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AP English Literature11th Grade
“Exploring society through different lenses.”
Deana WaiteEDUC463, October 10, 2011
Photo courtesy of Papcan on Flickr
Introduction
Context
This year-long plan is roughly based on the demographics of Loveland High School
within Thompson School District. The district includes the city of Loveland and other rural areas
surrounding the city, such as Berthoud. Loveland is one of five high schools in the area. With
grades from 9-12, Loveland High caters to about 1,600 students. Classes meet every other day
for 90 minutes – some courses for 18 weeks, other courses are 36 weeks long. There are 81
teachers which makes the student-teacher ration 21 to 1. Students at Loveland High are mostly
white, about 83.8 percent, followed by 12.2 percent Latino, 2.1 percent Asian, 1 percent Black,
and .9 percent Native American.
The percent of students who are eligible for free or reduced price lunch in the Thompson
school district is 32 percent, which is just under the state average. Within the Larimer County
area, it is estimated that only 2 students may be homeless. Graduation rates are around 83 percent
and approximately 45 percent of those who graduate plan to attend a four-year
According to census bureau, Loveland’s population is close to 62,000 people. Only 8
percent of families speak another language besides English at home. 28 percent of people 25 and
older have their bachelor’s degree or higher and most of the population work no more than 23
minutes outside the city. Which correlates with popular employers within the area; employers
such as Hewlett-Packard, Agilent, Wal-Mart, McKee Medical Center, Medical Center of the
Rockies, Hach, U.S. West Resources, Woodward Governor and Colorado State University.
Resources:http://datacenter.kidscount.org/data/bystate/Rankings.aspx?state=CO&ind=469http://www.census.gov/did/www/saipe/data/index.htmlhttp://www.thompson.k12.co.us/
http://lovelandhs.org/about/lhs
Overarching Theme
“Exploring society through different lenses.”
Most students who move out of 9th and 10th grade English and into 11th grade will be
emerging from individualistic themes such as “Identity” and “Who am I in the world around
me”. This allows for this course to be based on a broader theme such as society. We will analyze
the world and how our society would be different based upon different ideals or governing
techniques. This course will look at individual behaviors on a societal level and ask how
literature challenges us to think about our current society. Students will compare the many
novels and poetry in class with current world topics and news related items. According to the
Colorado standards of education, students must have a higher level of thinking; therefore, they
will analyze literature through a variety of lenses, discover multiple interpretations, and use
literary theories discussed in class.
This theme will also ask students to remove themselves from the current high school
society they live in, and to begin thinking proactively about their future goals beyond high
school. The course will have many real world applications to using their skills learned in class
and we will have several instances where we focus on ACT and SAT testing skills.
My Classroom
In my classroom, I would layout my classroom like the image above. Students are
arranged as close to a horseshoe shape so that discussions are comfortable and easy to have since
most students can see each other, the board, and the teacher. I would prefer to have individual
desks so that I can move each desk and create a variety of grouping patterns which according to
our class readings, are “effective for supporting student engagement”. With the luxury of
moving desks, I can arrange them appropriately for group work or place them in rows for a more
linear, lecture-type of lesson.
For classrooms that have computers within the room, I would put these computer stations
on round tables in the back. It would ideal during a writing workshop to have students rotate
from their desks to the computers to make changes and edit their writing.
The back of the room is slightly divided with short bookshelves. This area will be a place
where the class can gather around to read in a circle, or read individually; sitting on the floor.
With this division between desks and spatial area allows for student movement and a variety of
different activities. I would have several floor lamps to create different types of lighting that
encourages reading and makes the classroom cozy.
My desk is in front of the classroom, but I also like to be as close to the students so they
feel that my desk is an approachable area. I will have a separate table at the front of the room that
I can use to facilitate my lesson plans; to carry props, handouts, examples, overheads, etc. This
will allow my class to move smoothly so that all my necessary materials are in front of me.
