Lesson Plans of Linda Robinson: Week #1 9/4/07-9/7/07

AP English (A&B) Lesson Plans of Linda Robinson: Week #2 9/14/15-9/18/15

AP English Mon. Objectives: (1) Warm-Up: Students will spend 5 minutes writing in response to a projected quote. Verbal discussion follows; A Day (SOL 12.3, 12.4, 12.5, 12.6); (2) Show/turn in homework – Caged Bird character image assigned to your team (SOL 12.4) (3) Characterization exercise -- build specific vocabulary. Sharing follows, then distribution of list (SOL 12.6) (4) Students will be asked to list works of literary merit that they recall clearly from previous reading. **Students will learn to create a study guide for AP Exam writing. Separate card for each piece of lit: list title, author. List names and key characteristics of main characters. List themes, key elements of style, tone. List any important quotes, etc. Students will complete a card on all novels/plays read this year, but should also go back and do this on lit recalled well from previous years (SOL 12.4, 12.5, 12.6); (5) Literature: Through teacher presentation using power point, students will take power notes on the historical development of the people, language, and culture of England up through the end of the middle ages. They will understand cultural characteristics, issues/values, and major historical events that shaped Old English and Medieval language and lit development. Students will develop an outline. At the conclusion of the presentation, students will reflect on what each invader contributed to the evolving English culture and language. NEXT, Through teacher presentation using power point, students will understand the culture/values/issues of Anglo-Saxon England and how they shaped the literature of the time. Students will learn common themes, forms, and features of Anglo- Saxon literature, and will recognize the unique importance of Beowulf. Define typical elements: Alliteration, assonance, kenning, caesura (SOL 12.4, 12.5, 12.6)

Handouts: (1) Quote as writing prompt. (2) Project “AP exam study guide” info students should list on note cards (3) Characterization terms handout (4) Power point on Intro to British History; power point on Anglo-Saxon Literature, with projected poetic devices

Assignments: (1) Bring I Know Why the Caged Bird Sings to every class (2) Due tomorrow—B: bring in one images that accurately portrays the Caged Bird character assigned; be prepared to develop a complete characterization in class. (3) Quiz Wed. – A / Thurs.-- B on AP Vocab Unit 2 (dramatic terms, forms of figurative language, and types of imagery); (4) Start ongoing study guide on previous novels/plays read, including summer reading; fill out index cards on each as directed. Update/maintain throughout year. Tues. Objectives: (1) Warm-Up: Students will spend 5 minutes writing in response to a projected quote. Verbal discussion follows; B Day (SOL 12.3, 12.4, 12.5, 12.6); (2) Show/turn in homework – Caged Bird character image assigned to your team (SOL 12.4) (3) Characterization exercise -- build specific vocabulary. Sharing follows, then distribution of list (SOL 12.6) (4) Students will be asked to list works of literary merit that they recall clearly from previous reading. **Students will learn to create a study guide for AP Exam writing. Separate card for each piece of lit: list title, author. List names and key characteristics of main characters. List themes, key elements of style, tone. List any important quotes, etc. Students will complete a card on all novels/plays read this year, but should also go back and do this on lit recalled well from previous years (SOL 12.4, 12.5, 12.6); (5) Literature: Through teacher presentation using power point, students will take power notes on the historical development of the people, language, and culture of England up through the end of the middle ages. They will understand cultural characteristics, issues/values, and major historical events that shaped Old English and Medieval language and lit development. Students will develop an outline. At the conclusion of the presentation, students will reflect on what each invader contributed to the evolving English culture and language. NEXT, Through teacher presentation using power point, students will understand the culture/values/issues of Anglo-Saxon England and how they shaped the literature of the time. Students will learn common themes, forms, and features of Anglo- Saxon literature, and will recognize the unique importance of Beowulf. Define typical elements: Alliteration, assonance, kenning, caesura (SOL 12.4, 12.5, 12.6)

Handouts: (1) Quote as writing prompt. (2) Project “AP exam study guide” info students should list on note cards (3) Characterization terms handout (4) Power point on Intro to British History; power point on Anglo-Saxon Literature, with projected poetic devices

Assignments: (1) Bring I Know Why the Caged Bird Sings to every class (2) Quiz tomorrow – A / Thurs.-- B on AP Vocab Unit 2 (dramatic terms, forms of figurative language, and types of imagery); (3) Start ongoing study guide on previous novels/plays read, including summer reading; fill out index cards on each as directed. Update/maintain throughout year. Wed. Objectives: (1) Warm-Up: Students will spend 5 minutes writing in response to a projected quote. Verbal discussion follows; A Day (SOL 12.3, 12.4, 12.5, 12.6); (2) QUIZ: Students will demonstrate understanding of the meaning and use of AP Vocab Unit 2 terms (dramatic terminology, forms of figurative language, and types of imagery). Includes spelling and application! (SOL 12.3, 12.4, 12.5, 12.6); (3) Through teacher presentation referencing previous handout, students will review the words and definitions of AP Vocabulary Unit 3 (archetype through denouement.) (SOL 12.3, 12.4, 12.5, 12.6); (4) Finish: Literature: Through teacher presentation using power point, students will take power notes on the historical development of the people, language, and culture of England up through the end of the middle ages. They will understand cultural characteristics, issues/values, and major historical events that shaped Old English and Medieval language and lit development. Students will develop an outline. At the conclusion of the presentation, students will reflect on what each invader contributed to the evolving English culture and language. NEXT, Through teacher presentation using power point, students will understand the culture/values/issues of Anglo-Saxon England and how they shaped the literature of the time. Students will learn common themes, forms, and features of Anglo-Saxon literature, and will recognize the unique importance of Beowulf. Define typical elements: Alliteration, assonance, kenning, caesura (SOL 12.4, 12.5, 12.6) (5) Distribute Prentice-Hall texts and Beowulf questions (6) Distribute Caged Bird summer essays – allow students to keep them. Bring to class daily for class work (SOL 12.4, 12.6)

