero-“Nobody wants to be a hero… but in every man there is something he cannot give up and still remain himself – a core, an identity, a thing that is summed up for him by the sound of his own name on his own ears. If he gives that up, he becomes a different man, not himself.
12. Oedipus Rex has many characters which contribute to its plot. Choose
    one of the following and explain why they are a significant character in the play. Provide at least three reasons why the character is significant, and support your reasons with evidence from the text:
    a) Tiresias
    b) The Sphinx
    c) Creon
    d) The Chorus

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Summative Assessment: Time Writing -Open -ended Question
Objectives: Students will examine the specifics embedded in each option of the open-ended question by reading closely and underlining the key words. They will write an essay based on the understanding.

Aim: What are you asked to write about specifically as described in each open-ended question? How do we use literary evidence to illustrate the question?

Learning Sequence
Activity 1: The class will be divided into 6 groups and each group (pair) will examine one of the following questions. Use chart paper to define and examine the characteristics/factors involved in the abstract concept. You may use mind mapping templates or a mind mapping platform, such as Coggle which works with Google classroom, to creatively wrestle with the issues raised during the beginning of this exercise. The website www.freetech4teachers.com has a particularly good post for mind mapping titled “Seven Tools for Creating Flowcharts, Mind Maps, and Diagrams.”

Write the quotations on butcher paper and members begin by answering the questions for the quote . Then, round robin the quotations by passing your response to an adjacent member. The second person should read the quote and the responses and add another thought or extension to each written response. The goal is to extend and improve the written response.
Finally, construct a working definition of the abstract concept that identifies all the major components of the concept. Be sure to discuss all parts of the question.

Activity 2: Discuss the difference between concrete and abstract tasks. identify examples of the concept within a work and discuss what that concept implicitly reveals about a character and why that concept is integral to the meaning of the entire work.

Activity 3: Mini Lesson Modeling an Introduction
Examine a sample introduction as a way to assess writing and consider how thematic statements can help tackle the expectations of the open question. The sample provided earned an upper half score. Listen to an introductory paragraph and discuss the pros and cons.
“In his novel All the Pretty Horses, Cormac McCarthy introduces protagonist John Grady Cole, whose moral foundation is repeatedly tested in the wild and dangerous Mexican outback. Even though Cole ultimately maintains his strict moral code’s integrity, he is forced to compromise in the face of extreme hostility, both physical and mental. Through McCarthy’s exploration of the effects of physical and emotional acts of cruelty, John Grady Cole has his moral foundations tested as his reliliency eventually prevails.”

Activity 4: Write your own thesis statement.
Sample 1 During his extended time in Mexico, Cole faces the painful wrath of the Mexican prison system and the unfortunate events that lead to his persecution. Cole orginally embarks for Mexico to escape his parents’ separation and to find a new life. However, when he meets the young Blevins, who kills a man for taking his runaway horse, Cole’s fortune turns for the worse, showing the perceptions he previously held about the world. Cole believes in kindness toward strangers and as Belvin’s foolhandy and rash qualities contrast with Cole’s calmness and steadiness, it becomes apparent that Cole’s moral code is the dominant and resilient way of behavior. When Cole and another acquaintance, Rawlings, are unfairly placed in the awful world of a Mexican prison, Cole’s morality is tested and compromises must be made. Cole is attacked by an assassin in cold blood for refusing to conform to the disturbing norms of prison gangs, and he is forced to kill the attacker. The cruelty of not only the justice system, but the Mexican prison as well, make Cole compromise on his morals in order to survive. Such cruelty pushes him to sacrifice morality for survival, a common theme in episodes of systematic hostility everywhere. Eventually, however, Cole maintains his foundation albeit with adjustments, and prevails over the forces of hostility in his life as he restores the debts he owes and reinstates justice over the people who put him in prison.

Activity 4: examine the sample body paragraph-consider how to deepen the analysis and discussion of cruelty( concept) within the response.
A.Choose an implausible or strikingly unrealistic incident or character in a work of fiction or drama of recognized literary merit. Write an essay that explains how the incident or character is related to the more realistic of plausible elements in the rest of the work. Avoid plot summary.

B. Choose a complex and important character in a novel or a play of recognized literary merit who might on the basis of the character’s actions alone be considered evil or immoral. In a well-organized essay, explain both how and why the full presentation of the character in the work makes us react more sympathetically than we otherwise might. Avoid plot summary.

C. The meaning of some literary works is often enhanced by sustained allusion to myths, the Bible, or other works of literature. Select a literary work that makes use of such a sustained reference. Then write a well-organized essay in which you explain the allusion that predominates in the work and analyze how it enhances the work’s meaning(Catch -22 by Joseph Heller)

D. In great literature, no scene of violence exists for its own sake. Choose a work of literary merit that confronts 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

E. Select a line or so of poetry, or a moment or scene in a novel, epic poem, or play that you find especially memorable. Write an essay in which you identify the line or the passage, explain its relationship to the work in which it is found, and analyze the reasons for its effectiveness.

F. A critic has said that one important measure of a superior work of literature is its ability to produce in the reader a healthy confusion of pleasure and disquietude. Select a literary work that produces this “healthy confusion.” Write an essay in which you explain the sources of the “pleasure and disquietude” experienced by the readers of the work

2. Share in class your understanding of the question.

3. Continue working in the pair following Think-Pair-Share activity. Think individually ( write your thoughts down) how you can use Oedipus for the question. Talk to each other about your ideas and combine them. Share in class your best ideas.
Assessment: Present the evaluations in class.

4. Choose one of the questions and start writing your essay following the AP Essay rubric. Score the essay and write a brief rationale for the score.
Quick Reflect: How important is understanding the question thoroughly to writing an effective essay?
Homework: Finish the 1st draft of the essay. Due tomorrow.
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Lesson 9

Objectives: Students will be able to evaluate the structure of an open-ended essay of the AP Literature exam through small group collaboration.

Do Now: Meet with your group members and share your own definitions of cruelty based on page 6 as well as the responses to questions on page 7-8.

Mini Lesson

• Review the sample introduction ( page 8)
• Review a sample body paragraph ( page 10)

Student Independent Work

1. Complete a thesis statement as a group ( page 9)
2. Evaluate the sample essay on page 14  by using the essay rubric on page 12.

Assessment:

• Present the evaluations in class.
• Score the essay and write a brief rationale for the score.

Homework: Write an essay based on one of the open-ended questions. Use Oedipus as your source to illustrate your thesis. Due on Wednesday 11/9/2016.
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Lesson 10: Peer-Editing the AP Essay Lesson 

Objectives: Students will use the AP Essay rubric to peer edit each other’s essay on Oedipus.
Aim: How do we write a strong essay within a time frame of 40 minutes?

Learning Sequence: Learning Sequence:

1. Share the 1st draft essay in a pair. Identify one strength and one weakness in your partner’s essay.
2. Share with the findings in class.
3. Discuss: How much time do we need to get a thorough understanding with the essay questions? ( 3 minutes)
4. what constitutes a strong introduction within 5-7 minutes?
5. How much time can I use for the body paragraphs( 2 usually well-developed)? ( 25-28 minutes) What goes in each paragraph? How do I develop the ideas?
6. Writing a Conclusion should never be longer than 2-3 minutes. What should I include then?

Homework: Revise the essay. Revision due Homework: Revise the essay. Revision due
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