Westside High School Lesson Plan
Teacher Name:
DeGroodt, Falcon
Unit Name and #:
Course:
AP Lit
Dates:
Poetry; “The Feminine
Identity”
Feb 16-20
Monday
Daily Objective: Students will be able to deconstruct and analyze drama for character development
during the exposition of a work.
TEKS/AP/Standards:
o To consider a work’s structure, style, and themes as well as such smaller scale
elements as the use of figurative language, imagery, symbolism, and tone.
o To study representative works from various genres and periods (from the sixteenth to the
twentieth century) and to know a few works extremely well.
Learning Activities:
o A Streetcar Named Desire Act I—read, think/pair/share, randomizing responses as we read
Major Upcoming Assessment: Poetry Analysis Essay (W/Th)
Checks for Understanding: Randomizing responses during informal CFU’s in class.
Materials: Paper, pen/pencil, handouts, book
Tuesday
Follow Up/HW: Read the first 20 chapters of The Awakening by Monday, March 2
Daily Objective: Students will be able to answer O-E prompts with indirect citations and demonstrate
the ability to talk about a literary work’s holistic worth.
TEKS/AP/Standards:
o To consider a work’s structure, style, and themes as well as such smaller scale
elements as the use of figurative language, imagery, symbolism, and tone.
o To study representative works from various genres and periods (from the sixteenth
to the twentieth century) and to know a few works extremely well.
Learning Activities:
 5 minutes: Students will answer an O-E quiz question about A Streetcar Named
Desire
 Act I-II of A Streetcar Named Desire—read, analyze, randomizing responses as we
read
Major Upcoming Assessment: Poetry Analysis Essay (W/Th)
Checks for Understanding: O-E Streetcar Quiz
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: Read the first 20 chapters of The Awakening by Monday, March 2
Wed/Thur
Daily Objective: Students will read contemporary poetry for meaning while also using the poems as
anticipatory exercise for the setting and the tone of the work studied.
TEKS/AP/Standards:
 To consider a work’s structure, style, and themes as well as such smaller scale
elements as the use of figurative language, imagery, symbolism, and tone.
o To study representative works from various genres and periods (from the sixteenth to the
twentieth century) and to know a few works extremely well.
Learning Activities:
 Poetry Analysis Essay: 40 minutes [MAJOR]
 Review elements of literature: setting and tone
 Streetcar Act II
Major Upcoming Assessment: O-E essay [MAJOR] next week re: Streetcar
Checks for Understanding: Poetry Analysis Essays
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: Read the first 20 chapters of The Awakening by Monday, March 2
Daily Objective: Students will understand the context and milieu of a work of drama and be able to
trace the conflicts, character development, and plot development.
Friday
TEKS/AP/Standards:
o To consider a work’s structure, style, and themes as well as such smaller scale
elements as the use of figurative language, imagery, symbolism, and tone.
o To study representative works from various genres and periods (from the sixteenth to the
twentieth century) and to know a few works extremely well.
Learning Activities:
o A Streetcar Named Desire Act II—read, analyze, randomize responses
Major Upcoming Assessment: O-E essay [MAJOR] next week re: Streetcar
Checks for Understanding: Randomizing responses during informal CFU’s in class.
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: Read the first 20 chapters of The Awakening by Monday, March 2