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Stephan Maras

AP Lang November 19-20, 2015

Blocs !, 5 an" #

Learn$ng %argets

& I can draw from textual evidence to identify literary devices from the Maria Stewart andPhillis Wheatley pieces.

& I can determine central themes and ideas from the Maria Stewart and Phillis Wheatley

pieces.

& I can identify main events in the Maria Stewart and Phillis Wheatley pieces.

& I can write about central themes, ideas, main events based on textual evidence and literary

devices used in the John Smith, Maria Stewart and Phillis Wheatley pieces.

Stan"ar"s

CCSS.ELA-Literacy.RL.11-12.1

Cite strong and thorough textual evidence to support analysis of what the text says

explicitly as well as inferences drawn fro the text! including deterining where the

text leaves atters uncertain.

CCSS.ELA-Literacy.RL.11-12.2

"eterine two or ore thees or central ideas of a text and analy#e their

developent over the course of the text! including how they interact and $uild on one

another to produce a coplex account% provide an o$&ective suary of the text.

CCSS.ELA-Literacy.RL.11-12.'

"eterine the eaning of words and phrases as they are used in the text! including

(gurative and connotative eanings% analy#e the ipact of speci(c word choices on

eaning and tone! including words with ultiple eanings or language that is

particularly fresh! engaging! or $eautiful.

CCSS.!"#!iteracy.W.$$#$%.$

Write ar&uments to support claims in an analysis of substantive topics or texts, usin& valid

reasonin& and relevant and sufficient evidence.

Mater$als

& Phillis Wheatley Poems

& Maria Stewart Speech

& Maria Stewart Wor'sheet

& John Smith (ui)

http://www.corestandards.org/ELA-Literacy/RL/11-12/1/http://www.corestandards.org/ELA-Literacy/RL/11-12/2/http://www.corestandards.org/ELA-Literacy/RL/11-12/4/http://www.corestandards.org/ELA-Literacy/W/11-12/1/http://www.corestandards.org/ELA-Literacy/RL/11-12/2/http://www.corestandards.org/ELA-Literacy/RL/11-12/4/http://www.corestandards.org/ELA-Literacy/W/11-12/1/http://www.corestandards.org/ELA-Literacy/RL/11-12/1/

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Learn$ng 'b(ect$ves

Assessments

& Summative "ssessment will be made for the timed *ui) at the be&innin& of class.

& +ormative "ssessments of Maria Stewart Speech and Phillis Wheatley Poems based on

discussion Wheatley- and a Chun'in&/ Stewart- exercise.

Learn$ng Plan

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7oday our learnin& tar&ets are1

& I can draw from textual evidence to identify literary devices from the Maria Stewart and

Phillis Wheatley pieces.

& I can determine central themes and ideas from the Maria Stewart and Phillis Wheatley

pieces.& I can identify main events in the Maria Stewart and Phillis Wheatley pieces.

& I can write about central themes, ideas, main events based on textual evidence and literary

devices used in the John Smith, Maria Stewart and Phillis Wheatley pieces.

In order to &et there we will be1

& Complete a timed#writin& *ui) for the John Smith Journal ntry at the be&innin& of class.

& "naly)in& and discussin& the Phillis Wheatley Poems.

& "naly)in& and Chun'in&/ the Maria Stewart Speech.

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& 9ou will have %3 minutes to complete the John Smith timed#writin& activity.

& Please mae s)re the *sol$"+ paragraph conta$ns a %op$c Sentence an" los$ng

Sentences./

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&:ow let;s ta'e a loo' at the Phillis Wheatley Poem iscussion of the poem. I will frontload/ a lot of the information includin&1Pa&an 4 7hose that Wheatley- are not considered Christians

=eni&hted 4 intellectual or moral i&norance

?edemption 4 redeem

>iabolic 4 evil

>ie @ dye

We will also discuss the Christianity and reli&ious aspect of the piece.

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&:ow we are &oin& to turn to iscuss the first stan)a. What is virtueB =ehavior showin& hi&h moral standards.

I will provide meanin& offain4 pleased, with pleasure.&, please read the second stan)a of the poem.

& >iscuss terms

"uspicious 4 favorable

Pinions Spread 4 spreadin& win&s

?etinue 4 assistants, those accompanyin&

"ppellation 4 a name or title.

& I will also try to scaffold the interpretation of the poem, seein& if the students can fi&ure out

lines, terms and their meanin&s on their own.

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&:ow let;s move to the Maria Stewart speech.

& I want you to continue thin'in& in terms of diction, rhetoric and author;s choices made in

this piece. Please ta'e note of repeated phrases in the wor'.

& !i'e last time, I have already chun'ed/ the piece. Dere are the +IA sections I have made.

& 7a'e the wor'sheet I have provided to set up you notes. 9ou may use this to add in what the

other &roups have researched.

& I will now split you into five different &roups. "&ain, li'e last time, you are to wor' with

your &roup to hi&hli&ht the events within your para&raphs and &ive your section a title. We

will have about $3 minutes to complete this before we share our sections.

& 7his will be new to =loc' 6 but familiar to =loc's 5 and 0.

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& !et;s start sharin& our hi&hli&hts and titles in number order.

& I will write the numbers on the board and a representative from each &roup will write their

titles and hi&hli&hts on the board, one at a time.

& Please ta'e note of the repetition of the condition of the servant.

& >o you see why this is repeatin& in the pieceB Why do you thin' it is repeatin&B

& It is interestin& how Stewart says it is o'ay to be a servant yet she states all blac's should

rise above laborious wor' and direct- service of others.

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& I will wrap up the discussion of today;s materials. Was this easier to understand when you

had sections of the piece establishedB

& We may discuss how we;re brea'in& down our readin&s and may see what su&&estions the

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students have and what is and is not wor'in& for them as they continue to analy)e.

&:ext wee' we will discuss the Mary ?owlandson piece.

& 7hey will be &iven the final proFects for this unit that will be due on >ecember E th.