AP Lit. & Composition
Activities & Assignments
Sept. 2 to Oct. 6, 2014
Day 1: Tuesday, Sept. 2 – shortened class schedule, Top 10 Pep Fest
Learning Target: Welcome to class! Write specific plan to be successful in AP Lit.
1. Welcome and Attendance
2. Introduce Myself
3. Procedures & Tour of the Room
4. Summer Reading & Writing Assignment:
 If you didn’t read How to Read Literature Like A Professor by Foster, The Awakening by
Kate Chopin, and The Importance of Being Earnest by Oscar Wilde over the summer,
start reading and taking notes tonight.
 Finish reading & notes for The Awakening by Sept. 15
 ALL summer reading/writing due Sept. 25. And other assignments along the way.
5. On 3 x 5 Card. Name, Hour. “How do you plan to be successful in AP Lit? Be specific.”
Turn in next class.
6. Have an EXCELLENT DAY!
Day 2: Wednesday, Sept. 3 – shortened class schedule, Top 5 Voting
Target: Become Familiar with Course Expectations and Procedures; Learn Critical Lenses and
Archetypes to apply to discussions and in written form analysis of visual and written texts.
1. Welcome Back!
2. Seating Chart and Attendance
3. Review Class Procedures from yesterday
4. 3x5 Card from yesterday – specific plan to be successful in AP Lit. Discuss & turn in.
5. Handout: Course Syllabus.
a. Ms. Stasko and I are planning the course together – should be very similar class every
day.
b. Cover main Syllabus & course expectations – Questions?
c. Read full Course Syllabus for Next class. Come with any questions. Parent Signature
due back on or before Friday, September 5
6. Handout: Course Handbook
a. Read P. 61 “Reading Journal”
b. Pp. 56-59: “Major Works Data Sheet” – Complete for both The Awakening and The
Importance of Being Earnest for Sept. 25. Extra sheets available. These will prove to
be amazingly helpful!
c. Assignment: Read for next class
i. Part 7: Critical Lenses, Pp. 35-39
ii. Part 4: Archetypes, Pp. 13-19, – Read and list some specific examples from
what you know in literature or film. Write small – you’ll be building
onto/adding to this form.
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Day 3: Thursday, Sept. 4 – shortened class schedule
Target: Become Familiar with access to and information on Monson’s Class Blog; Learn Critical
Lenses and Archetypes to apply to discussions and in a written form analysis of visual and written
texts.
1. Demonstrate/Show LCD: Blog: MonsonEnglish.wordpress.com
2. Critical Lens Review Activity, to make Critical Lenses more clear
3. Discuss Archetypes, Pp. 13-19. Psychological way we tend to connect with story-pattern
a. One Story idea, P. 29 from How to Read Literature Like a Professor by Foster.
b. Flight as Freedom
4. Handout “Shrek: Critical Lenses and Archetypes” Viewing Guide
a. The “Shrek” activity provides you opportunity to see critical lenses at work in a story
you may likely be familiar with already.
b. The end goal is for you to be able to specifically identify lenses in text, and to write an
analysis of a text from each perspective.
5. If time, begin Viewing “Shrek,” using Guide handout to record observations and ideas.
6. Turn in Parent Signature Sheets next class.
Day 4: Friday, Sept. 5 – shortened class schedule
Target: Learn Critical Lenses and Archetypes and apply to discussions and in a written form analysis
of visual and written texts.
1. Turn in Parent Signature Sheets.
2. Viewing “Shrek” – discuss ways you see Critical Lenses emerging in the film/visual text
Assignment Reminders: Plan your time accordingly; other coursework will be in progress as well.
 Finish The Awakening reading and notes by Sept. 15
 ALL summer reading and writing due Sept. 25.
 Course Handbook Pp. 56-59: “Major Works Data Sheet” – Complete for both The
Awakening and The Importance of Being Earnest for Th. Sept. 25.
Monday, Sept. 8
Target: Learn Critical Lenses and Archetypes and apply to discussions and in a written form analysis
of visual and written texts.
Viewing “Shrek” – discuss ways Critical Lenses emerge from the film/visual text.
Tuesday, Sept. 9 – Advisory/Collaboration/Pep Fest Schedule
Target: Apply critical lenses to formulate argument about “Shrek” that utilizes support from the story
1. “Shrek” Viewing Guide: Share insights with partner.
