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.