1. RETURNS!

2. Hook, Housekeeping & Homework Monday
Have out your novel and do some silent reading! Bring your independent novel with you on Mondays and Fridays (bookend days) Homework: Read (x2) and annotate using TPCASTT “An Echo Sonnet.” THEN, how would you respond to a writing prompt? Outline an essay! (see final slide) Independent Novel Inquiry Project

3. Past, Present, Future Monday
Did you sign-up for the AP Literature Exam last week?!
Jigsaw Romanticism
Report out on outline of essay for compare/contrast
Percy Bysshe Shelley’s “Ozymandias”
Some more poetry analysis – leading to a written post-assessment
Independent Novel Inquiry Project

4. The Power of Poetry Monday 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?

5. Activities: Obtain & Develop Monday
Purpose: to prompt prior knowledge and obtain some background information in order to discuss a poem
Tasks:
As a group, watch the :37 second video preview. After viewing, discuss what you know:
Who were the Pharaohs and when did they live? Why were "grand statues" built in honor of them? What do you know, generally speaking, about the beliefs and traditions of ancient Egyptian culture?
What are the general properties of a sonnet? What name(s) do you generally associate with the writing of sonnets?
The preview states that this poem is about "the inevitable decline of all leaders and their empires, no matter how great." What causes leaders and empires to fall? Why is this decline viewed as inevitable? What will happen to the leaders and empires of today, and why?
Read the Overview (next slide)

6. Activity: Obtain Monday
Percy Bysshe Shelley ( ), one of the most famous of English romantic poets, was known for his radical ideas and unconventional lifestyle. Like Frankenstein, which was written by his second wife Mary Shelley, the poem “Ozymandias” was composed in response to a challenge. Shelley and his friend, poet Horace Smith, submitted poems to the The Examiner on the occasion of the statue of the Pharaoh Rameses II being transported from Egypt to London. Shelley’s fourteen-line sonnet appeared in the paper first in January The imaginative poet invented a traveller and a sculptor’s inscription, evoking the ancient relic’s ruin as a metaphor for the fall of dynasties and the limitations of tyrants.

7. Activities: Develop Monday
Purpose: 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.
Task: In your own small groups, discuss the questions below. (10 min)
How does the traveler in the poem describe the statue and the area that surrounds it? Cite specific details from the text to support your response.
In the inscription on the pedestal, what does the term “works” refer to? Use specific details from the text to support your answer.
What does the inscription on the pedestal suggest about the kind of person Ozymandias was? How is the inscription ironic? Cite specific details from the text in your response.
Use context to determine the meaning of the word pedestal as it is used in line 9 of the poem “Ozymandias.” Write your definition of “pedestal” and tell how you determined its meaning. Then write a synonym for this term. Check your inferred meaning of "pedestal" in a dictionary. Consult a print or digital dictionary or thesaurus to verify the synonym you wrote.
Use context to determine the meaning of the word colossal as it is used in line 13 of the poem “Ozymandias.” Check the etymology and part of speech of the word in a general or specialized dictionary or another reference. Then write the definition of “colossal” and explain how it is derived from the Greek.

8. Activities: Develop Monday
Purpose: to listen to others analyze “Ozymandias” for new understanding of the sonnet
Tasks:
Listen to the 7 minute StudySync discussion about the sonnet
Note any new understandings on irony, history, close reading
Outcome: In your own small groups, discuss the questions below. (13 min)
What do you think is the message of this sonnet? What is Shelley communicating, either directly or indirectly, about the nature of power and the passage of time?
Consider the role of interpretation in this sonnet: the sculptor "interprets" Ozymandias in his work; the sculpture is then interpreted by the traveler, whose story is then interpreted by the poet. What meaning can we derive from these different interpretations on display? By giving us these different perspectives, what do you think Shelley is trying to say?
The sonnet is constructed around a single image. What is that image? How is this image metaphorical? In other words, what deeper ideas or truths does this single image convey?
Compare the "temporary" versus the "permanent" in this sonnet. Based on this comparison, what things in life are ephemeral and what things last forever?
Analyze the poem's most ambiguous line, "The hand that mocked them and the heart that fed." Whose hand and heart is the poem referring to? What is being mocked, and by whom?
Is this poem ironic or tragic? What is the irony or tragedy implicit in this poem? Discuss different ways in which the image at the heart of "Ozymandias" is either ironic or tragic (or both), especially in regard to the nature of power.