2. Groups process Lenses and Develop argument (defendable position) about what “Shrek” is
saying (its meaning) from the perspective of your group lens. Utilize support for your claim.
a. Share with class
b. Larger discussion
3. Remember Groups for tomorrow
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Wednesday, Sept. 10
Target: develop a visual component to help your group to articulate your “Shrek” argument to the
class; engage in discussion with insights and questions
1. 5 Groups/ 5 Lenses (from yesterday)
a. Develop a Visual (web, structure) with support of your lens argument for “Shrek”
b. Share with class.
2. Class adds to, asks questions, and challenges ideas.
PLEASE NOTE: If I am approved to attend a Theatre Conference on Friday, activities for Thursday
and Friday will be switched.
Thursday, Sept. 11
Target: write analysis of prose from given prompt, as a baseline writing analysis on which to determine
AP level reading and analytical skills
Timed Writing: Prose Analysis
Friday, Sept. 12 – possibly gone at Theatre Conference. If so, Th/Fri. switch.
Target: practice utilizing knowledge of critical lenses and close reading skills to interpret a poem’s
meaning; complete Exit Pass reflecting on your understanding of lenses
1. Practice Utilizing Critical Lenses in Lit. Crit. Groups to interpret meaning of poem
2. Reveal the Title and Author, then, Discuss. Multiple meanings are possible but even one key
word makes a difference in interpretation
3. Assignments:
a. Be prepared for discussion of The Awakening on Monday. Bring notes & text.
b. for Tuesday: Read Introduction to The Awakening by Rachel Adams.
4. Exit Pass: Name, Hour. Which lens do you best understand? Which lens do you need to learn
more about?
Monday, Sept. 15 -- 6:00 p.m. Post-High School Planning; 6:30 – 8:30 Open House
Target: Identify lenses, allusions, imagery that lend to theme and meaning in The Awakening; practice
how to move meaning toward argument (defendable position)
1. The Awakening discussion.
a.
b.
c.
d.
Striking Images in the text
Identify possible lenses/perspectives and allusions
Themes
Meaning toward Argument
2. Assignment: Read Introduction to The Awakening by Rachel Adams, for next class.
Tuesday, Sept. 16 - Advisory/Collaboration Schedule
Target: Identify important concepts and critical lenses in scholarly writing (intro to Awakening)
1. Discuss Adams Introduction; Pair-Share important ideas from intro, and then write on the board
2. Critical Lenses utilized in Adams Intro.
3. Assignment Due Thursday: Make a list of books (and their authors) that you have read. These
should be “works of literary merit,” works of sophistication and “literary” in style and
message/meaning. For example, as cool as it is (and I am a fan), The Hunger Games is not a
work of literary merit. If you don’t know a book’s “literary merit,” write it down anyway. I
want to know what your toolbox of knowledge and experience looks like. 
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Wednesday, Sept. 17
Target: engage in literary discussion for depth of comprehension of The Awakening; learn methods to
develop argument from teacher modeling of a literary criticism article
1. Discuss The Awakening: Characters, Metaphors, Allusions, Confusions, Questions
2. Handout Lit Crit Article “Lady in Black” -- Model: Thesis, Argument, Support
3. Not all Lit Crit is “strong” or “good” literary criticism – must identify the argument and support
as provable ideas that discuss the text.
4. Assignments:
a. In preparation for Literary Criticism Jigsaw for next class – read one article (handout)
of several literary criticism articles pertaining to The Awakening. All articles available
on blog, temporarily.
b. Also for next class, your written list of book titles “of literary merit” and their authors
that you have read. I want to know what’s in your literary repertoire. 
Thursday, Sept. 18
Target: participate in jigsaw activity of scholarly articles to grow multiple interpretation and support
skills; experience exposure to various critical analysis perspectives
1. Turn in your written list of book titles “of literary merit” and their authors.
2. Groups of “like” articles discuss. Find main concept/idea, argument, lenses used, and support
for argument. Share out with class.
3. All articles discussed can be found on our blog – for educational use only, not used for profit.
Friday, Sept. 19 – Homecoming Pep Fest Schedule – No Homework Night!
Target: Understand the Role of the Reader; begin selection process for Independent Novel
1. John Green’s “Crash Course in Lit” http://www.youtube.com/watch?v=MSYw502dJNY
2. Independent Novel Options: Handout: AP Frequently Used Titles (from open essay portion of
previous AP tests, years used are indicated on the sheet).
a. You will be studying this book independently this semester and completing a project,
perhaps used for Final Exam.
b. Selecting a book:
i.
ii.
iii.
iv.
Research choices – you will want to be interested
Do not select titles you’ve read before.
No two students in a class may use the same title.
All titles must be “of literary merit,” a phrase AP College Board uses frequently.
c. Sign up begins Tuesday, and you must select by Oct. 3.