List of Conceptual Units and Main Text
1. Literary Theory and Writinga. Review MLA and APAb. Variety of reading and
writings2. Feminism
a. The Awakening – Kate Copin, 192p
3. Capitalisma. The Jungle – Upton Sinclair,
374p 4. Postmodernism
a. 1984 – George Orwell, 368p 5. The Future
a. Feed – M.T. Anderson, 299p6. Censorship
a. Fahrenheit 451 – Ray Bradbury, 176p
7. Utopiaa. A Brave New World – Aldous
Huxley, 288p
Weekly Calendar Unit123456789101112131415161718192021222324252627282930313233343536373839
August 15 – 19August 22 – 26August 29 – September 2September 5 – 9September 12 – 16September 19 – 23September 26 – 30October 3 – 7October 10 – 14October 17 – 21October 24 – 28October 31 – November 4November 7 – 11November 14 – 18November 21 – 25November 28 – December 2December 5 – 9December 12 – 16December 19 – 23December 26 – 30January 2 – 6January 9 – 13January 16 – 20January 23 – 27January 30 – February 3February 6 – 10February 13 – 17February 20 – 24February 27 – March 2March 5 – 9March 12 – 16March 19 – 23March 26 – 30April 2 – 6April 9 – 13April 16 – 20April 23 – 27April 30 – May 4May 21 - 25
Unit 1, Literary Theory and Writing
Unit 2, Feminism
Unit 3, Capitalism
Thanksgiving BreakUnit 4, Postmodernism
Winter breakWinter Break
Unit 5, The Future
Unit 6, Censorship
Spring BreakUnit 7, Utopia
Finals
We will be introducing the year by discussing different types of literary theory and how students may use these theories when
analyzing literature. Since it is the first unit, we will be working on the fundamental aspects of the classroom, other routines that will
occur, and working on creating their culminating portfolio. This plan is created with the students in mind – I prefer for the semester to
begin simple and then become more difficult. I also strive to end my units at ideal times, such as ending a unit and project before
Thanksgiving and Spring Break so that student projects wont carry over the break and so that we can start fresh after each break. I
would rather have students working on their projects and reading assignments during times when we meet regularly so their questions
can be address as they go.
This course begins second semester with another easy read, and will pick the pace back up and focus on difficult concepts.
Throughout the year we will have many opportunities to take time during class to have quick reviews and study sessions about SAT
and ACT tests for students who are interested, or will be taking these the summer after this course. Our final few weeks we will
prepare for finals and presenting our culminating projects.
As our semester progresses, I have worked in a few flexible days so that if needed, we can spend ample time on a concept before
moving on. This class will scaffold on itself as it progresses and students must be familiar with concepts addressed before moving
forward. This course does move quickly and has high expectations since it is an AP course.
Standards Addressed
Standard 1: Oral Expression and Listening 1. Verbal and nonverbal impact the intent of communication2. Validity of a message is determine by its accuracy and relevance
Standard 2: Reading for All Purposes1. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning2. Ideas synthesized from informational texts serve a purpose3. Knowledge of language, including syntax and grammar, influence the understanding of literary, persuasive, and informational
texts
Standard 3: Writing and Composition 1. Stylistic and thematic elements of literary or narrative texts can be refined to engage or entertain an audience2. Elements of informational and persuasive texts can be refined to inform or influence an audience3. Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity
Standard 4: Research and Reasoning1. Self-designed research provides insightful information, conclusions, and possible solutions2. Complex situations require critical thinking across multiple disciplines3. Evaluating quality reason includes the value of intellectual character such as humility, empathy, and confidence
