Percy L. Julian High SchoolOne Week Journey Map: Week 5
Teacher: Mrs. BaltsasCourse: A.P. Literature and Composition
Unit Title: Modernism and Robert Frost
Period: 3Week: 5
Mission / Vision / Target Instructional Area (TIA) / School Wide Theme & Essential Question
Our mission is to mold and prepare the hearts, minds, and hands of Percy
L. Julian students to be ready for citizenship, college, and career success. / Our vision is that all students who attend Percy L Julian will graduate with compassion, wisdom, and knowledge to be positive contributors in a global society. / PLJ’s Goal is to develop students’ ability to think critically and communicate effectively across all disciplines. / Identity
Essential Questions:
- How does nature act/function as an indifferent force in the life of individuals?
- How does the author use stylistic devices to enhance and develop theme?
- How does the author’s point of view affect the theme of the text?
- How and why does Frost uphold Romantic characteristics in his writing?
Unit Overview:
This unit will examine a few selections from Robert Frost's As we read and reread each poem, we are drawn into questions and mysteries. Students will explore such question the poems raise, raisetheir own questions, and unlock the mysteries in journal entries that build upon narrative hints inFrost’s poetry. By analyzing what a speaker (orpersona) in one of Frost's poems includes or omitsfrom his narrative account, students make inferences about that speaker's motivations and character,find evidence for those inferences in the words of the poem, and apply their inferences about thespeaker in classroom discussions.
Key Vocabulary(For The Week):
Modernism, exigence, metaphysical, dissemination, ode, validation, satire, contemplative, wit, deprecate, disparagement, unrequited, assuage, fetters, vexation, anthology, undignified, monetary
Monday
Objective:
SWBATrevise and edit their 3-6 paragraph literary analysis essays based on artistic forms of deconstructing and constructing reality in reading and writing.
Standards (Numbers & Description):
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-LITERACY.W.11-12.5
Questioning/Discussion (List Questions Here):
How have you revised your essay?
What additional details will you include to strengthen your analysis
How do readers and writer construct reality?
Why do readers and writers deconstruct their world?
Text (Title & Author):
Texts that students can incorporate into their writing:
“Good Readers/Writers” /Vladimir Nobokov
“Superman and Me”/ Alexie Sherman
“The Virtue of Sloppy Writing” /John Updike
“Black Writers and the Southern Experience”/ Alice Walker
Assessment Formative/ Summative Explain (Attach rubric if applicable):
Summative (RUBRIC attached)
Activity*
Responding to text in Writing
*Suggested Activities: Guided Lecture, Academic Discussions, Learning Center, Annotating of Text, Small Group Activities, Responding to Text in Writing
Tuesday
Objective:
SWBAT take lecture notes based on the life and Times of Robert Frost” and “talk to the text” to analyze Frost’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact after reading “The Road Not Taken”
Standards (Numbers & Description):
Reading:
Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.CCSS.ELA-LITERACY.RL.11-12.5
WritingWrite routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.CCSS.ELA-LITERACY.W.11-12.10
Listening/Speaking
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.CCSS.ELA-LITERACY.SL.11-12.1
Questioning/Discussion (List Questions Here):
- Look up Modernism. Define and provide a 5 sentence explanation in your own words. Cite your source.
- What words does the poet use often? Robert Frost chose to use the word “road” in the poem instead of path, street, trail, or crossroad. Why do you think the author made that particular word choice? What does the word “road” symbolize? What other/alternative word choices would you have made if you were the writer?
- How would a change in word choice change the meaning of the poem? Explore the significance of shifting connotation and meaning affected by word choice.
- Does the writer use a planned rhyme scheme? How does repetition contribute to the meaning of the poem?
- What is the feeling/mood of the poem? How does the rhythm of the poem affect the mood? Are there any changes in the rhythm? If so, where?
- What is the tone of the poem? How do you know this? Does the speaker’s tone change anywhere in the poem? Where is the change in tense? Where does the poet begin a poignant reflection of his choice? What is the poet’s tone prior to the shift? After? Does the poet regret making the choice he did? Explain. Does this reflection coincide with a shift in the mood?