Have a Happy, Fun, and Safe Homecoming!! Go Spartans!
Monday, Sept. 22, 2014
Target: Read Gilman’s “The Yellow Wallpaper” for discussion next class, concerning the story’s
meaning and comparing/contrasting narration with The Awakening.
1. Read Gilman’s “The Yellow Wallpaper” in class for next class.
2. Discussion will include: roles of parents, psychoanalytic and historical perspectives, use of
language, comparisons/contrasts between the Narrator in “The Yellow Wallpaper” and Edna in
The Awakening.
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Tues. Sept. 23 – Collaboration/Advisory Schedule
1. Begin Sign Up for Independent Novel Choices – Sign Up Sheets. Decisions due Oct. 3
2. Discuss “The Yellow Wallpaper”
a. roles of parents
b. psychoanalytic perspectives
c. historical perspective
d. use of language
e. compare/contrast the Narrator and Edna
f. other
3. Assignments:
a. For Thursday:
i. Bring How to Read Literature Like a Professor and notes and work to class.
ii. Turn in Major Works Data Sheets for The Awakening and The Importance of
Being Earnest.
b. For Friday:
i. Read The Importance of Being Earnest by Oscar Wilde and bring your reading
notes.
ii. Summer Homework due.
c. Decision for Independent Novel choice due by Oct. 3.
Wed. Sept. 24
Target: practice evaluation skills of analytical thinking and writing by reading and scoring samples
from AP College Board and by comparing your scores with AP assigned scores
1. Read and Score Timed Writing Samples for “McTeague” (prose) from AP Board
a. Score each – 9 pt scale (on LCD)
b. Compare your evaluation/scores with those from AP (given by Ms. Monson)
2. Assignments:
a. Due Next Class:
i. Bring How to Read Literature Like a Professor text, your notes, and work.
ii. Turn in Major Works Data Sheets for The Awakening and The Importance of
Being Earnest.
b. Due Friday:
i. Read The Importance of Being Earnest by Oscar Wilde and bring your reading
notes.
ii. Summer Homework due.
c. Decision for Independent Novel choice due by Oct. 3.
3. Heads-Up: We will begin Frankenstein by Mary Shelley on Oct. 1st
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Thurs. Sept. 25
Target: Self-Determine comprehension and thoroughness of work for Major Works Data Sheets by
writing justification in a reflective self-evaluation; apply yesterday’s evaluative practice to 1st Timed
Writing; Process independent summer reading and learning from Foster’s text How to Read Literature
Like a Professor.
1. Due: Major Works Data Sheets for The Awakening and The Importance of Being Earnest.
a. Score yourself on Depth of Comprehension and Thoroughness of Completion, then
justify each of your ratings in a written reflection.
b. Turn in your completed MWDS and MWDS Self-Evaluation.
2. Discuss MWDS – usefulness and applications
3. Receive back 1st Timed Writing, “McTeague,” with attached AP’s 9 pt scale evaluation sheet
a. Score your own “McTeague” Timed Writing on the AP evaluation sheet.
b. Assignment for Mon. Sept. 29: Rework your Introduction. These introductions will be
scored for points, based on the 4-point scale.
4. Think of “Argument/Thesis Development” this way (and the order doesn’t matter):
“HOW” (techniques) + “WHAT” (question/prompt/task) + “SO WHAT” (opinion/stance that moves
beyond the obvious to interpret or reframe meaning)
The “So What” might address:




Why does it matter?
What is the impact/effect?
Who is affected and why is that telling or important?
Why should I/we care?
5. Discuss your work with peer/group from Foster’s How to Read Literature Like a Professor
a. Review the Chapters you chose and Offer a summary and share what you wrote
b. Whole-class Discussion / Share-Out
6. Assignment Reminders:
a. For Next Class:
i. The Importance of Being Earnest by Oscar Wilde and bring your reading notes
ii. Summer Homework due.
b. For Mon. Sept. 29: Rework your 1st Timed Writing “McTeague” Introduction. These
introductions will be scored for points, based on the 4-point evaluation scale.
c. By Oct. 3: Sign-up for Independent Novel choice.
Fri. Sept. 26
Target: understanding techniques of characterization in drama by relating critical article to Earnest
1. Summer Homework Due. Turn in.
2. Read (as a class) Handout: “Special Considerations for Character in Drama” from Lit. & Comp.
Pp. 92-93.