Language Arts Categories Addressed:Units Reading Writing Listening Speaking Viewing Visual
Representation1 X X X X X2 X X X X X X3 X X X X X X4 X X X X X5 X X X X X6 X X X X X7 X X X X X
Units
Unit 1 Texts Assessments Standards Met with matching evidence outcome and goals
Weekly Focus and overarching questions
Literary Theory Overview
- kristisiegel.com- “Literary Theory: An Introduction”, by Terry Eagleton- Music Videos
- Journal response
- Music video response – Students watch a video of their choice to write a theory about
- ACT/SAT Prep – Terminology Part 1
- Create word maps for literary theory
1.1.a,d,e1.2.b,c2.1.b,c,d2.2.b,c,2.3.a3.2.a3.3.a,b,4.1.b,d,e,f
GOAL: Allow the class to become a community, return back to the routines of school, and learn the basics of literary theory on a broad working level
1. Introduce class expectations and introductions
2. Introduce culminating project (portfolio)
3. How does literary theory apply to today? Use theory to analyze a music video
4. Practice and review common literary terms
Unit 2 Texts Assessments Standards Met Weekly FocusFeminism and Naturalism
- “The Awakening” by Kate Chopin
- “Unveiling Kate Chopin” by Emily Toth
- Desperate Housewife’s Episode
- Journal response
- ACT/SAT Prep- Terminology Part 2
- Small essay about how Edna becomes more self aware create a
1.1.b,1.2. a,b,c2.1a,c,d2.2.a,c,d,3.1.a3.3.a,b,c,d,e4.1.b,c4.2.b,c,d,e
GOAL: Understand the qualities of analyzing
1. Read the novel assigned2. Re-introduce literary theories3. Discuss self realization and
realization of ideals4. Play part of Revolutionary Road
and “Desperate House Wife’s” to discuss ideas of feminism and naturalism
5. Create Storybird story online to show the theme of these weeks and present to class
- Revolutionary Road (movie)
Storybird story about this realization
literare through a feministic or naturalistic lens. Students can also identify with the character and the changes through self realization.
Unit 3 Texts Assessments Standards Met Weekly FocusCapitalism - The Jungle by
Upton Sinclair- Keifuswrites
Blob
- Capitalism: A Love Story (Documentary by Michael Moore)
- Journal- ACT/SAT
Prep- Prose- Magazine
Collage- Editorial- Report your
editorial and matching collage to class as if we were watching the news
1.1.a,b,c,d,e1.2.b,c2.1.a,c,d2.2.a,c,d3.1.a3.3.a,b,c,d4.1.a,b,c,d,e,f4.3.a,b,c,d,e,
GOAL: Studnets can relate literuature with real world issues. Studnets learn how literature can become timeless. Studnets can analyze the purpose of a text.
1. Discuss values in America2. Revisit Capitalism and discuss the documentary3. Students take home blog and find other blogs to compare to and relate to what they are reading – they must identify with proof from the text4. Reflect on social impact and scaffold on things that have impacted your life as a student. Was the impact short term, or long term?5. How does the news effect us on what we feel and what we do?6. How does advertising effect us?
Unit 4 Texts Assessments Standards Met Weekly FocusPostmodernism - 1984 – George
Orwell
- Colorado Law Documents
- Mapping the Rebel Image by
- Journal responses
- ACT/SAT Prerp – Essay
- Wordle online assignment
- Letter (To Winston or Parents)
1.2.a2.1a,c,d2.2.a,c,d3.1.a3.3.a,b,c,d
GOAL: Students can draw evidence and inferences from other
1. Do we rebel because there is law? Why do people rebel?
2. Having laws and rights is a good thing or bad thing? What would a society without laws look like?
3. Create Wordle for a Colorado Law document of your choice and for 1984, what does your Wordle tell you?
Leerom Medovoi, article
- Discussions in class
texts. Students can also develop their own idea for right and wrong. Students also understand what postmodernism is in terms of literary theory.