9. Homework:
Read (x2) and annotate using TPCASTT “An Echo Sonnet.” THEN, how would you respond to the writing prompt? Outline an essay, including…
a complete thesis statement that identifies the poem’s meaning as a whole,
followed by outlined points,
specific illustrations (lines, phrases),
identifying/labeling the poetic terminology to which you would refer
and, most importantly, explanation/elaboration ideas that conveys how these support the meaning

10. Hook, Housekeeping & Homework Tuesday
Did you read and annotate “An Echo Sonnet”?
Did you outline an essay based on the prompt?
Turn this (the essay outline) into the front basket!
Homework:
Re-read (x2) and annotate using TPCASTT “Thou Blind Man’s Mark” (on back of “Echo Sonnet”)
Independent Novel Inquiry Project

11. Past, Present, Future Tuesday
Did you sign-up for the AP Literature Exam last week?!
Romantic poet Shelley and his poem “Ozymandias”
Read and outline model essay for “Echo Sonnet”
Some more poetry analysis – leading to a written post-assessment (Friday!)
Independent Novel Inquiry Project

12. The Power of Poetry Tuesday 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?

13. Activities: Develop We Do Tuesday
Purpose: to determine the points, illustrations, and explanations/elaborations used to receive an AP 9 score
Tasks:
Carefully read through the given AP essay (5:00)
Outline and discuss the AP essay AP essay with large group (20:00)
thesis statement that identifies the poem’s meaning as a whole,
followed by outlined points,
specific illustrations (lines, phrases),
identifying/labeling the poetic terminology to which you would refer
and, most importantly, explanation/elaboration ideas that conveys how these support the meaning

14. Robert Pack’s “An Echo Sonnet” – Question 1 (Form B) Student Sample 1A – Score: 9
Introductory Paragraph
Introduce subject (genre, “title,” author) – action verb – general statement of point of view (narrator questions, alter ego answers)
Explains narrator voice (timid) vs. alter ego’s (forms prospect of life)
Thesis:
Address prompt: form (sonnet w/ addendums)
Address prompt: literary devices (symbols, juxtaposition, imagery)
Address prompt: meaning (form+ lit devices = important to take “leaps” in life)

15. Student Sample 1A Continued
Body Paragraph 1
Point (form enhances understanding)
Explains (voice = people’s fears/insecurities about the future)
Elaborates (sharing this = reader attachment)
Illustration of form/structure (1-word addendums that rhymes to last word of each line)
Explains (provides immediate answers to questions)
Elaborates (mono-rhymic = memorable, touching for reader)
Illustration of form/structure (1st quatrain, general questions = starting a life from blank)
Explains (title=sonnet created by “echo” providing answers)
Elaborates (“empty page” = metaphor for voice)
Explains (illustration of inquiry words, answered only by 1 word = stronger impact)
Illustrates (first question, answers “start”)
Explains (meaning = the most important thing is to take the first step)
Additional illustration (juxtaposition of joy & grief)
Explains (shows echo’s sincerity)
Elaborates (not just blindly coaxing, instead giving real answers)
Additional illustration (art and “leaf” = synecdoche for nature)
Explains (provides consolation/relief to ailing heart)

16. Student Sample 1A Continued
What do you see?
Body Paragraph 2
Point (structure transition, 2nd quatrain = naturalistic symbols)
Illustrates/Explains (life of leaf = visual imagery; final fate is death)
Explains
Elaborates
Illustrates
Explains meaning
Continue through the rest of the essay
& really note what is done in the final paragraph (the conclusion)

17. Activities: Develop You Do Tuesday
Purpose: to compare/contrast your understanding of “An Echo Sonnet” to other student’s 9 point essay responses for the same sonnet
Tasks:
Swap the outline you wrote with a peer and read through each other’s outlines (5:00)
Discuss what each of you did well in your outline/analysis in direct comparison to the AP essay (5:00)
Discuss what each of you needed in your outline/analysis in direct contrast to the AP essay (5:00)
Outcome: Create a written reflection for #2 and #3 above (5:00)
No Homework? Do this…
Why didn’t you compete your homework?
What is your new understanding of this poem?
What would you do differently? Or In addition to what this author did in his essay?
Turn in to the front basket AND TURN IN THE STUDENT MODEL TO THE SIDE TABLE!