3. Partners or Groups:
a. Relate /Apply to characters in The Importance of Being Earnest.
b. [lenses, identity, connections to author’s life]
4. Whole Class Discussion
5. Assignment Reminders:
a. For Mon. Sept. 29: Rework your Introduction. These introductions will be scored for
points, based on the 4-point evaluation scale.
b. By Oct. 3: Sign-up for Independent Novel choice.
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Mon. Sept 29, 2014
Target: rethink character identity by deconstructing surfaces and complexities of identity of characters
through “performance” so to better understand and utilize textual support for authorial intent and
themes (in Earnest)
1. Turn in Reworked Introductions, from “McTeague” timed writing.
2. Deconstructing human limitations/boundaries/surfaces, enacted; apply to understanding
characters in literature, and specifically to The Importance of Being Earnest.
http://www.wimp.com/cuttingonions/ (1:30 video)
a. In your Reading Journal, Write responses to video – process that you saw – and connect
with ideas from article (from last class)
b. In Pairs:
i. Discuss responses and messages.
ii. What does this video have to do with “performance?” With constructing and
deconstructing identity? With ways we “know” identity?
iii. How do music/song and visual example reinforce the mechanisms that literature
attempts to reveal?
c. Reflect new insights in Reading Journal (add new insights to R.J.)
d. Class Discuss and Culminate Thoughts
3. In Groups, Discuss from The Importance of Being Earnest:
a. Wilde’s intent in representing his characters as he does (textual support)
b. Theme, and how each theme is evident (textual support)
4. Groups share out (with support/evidence)
Tuesday, Sept. 30 - Advisory/Collaboration Schedule
Target: identify themes in Earnest thinking critically about textual meaning; begin Q1 paper on theme
for either The Awakening or The Importance of Being Earnest
1. Themes and Character Identity
a. Small Groups:
i. Find lines in Earnest to support particular theme(s).
ii. P. 12 of class handbook = Analyzing Theme.
1. Use as tool for your discussion.
2. Last 3 questions.
iii. discuss, write down, report out.
b. Discuss “Identity” Themes in The Awakening and in The Importance of Being Earnest.
i. Do we (as human beings) have to disguise ourselves in order to “get closer”
(concept from video clip)? If so, in what ways? Why?
ii. Do characters have to disguise themselves in order to get closer? Which ones?
And why?
1. How do these situations imply or create identity?
2. Is “identity” “character”?
2. Handout: Quarter 1 paper assignment. Theme from The Awakening or The Importance of
Being Earnest.
a. 1st Due Date: ___ Thursday – these statement (argument, defendable position)
b. Revisions: ongoing
c. Final paper due Oct. 27.
3. Handout Gilbert Intro to The Awakening, use if applicable to Quarter1 paper.
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Wednesday, Oct. 1
Target: become curious about issues embedded in Frankenstein by participating in activities to begin
Frankenstein study
1. Check out Frankenstein books. Begin Reading, recording notes, ideas, questions, insights,
applications of lenses, perceptions, ideas in your Reading Journal.
a. Pacing should be about a chapter a day to finish by Oct. 27
b. A few reading days in class. Tomorrow is one of them.
2. Field Questions about Quarter 1 paper.
3. Anticipation Questions on LCD (relating to issues in Frankenstein)
Thurs. Oct. 2 – Reading Day.
Target: Approve Q1 paper thesis by conferencing with teacher; utilize reading time for learning
Frankenstein
1. Read in Frankenstein: Author Introduction, Preface, and all of the Letters (depending on
version, about P. 16)
2. Thesis Due – check with Monson while class reads.
3. By Oct. 3 / Next Class: Sign-up for Independent Novel choice.
4. Reading Schedule for Frankenstein (complete list coming soon)
a. All pages up to Ch. 1 for Friday (next class)
b. Ch. 1 and 2 for Mon. Oct. 6
c. Ch. 3 for Tues.
d. Ch. 4 for Wed.
e. Ch. 5 for Thurs.
Fri. Oct. 3, 2014
Target: Collaborate with peers in discussion of points of interest and the narrative technique in
Frankenstein; Approve Q1 Thesis with teacher (if not already).
1. ALL must be signed up for committed title of Indep Novel.
2. Groups discuss up to Ch. 1 of Frankenstein
a. Captain Walton as a reliable narrator
b. Narrative technique of layered story through narration and letters
3. Thesis Check, while groups discuss.
4. Discuss group ideas/points of interest
Mon. Oct. 6, 2014
Target: Write prose analysis #2, utilizing lessons since #1, to create improved practice AP writing
In-class timed writing: Prose #2
Use what we’ve been talking about for developing argument and close reading of a text when writing
your analysis. Pay attention to the prompt!
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