4. Have discussion about hot rebellion topics such as, “Teenagers should have a curfew of 8:00pm”, or “Driving age should be 21”
5. If you wanted to rebel from your parents, what would you do? Write your parents a letter about rebellion.
6. Review what postmodernism isUnit 5 Texts Assessments Standards Met Weekly FocusThe Future - Feed – M.T.
Anderson
- Commercials and paper advertising
- Discover magazine, technology of the future
- Killing Us Softly: episode/Youtube
- New York Times articles on Egypt shutting down internet and cell service
- Journal responses
- ACT/SAT Prep – Essay
- Visual representation of your own feed using Glogster
- Create a fake pro-file with My Fake Wall
2.1a,c,d2.2.a,c,d,3.1.a3.3.a,b,c,d,e4.1.a,b,d
GOAL: Evidence is drawn from other literary elements. Students begin to create their own identity within societal ideals
1. Who can you trust? Evaluate websites for accuracy
2. Discussion on Facebook and privacy
3. What is advertising telling us4. How does communication change
our society and other societies?5. Is there such thing as going to far?
What is wrong with a society that does go to far (the “feed” is killing the members of society)
Unit 6 Texts Assessments Standards Met Weekly FocusCensorship - Fahrenheit 451 –
Ray Bradbury
- Short stories from the holocaust, “Hitler Youth” audio book
- Journal Response
- ACT/SAT Prep – Poetry
- Essay on censorship
- Socratic seminar
1.1.c,d1.2.a,c,2.1a,c,d2.2.a,c,d,3.1.a3.2.b3.3.a,b,c,d4.1.a,b,d
1. What does censorship mean to you and is it good or bad?
2. Compare novel to holocaust and listen to short stories relating with banning books
3. Have a Socratic seminar on censorship
4. Discuss current censorship in
- PBS episode of censorship
- Huck Finn Censorship article from New York Times
GOALS: Students are able to actively participate in socratic seminar and other class discussions. They are able to pull evidence and speak clearly to the point they are making.
today’s literature
Unit 7 Texts Assessments Standards Met Weekly FocusUtopia and psychoanalytic criticism
- A Brave New World – Aldous Huxley
- Literacy vs illiteracy
- “The Truman show” and “Pleasantville”
- Journal Response
- ACT/SAT Prep – Latin Suffix
- Compare and contrast essay to 1984
- Class discussion – student and group lead conversations
1.2.a2.1a,c,d2.2.a,c,d,3.1.a3.2.b3.3.a,b,c,d4.1.a,b,d,e,f4.2.e4.3.a,b,c,d
GOAL: Students identify with connotative language. They are able to create a well managed compare and contrast essay clean of errors and are able to workshop these with a partner.
1. Create a picture of Utopian societies
2. Discuss differences between Utopia and Dystopia
3. Are images that are in the videos watched Utopia or Dystopia? Is there such thing as Utopia?
4. Review compare and contrast essays and work shop with partners
5. Allow time to finish culminating projects and create presentations
Culminating Assessment
Journals:Students will be asked to keep a journal. This journal will usually hold morning warm-up prompts, but I will also ask students to have self
reflections in their journals as they read. I will give specific assignments and keep a running list of all the journal excerpts students should
have. I will asses students with these journals after every other unit and then I will ask students to turn them in at the end of the school year
for a final grade. In the end, students should have made up any missing experts in their journal.
Portfolio:Each unit has one or two culminating assignemnt. Students will be asked to create a portfolio which then holds and organized each of these
assignemnts. Studetns may choose to upload these onto a Google site or wiki, or they may keep a notebook. This portfolio will also include
one overarching assignment that the studnets will choose to assign themselves. The piece will be refelctive for the most part and may be a
video about a unit they enjoyed, a letter to their governer about their community, a poster about censorship, the oppurtunites are endless.
These final assignments must be approved by me before starting their project. During the last week of school, students will be asked to
present their portfolios and discuss each unit as present their final project.
Assesment Tool:Due to the nature of this course, I will allow students to create the rubric with me. Together we will create the criteria for completeness,
content, organization, understanding, etc. Not only will I use this rubric for evaluation, but the students will be requred to fill out a rubric such
as this for themselve and what they believe they deserve.