Teacher Notes/Lesson Plans
AP Literature and Composition
Reading Schedule: Pride and Prejudice
Essential questions for learning and understanding:
• What different attitude toward “female accomplishment” does the novel present? To what extent do these different attitudes function as a critical commentary on female education and gender relations?
• What effect do instances of irony and sarcasm have on the reader? How does Austen’s narrative style help reinforce her critical perspective on social class and gender relations in Regency England?
• To what extent are pride and prejudice characteristics that shape the attitudes of different characters, such as Mr. Darcy, Elizabeth, Mrs. Bennet, Charlotte Lucas, Lady Catherine de Bourgh, etc.? Does the novel present different notions of pride?
• Can Elizabeth Bennet be considered a progressive, even rebellious female character who goes against social expectations set upon women?
The following are homework assignments to be completed on the specified date. Assignments are subject to change and will be determined by the teacher.
Lesson One: Monday, January 25, 2010
In Class-
• Mention Mid Term Exams
• Hand out packets, reading schedule, and books
• Review Literary Terms: Irony and its elements
• In Class- multiple choice
Hwk:
• Read background information including irony info (handout) and “Notes” and “Pointers” pages 5-8 in Pride and Prejudice.
• Using Cornell Notes- take notes focusing on the following:
How the quotes for support are used
Sentence structure/variety used
Historical context of the novel
Themes
Vocabulary- Define unknown terms!
• Be prepared for a quiz!
Lesson Two:
In Class-
• Quiz on background information (2 questions/section)
• Collect and discuss questions
• Read 1st line of novel, and in cooperative groups discuss verbal irony focusing on
a. What does the quote reveal?
b. Agree/disagree? Why?
c. Connect quote to background information and present day.
• Finish reading chapter one
Hwk:
• Read Chapters 2-6 (pages 13-34)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Lesson Three:
In Class-
• Students take week 4 vocabulary quiz
• Quiz on reading and check dialectical journals
• Practice Free Response Question #1 (Christine’s Analysis Method)
o In-class writing to prompt
Hwk:
• Read Chapters 7-12 (pages 35-62)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Lesson Four:
In Class-
• Quiz on reading and check dialectical journals
• Review student essays on overhead
Hwk:
• Read Chapters 13-18 (pages 63-98)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Weekend Homework- Friday, January 29, 2010
• Read Chapters 19-30 (pages 99-154) – COMPLETE Multiple Choice Questions!
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Lesson Five: Monday, February 1, 2010
In Class-
• Quiz on reading and check dialectical journals
• Literary term: Elements of Satire
• Review multiple choice questions from weekend
Hwk:
• Read Chapters 31-36 (pages 155-186)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
• Create open-ended questions for Socratic Discussion focus on pride and prejudice and prepare responses for Unit Essential Questions
Lesson Six:
In Class-
• Quiz on reading and check dialectical journals
• Pair-Share with questions and find evidence with answers for prompt
• Practice free response using Christine’s Analysis Method- students write essay
Hwk:
• Read Chapters 37- 42 (pages 187-212)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Lesson Seven:
In Class-
• Quiz on reading and check dialectical journals
• Quiz- week 5 vocabulary
• Socratic Discussion with focus on pride and prejudice and essential questions
Hwk:
• Read Chapters 43-48 (pages 213-254)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Lesson Eight:
In Class-
• Quiz on reading and check dialectical journals
• Reflection on Socratic Discussion
• Open Mind- Using dialectical journals find quotes that exemplifies pride and prejudice
• Share with class
Hwk:
• Read Chapters 49-54 (pages 255-288)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
• Finish Open Minds
Weekend Homework- Friday, February 5, 2010
• Read Chapters 55-61, end (pages 289-end)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Dialectical journals due Monday, February 8 for assessment. All journals must be organized and stapled by assignment # and date.
Lesson Nine: Monday, February 8, 2010
In Class-
• Quiz on reading and check dialectical journals
• Complete multiple choice #11-15
• Review essays from day 6
Lesson Ten:
In Class-
• Multiple choice, 2 sections
Lesson Eleven:
In Class-
• Timed Write (40 minutes)
• Review multiple choice
Lesson Twelve:
In Class-
• Evaluate Dialectical Journals
*February vacation homework = Mock AP exam!
Sunday, January 24, 2010
Pride and Prejudice Reading Schedule
AP Literature and Composition
Reading Schedule: Pride and Prejudice
Essential questions for learning and understanding:
• What different attitude toward “female accomplishment” does the novel present? To what extent do these different attitudes function as a critical commentary on female education and gender relations?
• What effect do instances of irony and sarcasm have on the reader? How does Austen’s narrative style help reinforce her critical perspective on social class and gender relations in Regency England?
• To what extent are pride and prejudice characteristics that shape the attitudes of different characters, such as Mr. Darcy, Elizabeth, Mrs. Bennet, Charlotte Lucas, Lady Catherine de Bourgh, etc.? Does the novel present different notions of pride?
• Can Elizabeth Bennet be considered a progressive, even rebellious female character who goes against social expectations set upon women?
The following are homework assignments to be completed on the specified date. Assignments are subject to change and will be determined by the teacher.
Day One: Monday, January 25, 2010
• Read background information and literary devices in P&P (handout) and “Notes” and “Pointers” pages 5-8 in Pride and Prejudice.
• Using Cornell Notes- take notes focusing on the following:
How the quotes for support are used
Sentence structure/variety used
Historical context of the novel
Themes
Vocabulary- Define unknown terms!
• Be prepared for a quiz!
