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Week 1:
· Welcome and expectations.
· Collection of summer essays. NO LATE PAPERS ACCEPTED.
· Introduction of the student’s role in the class by reading “The Voice You
Hear When You Read Silently.”
· Exploration of the concepts of tone through the premise of DIDLS (Diction,
Imagery, Details, Language, and Style).
· Handout: Passages from The Crucible, Tuesdays with Morrie, and The
Scarlet Letter (Summer Reading)—Discuss the tone of each passage.
· Inclass Group Work—Each group will be given one of the passages to complete
the DIDLS graphic organizer.
· Present findings to class.
> Discuss plan for nonfiction summer reading
Next Reading Assignment: Over the next two weeks, students will read the
following history sections in the EMC American Literature anthology and
complete the graphic organizer on each period:
1. Origins of the American Tradition—pgs. 80-86;
2. The American Revolution—pgs 140-145;
3. The New England Renaissance—pgs. 191-198;
4. Slavery and the Civil War—pgs. 317-323;
5. Frontiers—pgs. 403-410;
6. The Modern Era—pgs. 475-483;
7. The Harlem Renaissance—pgs. 612-618;
8. Modern Drama—pgs. 683-685;
9. Postwar Literature—pgs. 757-764;
10. Contemporary Literature—pgs. 941-948
(The graphic organizer includes major historical events, literary movements,
literary genres, literary devices, noted writer—each period has a separate
organizer sheet. This becomes a tool to be used all year; we frontload the
history sections of American literature.)
Week 2:
· Discussion of Miller's purpose and message. Analyze the power of societal
influence as seen in Miller's characters. Miller's article.
· Emulate Miller's style by creating an additional scene to the play. Finish
for homework.
· Respond to an AP English Language essay prompt (Important to analyze
starting point) (Topic will be an excerpt from Civil Disobedience by Thoreau
and will examine the use of language to display message.)
Week 3:
· Check progress on History Graphic Organizers.
· Discussion of Hawthorne’s purpose and message. Analyze the power of lies as
seen in Hawthorne’s characters. Read “The Ways We Lie” by Stephanie Ericsson
—pages 389 - 396— The Bedford Reader. Analyze the concept of lying and
parallel a modern view with Hawthorne’s message on lying.
· Lesson on Hawthorne’s syntax—Examine a particular passage and analyze
syntax.
· Create a scene in The Scarlet Letter; emulate Hawthorne’s style—Finish for
homework.
· Presentations of nonfiction summer reading
Week 4:
· Finish nonfiction summer reading presentation
· View excerpts from Tuesdays with Morrie
· Examine Albom’s diction and details necessary to expand the definition of
courage.
· Test on three works
Next Reading Assignment: Due on Wed. of the next week:
1. “Song of the Skyloom”—p. 93;
2. From “The General History of Virginia”—pgs. 103-107;
3. “The Way to Rainy Mountain”—by N. Scott Momaday (Will give
students this piece);
4. Bring a Native America myth to class (research)
· Begin discussion of historical periods—Frontloading activities (This will
take the week).
· Quiz on literary movements.
· Begin literary terms and examples reference guide (Independent activity)—
Terms are a compilation from AP language guides, as well as the Performance
Standards for American literature.
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