Text (Title & Author):
“The Road Not Taken”
Assessment Formative/ Summative Explain (Attach rubric if applicable):
Formative/ Lecture Notes
Activity*
Academic Discourse, Responding to text in writing,
Wednesday
Objective:
SWBAT collaborate in groups of 4-5 to begin conducting a deep dive analysis of explicating “The Road Not Taken.”
Standards (Numbers & Description):
Literature
Listening/Speaking
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.SL.11-12.1
Literature
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)CCSS.ELA-LITERACY.RL.11-12.4
Questioning/Discussion (List Questions Here):
EXPLICATING a poem will be discussed in small groups as follows:
The Time period: Biographical, historical period/Modernism (group 1)
Explication of exigence (group 2)
syntax/ diction/ambiguity (group 3)
tone/mood (group 4)
form/structure/patterns meter/rhyme (group 5)
figurative language (groups 6)
literary/ rhetorical figures/ devices (group 7)
Text (Title & Author):
“The Road Not Taken”/ Robert Frost
Assessment Formative/ Summative Explain (Attach rubric if applicable):
See attached collaboration rubric
Activity*
Explicating a poem (responding to text)
Thursday
Objective:
SWBAT collaborate in groups of 4-5 to finish conducting a deep dive analysis of explicating “The Road Not Taken.”
Standards (Numbers & Description):
Literature
Listening/Speaking
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.SL.11-12.1
Literature
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)CCSS.ELA-LITERACY.RL.11-12.4
Questioning/Discussion (List Questions Here):
EXPLICATING a poem will be discussed in small groups as follows:
Group 1: The Time period: Biographical, historical period/Modernism
What is Modernism?
How did the Modernist period impact this poem?
Group 2: Explication of exigence
What is the time, place, setting of this poem and how does it correspond with Modernism
Group 3: syntax/ diction/ambiguity
What words does the poet use often? Robert Frost chose to use the word “road” in the poem instead of path, street, trail, or crossroad. Why do you think the author made that particular word choice? What does the word “road” symbolize? What other/alternative word choices would you have made if you were the writer?
How would a change in word choice change the meaning of the poem? Explore the significance of shifting connotation and meaning affected by word choice.
Group 4: tone/mood
What is the feeling/mood of the poem? How does the rhythm of the poem affect the mood? Are there any changes in the rhythm? If so, where?
What is the tone of the poem? How do you know this? Does the speaker’s tone change anywhere in the poem? Where is the change in tense? Where does the poet begin a poignant reflection of his choice? What is the poet’s tone prior to the shift? After? Does the poet regret making the choice he did? Explain. Does this reflection coincide with a shift in the mood?
Group 5: form/structure/meter/rhyme
Does the writer use a planned rhyme scheme? How does repetition contribute to the meaning of the poem?
Group 6: figurative language
What are at least 3 figures of speech used?
What is the effect of these figures of speech?
Group 7: literary/rhetorical
What are at least 3 literary/rhetorical devices used?
What is the effect of these literary/rhetorical devices?
Text (Title & Author):
“The Road Not Taken”/ Robert Frost
Assessment Formative/ Summative Explain (Attach rubric if applicable):
See attached collaboration/presentation rubric
Activity*
Explicating a poem (responding to text)
Friday
Objective:
SWBAT present in an explication of Robert Frost’s “The Road Not Taken:
Standards (Numbers & Description):
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Questioning/Discussion (List Questions Here):
(These questions are intended for students who are listening to the presentations
5 statements that were made… What are 5 statements that were made during the presentation?
4 new ideas from the text that were presented… What are 4 new ideas from the text that were presented
3 new words you learned What are three words you learned more about?
2 questions you still have What are 2 questions/ wonderings you still have?
1 insight you gained How does this shape your insight
Text (Title & Author):
“The Road Not Taken”/ Robert Frost
Assessment Formative/ Summative Explain (Attach rubric if applicable):
Summative
Activity*
Presentation of assigned explication (presenters)
5-4-3-2-1 (audience)