18. Homework
Re-read and annotate “Blind Man’s Mark” Review poetry notes for Friday’s assessment

19. Hook, Housekeeping & Homework Wednesday
Did you re-read and annotate “Blind Man’s Mark”?
Remind me to return yesterday’s notes!
Homework:
Review poetry notes (assessment Friday)
“Learning about Nigeria” (due Tuesday)
Independent Novel Inquiry Project

20. Past, Present, Future Wednesday
Did you sign-up for the AP Literature Exam last week?!
Romantic poet Shelley and his poem “Ozymandias”
Read and outline model essay for “Echo Sonnet”
Read and outline model essays for “Blind Man’s Mark”
Some more poetry analysis – leading to a written post-assessment (Friday!)
Independent Novel Inquiry Project
Our next novel!

21. Homework
Review poetry notes for Friday’s assessment Assign “Learning about Nigeria” for Tuesday + extension Activity #13

22. The Power of Poetry Wednesday 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?

23. Instruction: Obtain We Do Wednesday
Purpose: to determine the points, illustrations, and explanations/elaborations used to receive an AP 9 score
Tasks:
Re-read the prompt
Carefully read through the given AP essay (5:00)
What do you think makes it a 9?
Follow along as I outline the AP essay (10:00)
thesis statement that identifies the poem’s meaning as a whole,
followed by outlined points,
specific illustrations (lines, phrases),
identifying/labeling the poetic terminology to which you would refer
and, most importantly, explanation/elaboration ideas that conveys how these support the meaning
Outcome: We do of another model essay (tomorrow)

24. Instruction: Obtain Wednesday
Let’s talk about Sonnet 55 and 18 OR
Budgeting Your Time for the Timed Poetry Assessment

25. Homework
Review poetry notes for Friday’s assessment Complete “Learning about Nigeria” for Tuesday

26. Hook, Housekeeping & Homework Thursday
Beat the Rush:
Grab your Writing Reflection Chart off the side table
Homework:
Review Poetry notes
“Learning about Nigeria” (due Tuesday)
Independent Novel Inquiry Project

27. Past, Present, Future Thursday
Did you sign-up for the AP Literature Exam last week?!
Read and outline model essay for “Echo Sonnet” and “Blind Man’s Mark”
Continue with “Blind Man’s Mark”
Review poetry quizzes, TPCASTT, etc.
Some more poetry analysis – leading to a written post-assessment (Friday!)
Independent Novel Inquiry Project
Our next novel!

28. 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?

29. Activities: Develop We Do – You Do Thursday
Purpose: to compare/contrast your understanding of “Thou Blind Man’s Mark” to other students’ 9-7 point essay responses for the same sonnet
Tasks:
Carefully read through the given AP essay (5:00)
Discuss the “outline” (PIE) the AP essay (5:00)
What did this author do well?
How is the essay similar to yesterdays? How is it different? (5:00)
Discuss: What did these authors do well? (5:00)
Re-read your own response (3:00)
Based on the rubric, how do you think you scored? Why? (5:00)
What did you do well in your analysis (in direct comparison to the AP essay)?
What do you need to improve upon or are completely missing/lacking (in direct contrast to the AP essay)?
Outcome: Receive your score

30. Instruction: Obtain Thursday
Let’s talk about Sonnet 55 and 18

31. Activities: Review
Review your Writing Reflection Chart and plus /delta chart for tomorrow
Budget Your Time - handout
What do you need to do tomorrow to be successful on this writing assessment?

32. Homework
Review poetry notes for Friday’s assessment Complete “Learning about Nigeria” for Tuesday

33. Hook, Housekeeping & Homework Friday
You can read if you finish today’s assessment before the end of class. Bring your independent novel with you on Mondays and Fridays (bookend days) Homework: “Learning about Nigeria” – Research & Respond

34. Past, Present, Future Friday
Continue with “Blind Man’s Mark”
Review poetry quizzes, TPCASTT, etc.
Written poetry post-assessment (Friday!)
Our next novel!
Independent Novel Inquiry Project

35. 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?

36. Show What You Know Friday
Purpose: to show what you know about analyzing and interpreting poetry
Tasks:
Clear your desk except for a few sheets of loose-leaf notebook paper and a pencil or pen
Read and annotate the prompt
Read and annotate the poem (TPCASTT) – Revisit prompt
Pre-writing annotations
Write! (Stop after 1st P – Prompt!) Write!
Proofread
Outcome: Staple scoring guide ON TOP of your essay and the prompt/poem on the BOTTOM and turn in to front basket
Scoring guide – essay – prompt/poem

37. Homework

38. RETURNS?!

39. Coming Soon…
Monday
Tuesday
Wednesday
Thursday
Friday

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

41. 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