Handouts: (1) Quote as writing prompt. (2) Power point on Intro to British History; power point on Anglo-Saxon Literature, with projected poetic devices (3) Quiz on AP Vocab Unit 2 (dramatic terminology, forms of figurative language, and types of imagery). (4) Caged Bird summer essays (5) Beowulf discussion questions; Prentice-Hall textbooks

Assignments: (1) Bring I Know Why the Caged Bird Sings to every class, with summer essays (2) Quiz tomorrow – B on AP Vocab Unit 2 (dramatic terms, forms of figurative language, and types of imagery); (3) Quiz next Thurs. 9/24 – A / Fri 9/25 – B on AP Vocabulary Unit 3 (archetype through denouement.) (4) Read Beowulf in gray Prentice-Hall text pgs 36-60 for Mon. 9/28 – A / Tues. 9/29 – B. Turn in completed Beowulf questions that day as homework. Thurs. Objectives: (1) Warm-Up: Students will spend 5 minutes writing in response to a projected quote. Verbal discussion follows; B Day (SOL 12.3, 12.4, 12.5, 12.6); (2) QUIZ: Students will demonstrate understanding of the meaning and use of AP Vocab Unit 2 terms (dramatic terminology, forms of figurative language, and types of imagery). Includes spelling and application! (SOL 12.3, 12.4, 12.5, 12.6); (3) Through teacher presentation referencing previous handout, students will review the words and definitions of AP Vocabulary Unit 3 (archetype through denouement.) (SOL 12.3, 12.4, 12.5, 12.6); (4) Finish: Literature: Through teacher presentation using power point, students will take power notes on the historical development of the people, language, and culture of England up through the end of the middle ages. They will understand cultural characteristics, issues/values, and major historical events that shaped Old English and Medieval language and lit development. Students will develop an outline. At the conclusion of the presentation, students will reflect on what each invader contributed to the evolving English culture and language. NEXT, Through teacher presentation using power point, students will understand the culture/values/issues of Anglo-Saxon England and how they shaped the literature of the time. Students will learn common themes, forms, and features of Anglo-Saxon literature, and will recognize the unique importance of Beowulf. Define typical elements: Alliteration, assonance, kenning, caesura (SOL 12.4, 12.5, 12.6) (5) Distribute Prentice-Hall texts and Beowulf questions (6) Distribute Caged Bird summer essays – allow students to keep them. Bring to class daily for class work (SOL 12.4, 12.6)

Handouts: (1) Quote as writing prompt. (2) Power point on Intro to British History; power point on Anglo-Saxon Literature, with projected poetic devices (3) Quiz on AP Vocab Unit 2 (dramatic terminology, forms of figurative language, and types of imagery). (4) Caged Bird summer essays (5) Beowulf discussion questions; Prentice-Hall textbooks

Assignments: (1) Bring I Know Why the Caged Bird Sings to every class, with summer essays (2) Quiz next Thurs. 9/24 – A / Fri 9/25 – B on AP Vocabulary Unit 3 (archetype through denouement.) (3) Read Beowulf in gray Prentice-Hall text pgs 36-60 for Mon. 9/28 – A / Tues. 9/29 – B. Turn in completed Beowulf questions that day as homework. Fri. Objectives: (1) Warm-Up: Students will spend 5 minutes writing in response to a projected quote. Verbal discussion follows; A Day (SOL 12.3, 12.4, 12.5, 12.6); (2) GROUP WORK/ Oral Presentations: (Analysis of direct and indirect characterization, making inferences; creating and supporting thesis.) Students will work in assigned groups to analyze assigned character (Vivian, Momma, Grandmother Baxter, Bertha Flowers, and Big Bailey) from I Know Why the Caged Bird Sings. Return images brought by students. Students will select 3-4 that best depict the character, and attach to poster board. Down the left margin, group members will list all the adjectives they can think of that uniquely describe their character – can reference characterization adjectives list from last week. On the right side of the poster, students will provide the evidence for their adjective, explaining how that characterization was conveyed. At the bottom, they will then define the type of power/influence their character possesses/represents, being prepared to discuss its impact on Maya’s development as a survivor (this will be the thesis---the rest of the poster will be the support). When complete, each group will formally present their project/character to the class on next class day. Discussion will follow presentations (SOL 12.4, 12.3, 12.6, 12.1).

Handouts: (1) Quote as writing prompt. (2) Return Caged Bird character images (3) Poster paper, double-sided tape, black sharpie’s, colored markers

Assignments: (1) Bring I Know Why the Caged Bird Sings to every class, with summer essays (2) Quiz next Thurs. 9/24 – A / Fri 9/25 – B on AP Vocabulary Unit 3 (archetype through denouement.) (3) Read Beowulf in gray Prentice-Hall text pgs 36-60 for Mon. 9/28 – A / Tues. 9/29 – B. Turn in completed Beowulf questions that day as homework.