Day Two: Tuesday, January 26, 2010
• Read Chapters 2-6 (pages 13-34)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Day Three: Wednesday, January 27, 2010
• Read Chapters 7-12 (pages 35-62)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Day Four: Thursday, January 28, 2010
• Read Chapters 13-18 (pages 63-98)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Day Five: Weekend Homework- Friday, January 29, 2010
• Read Chapters 19-30 (pages 99-154) – COMPLETE Multiple Choice Questions!
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Day Six: Monday, February 1, 2010
• Read Chapters 31-36 (pages 155-186)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
• Create open-ended questions for Socratic Discussion AND prepare responses for Unit Essential Questions
Day Seven: Tuesday, February 2, 2010
• Read Chapters 37- 42 (pages 187-212)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Day Eight: Wednesday, February 3, 2010
• Read Chapters 43-48 (pages 213-254)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Day Nine: Thursday, February 4, 2010
• Read Chapters 49-54 (pages 255-288)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
• Finish Open Mind if needed.
Day Ten: Friday, February 5, 2010
• Read Chapters 55-61, end (pages 289-end)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
• Dialectical journals due Monday, February 8 for assessment. All journals must be organized and stapled by assignment # and date.
*Remember to be prepared for daily journal checks and reading quizzes!
* Dialectical journals are worth 10 points each for a total of 100 points! Refer to the Dialectical Journal Rubric for requirements and expectations.
Reading Schedule: Pride and Prejudice
Essential questions for learning and understanding:
• What different attitude toward “female accomplishment” does the novel present? To what extent do these different attitudes function as a critical commentary on female education and gender relations?
• What effect do instances of irony and sarcasm have on the reader? How does Austen’s narrative style help reinforce her critical perspective on social class and gender relations in Regency England?
• To what extent are pride and prejudice characteristics that shape the attitudes of different characters, such as Mr. Darcy, Elizabeth, Mrs. Bennet, Charlotte Lucas, Lady Catherine de Bourgh, etc.? Does the novel present different notions of pride?
• Can Elizabeth Bennet be considered a progressive, even rebellious female character who goes against social expectations set upon women?
The following are homework assignments to be completed on the specified date. Assignments are subject to change and will be determined by the teacher.
Day One: Monday, January 25, 2010
• Read background information and literary devices in P&P (handout) and “Notes” and “Pointers” pages 5-8 in Pride and Prejudice.
• Using Cornell Notes- take notes focusing on the following:
How the quotes for support are used
Sentence structure/variety used
Historical context of the novel
Themes
Vocabulary- Define unknown terms!
• Be prepared for a quiz!
Day Two: Tuesday, January 26, 2010
• Read Chapters 2-6 (pages 13-34)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Day Three: Wednesday, January 27, 2010
• Read Chapters 7-12 (pages 35-62)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Day Four: Thursday, January 28, 2010
• Read Chapters 13-18 (pages 63-98)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Day Five: Weekend Homework- Friday, January 29, 2010
• Read Chapters 19-30 (pages 99-154) – COMPLETE Multiple Choice Questions!
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Day Six: Monday, February 1, 2010
• Read Chapters 31-36 (pages 155-186)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
• Create open-ended questions for Socratic Discussion AND prepare responses for Unit Essential Questions
Day Seven: Tuesday, February 2, 2010
• Read Chapters 37- 42 (pages 187-212)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Day Eight: Wednesday, February 3, 2010
• Read Chapters 43-48 (pages 213-254)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
Day Nine: Thursday, February 4, 2010
• Read Chapters 49-54 (pages 255-288)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
• Finish Open Mind if needed.
Day Ten: Friday, February 5, 2010
• Read Chapters 55-61, end (pages 289-end)
• Keep a Dialectical Journal on these chapters- focus on characters and literary devices used to convey meaning. Your journals will be checked daily. They will be used for later assignments.
• Be prepared for a reading check quiz.
• Dialectical journals due Monday, February 8 for assessment. All journals must be organized and stapled by assignment # and date.
*Remember to be prepared for daily journal checks and reading quizzes!
* Dialectical journals are worth 10 points each for a total of 100 points! Refer to the Dialectical Journal Rubric for requirements and expectations.
Pride and Prejudice Blog Questions- Due 1/26/2010
Pride and Prejudice Blog Questions:
Respond to one of the following questions and to at least two students.
1. While attending a school dance, you hear one of the more popular students mocking you and your group of friends. How do you act when you are placed on a school committee with him or her?
2. Every time you are with your friends and their families, your mother says and does things that embarrass you in front of others. She doesn’t seem aware that she is humiliating you or that others are laughing at her behavior (and perhaps at you because of her). What do you do at the time? What, if anything, do you say to her about her actions afterwards?
3. You are given information that one of the new students who is well-liked by other students and well-respected by your teachers is actually dishonest, deliberately misleading others. Should you reveal the truth or just wait for others to discover what you know already?
Respond to one of the following questions and to at least two students.
1. While attending a school dance, you hear one of the more popular students mocking you and your group of friends. How do you act when you are placed on a school committee with him or her?
2. Every time you are with your friends and their families, your mother says and does things that embarrass you in front of others. She doesn’t seem aware that she is humiliating you or that others are laughing at her behavior (and perhaps at you because of her). What do you do at the time? What, if anything, do you say to her about her actions afterwards?
3. You are given information that one of the new students who is well-liked by other students and well-respected by your teachers is actually dishonest, deliberately misleading others. Should you reveal the truth or just wait for others to discover what you know already?
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