Monday

Tuesday

Wednesday

Hook, Housekeeping & Homework Thursday Welcome Back! How was your weekend + Snow Day + Snow Day + Snow Day?! Bring your independent novel with you on Mondays and Fridays (bookend days) Period 6 : Mary R. Ext Act.?! Homework: Before class tomorrow, make sure you have read and responded to your assigned prompt for “British Literature & History: The Triumph of Romanticism ( )” AND make sure you have read (x2!) AND using TPCASTT as your guide, annotate “Ozymandias” in you poetry packet

Past, Present, Future Thursday What did happen…? Sonnet 73: Small group micro-theme essay Discuss & Write Sonnet 73: M.C. Quiz! Compare/Contrast Poems (review or poetry overall) Some more poetry analysis – leading to a written post-assessment Independent Novel Inquiry Project

The Power of Poetry Thursday AP = Always Poetry Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: to use analytical and interpretive strategies to analyze a poem. Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions: What are the forms and conventions of a sonnet? What language do we use when analyzing poetry? How do various techniques effect audience understanding and impact the purpose of a text?

Activities: Develop Thursday Purpose: to practice our analytical and interpretive strategies to compare & contrast two different poems Task: Read x2 Using TPCASTT annotate the poem “She Walks in Beauty” (5:00) Have out your poetry packet & find Sonnet 130 Using TPCASTT, compare/contrast “She Walks in Beauty” to Sonnet 130: What is similar? What is different? – See next slide (5:00) Outcome: Get into small groups. Discuss. (5:00)

Create a 2 T-Charts OR a Venn Diagram “She Walks in Beauty” Similarities ______________________________ Differences Sonnet 130 Similarities ______________________________ Differences

Compare/Contrast Similarities Topic – to a lover Similes – “like night,” “nothing like the sun” Nature imagery Light/Dark References to lover’s hair Appeal to senses Alliteration Differences Form – lyric w/ sestets vs. sonnet w/ 3 quatrains & a couplet Kind of love – serious & adoring vs. critical & humorous Diction – positive vs. negative Ending – adoring vs. realistic Tone – idyllic vs. realistic

Activities: Apply Thursday Purpose: to practice our analytical and interpretive strategies to compare & contrast two different poems Task: As a group, outline an essay for the following prompt. These two poems present images of a female, but the two poets handle these descriptions differently. In a well-organized essay, distinguish between the attitudes expressed in the poems and discuss the poetic techniques that the poets use in the treatment of the subject. Be sure to support your statements with specific references. Don’t forget PIE and references to poetry terminology! Thesis Point 1 Illustrations Explanation/Elaboration Point 2 Illustrations Explanation/Elaboration Point 3 Illustrations Explanation/Elaboration Outcome: Be prepared to report out tomorrow!

HOMEWORK Before class tomorrow, make sure you have to read and responded your assigned prompt for “British Literature & History: The Triumph of Romanticism ( )” ALSO, don’t forget you are reporting out tomorrow about your compare/contrast outline from today AND bring your novel to class! AND make sure you have read (x2!) AND using TPCASTT as your guide, annotate “Ozymandias” in you poetry packet

Hook, Housekeeping & Homework Friday Have out your novel and do some silent reading! (I’ll be returning your proposals) Bring your independent novel with you on Mondays and Fridays (bookend days) Homework: Make sure you have read (x2!) AND using TPCASTT as your guide, annotate “Ozymandias” in you poetry packet Planning ahead? Read (x2) and annotate using TPCASTT “An Echo Sonnet.” (copies on side table)

Past, Present, Future Friday Did you sign-up for the AP Literature Exam last week?! Compare/Contrast Poems (review or poetry overall) Jigsaw Romanticism Report out on outline of essay for compare/contrast Some more poetry analysis – leading to a written post-assessment Independent Novel Inquiry Project

The Power of Poetry Friday AP = Always Poetry Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: to use analytical and interpretive strategies to analyze a poem. Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions: What are the forms and conventions of a sonnet? What language do we use when analyzing poetry? How do various techniques effect audience understanding and impact the purpose of a text?

Activities: Obtain & Develop Friday Purpose: to obtain information about a British literary period: Romanticism Tasks: Jigsaw Get into common prompt groups and share out responses for assigned prompts for “British Literature and History: The Triumph of Romanticism” – common prompt (5:00) Change groups and share out responses for assigned prompts for “British Literature and History: The Triumph of Romanticism” – different prompts (10:00) Outcome: Response ideas for all 3 prompts

Activities: Obtain & Develop Friday Purpose: to give and receive feedback on essay outline Tasks: Write your essay outline on the board (10 min) These two poems present images of a female, but the two poets handle these descriptions differently. In a well-organized essay, distinguish between the attitudes expressed in the poems and discuss the poetic techniques that the poets use in the treatment of the subject. Be sure to support your statements with specific references. Outcome: Plus/Delta

Some Other AP Literature Exam Dates for Compare/Contrast Poetry Prompt 1979 Poems: “Spring And All” (William Carlos Williams) and “For Jane Meyers” (Louise Gluck) 1985 Poems: “There Was A Boy” (William Wordsworth) and “The Most of It” (Robert Frost) 1988 Poems: “Bright Star” (John Keats) and “Choose Something Like a Star” (Robert Frost) 1994 Poems: “To Helen” (Edgar Allan Poe) and “Helen” (H.D.) 2001 Poems: “London, 1802” (William Wordsworth) / “Douglass” (Paul Laurence Dunbar) 2004 Poem: “We Grow Accustomed to the Dark” (Emily Dickinson) / “Acquainted with the Night” (Robert Frost) 2007 Poems: “A Barred Owl” (Richard Wilbur) and “The History Teacher” (Billy Collins) 2008 Poems: “When I Have Fears” (John Keats) and “Mezzo Cammin” (Henry W. Longfellow)

RETURNS?!

Coming Soon… Monday Tuesday Wednesday Thursday Friday

AP = Ambiguity Possible Address the Prompt Analysis, Please Always Poetry Also Prose Applied Practice “Anything’s” Possible? Absolute Paradise

Colorado Academic Standards Oral Expression and Listening 1.Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness 2.Effective collaborative groups accomplish goals Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 2.Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills [Students will be able to read closely to determine what the text says explicitly and to make logical inferences from it, citing specific evidence to support conclusions drawn from the text.] Writing and Composition 1.Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose 2.Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3.Standard English conventions effectively communicate to targeted audiences and purposes Research and Reasoning 1.Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes 2.Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment