March 6, 2020

Objective:  I can analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact (RL11-12.5).

• Entry Task:  Get out annotated Multiple Choice and answer the next question.  Be prepared to be called on and give your reasoning for your answer.
  
• When you look at the Wordle in the prezi, which authors do you recognize, why do you think some are larger than others?
  
  • Have students share out who they recognize and if they know any titles of the poems or why they think some are larger than others
    
• Explain that these are the poets who have appeared on the AP Literature test from 1970-2015; those who are larger have appeared more frequently--what does this say about the poetry reading experience?
  
  • Explain that one purpose of the next three days is to help them access the types of poems that they might encounter on the test, but also to get them experience with a vast array of poets they may have never encountered before with the goal of helping them find poetry that they can enjoy
    
  • The second purpose is to help them have the language to be able to talk about poetry in an academic fashion
    
• Before viewing, have students prepare to jot down any ways that John Green talks about Sylvia Plath’s poetry that are striking to them.  Point out that Plath and Hughes are married and together they have appeared 5 times on the AP Test
  
  • Show the Crash Course Video on Sylvia Plath in the prezi (11 min.)
    
  • Have students share out what they noticed about how he talks about her poetry
    
• Have students get out their TPCASTT toolkit and prepare to follow along to the two poems portraying the same fever.
  
  • Read Plath’s poem first--have them find the shift in first read-through
    
  • Read Hughes’ poem, again find the shift
    
  • Take about 5-10 min. For them to share what they discovered separately, and together
    
• Explain that every few years there is a comparison prompt where they are expected to write on two poems for the AP test
  
• If time, look at AP Prompt Poems in Google Classroom
  
• Explain that they will be selecting one of these poems for the second half of the Song and Poem Slideshow
  
• Exit Task:  They will not have much time to look today, so they should be prepared to look more closely during the next class period