Ap Literature and Composition:

Week of: January 20th- January 24th

Unit Details:
Desired Results--What do we want students to know and do?

Essential Standard(s)-
Character 1.A: Identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s
motives.
Setting 2.A: Identify and describe specific textual details that convey or reveal a setting.
Structure 3.A: Identify and describe how plot orders events in a narrative.
Structure 3.B: Explain the function of a particular sequence of events in a plot.
Narration 4.A: Identify and describe the narrator or speaker of a text.
Narration 4.B: Identify and explain the function of point of view in a narrative.
Literary argument 7.A: Develop a paragraph that includes 1) a claim that requires defense with evidence from the text and 2) the evidence itself

Learning Target(s)/Objective(s) in Student Friendly Language-

I can
identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s motives.
I can
identify and describe specific textual details that convey or reveal a setting.
I can
identify and describe how plot orders events in a narrative

Evidence-How will we know they learned?

Assessment(s) of Learning Targets-Formative and Summative:

Students will perform 80% or higher accuracy on College Board prepared assessments
 Learning Plan--Plan for instruction, intervention, and extension.
Monday Tuesday/Wednesday
1/20 1/21-1/22
Direct Instruction/Modeling
MLK DAY- NO SCHOOL (I Do):
● Hero’s Journey and Archetypal study
○ Video: What Makes a Hero
○ Transcript, if needed
● Hero’s Journey Steps- discuss
Guided Practice/Group Work
(We Do):
● Chapter Socratic Questions
○ Only Ch. 5-6
○ Note-taking encouraged
Independent Work
(You Do)
● Reading Quiz- CH. 5-6 Cold
Mountain
● Hero’s Journey Steps- discuss
○ Independent Project using
outline (due one week from
today
Thursday/Friday:
1/23-1/24
Direct Instruction/Modeling
(I Do):
● Hero’s Journey Lecture
Guided Practice/Group Work
(We Do):
● Student samples and scorer rationales
○ Students examine these, and
then score their previous timed
writing themselves. They
should write their own
rationale for their assigned
score
Independent Work (You Do)
● Multiple Choice Practice
● Work on Timed Writing (15 minutes)
● “If We Are Marked to Die”
Shakespeare from Henry V
■ Read, analyze, and
discussion questions