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Pre AP English 9

Monday, October 31, 2011-(1A, 2A)
We will go to the library today to check out The House on Mango Street by Sandra Cisneros.
Warm up- Pre-reading Activity Guide
SOL-9.4-Students will read, analyze, and comprehend various literary texts.
SOL-9.6-Students will write expository, narrative, and persuasive writings.
Objectives- Students will create their own vignettes.
Students will write responses to pre-reading questions.
Handouts- Pre reading Activity Guide
Pre-reading writing activities
Final Assignment/vignettes
Teacher Input-Teacher will introduce Sandra Cisneros via PowerPoint. We will
discuss the writing and reading activities and due dates. Rubric will also be discussed.
Have students look at the table of contents of HOM and have students to write down 10 titles
that they create that relates only to their lives. Students will have to pick 4 of their titles to
create vignettes. Final Project will be due on November 18 for B Day students and November
17 for A Day students.
Vignette is a sketch story, a short descriptive piece of literary writing.
Out of the 7 pre reading questions-you will be responsible for completing 5. They will be worth
twenty points each. They will all be turned in at the end of the reading of the entire book for a
total grade of 100. Make sure all questions are answered, grammar is correct, word process,
and label your entries.
Guided Practice- I will read some of the previous year’s examples of the pre-reading samples so
students will have an idea of what is to be expected.
Individual Practice-Students will create their own vignettes at the end of the reading of the
novella.
Closure-Exit ticket- What is a vignette? Why do you think authors use this style of writing?
SSR last 10-15 minutes of class
Homework-Pre reading questions need to be done prior to class. Read pages 3-11 to discuss on
Wednesday.
Parent/Guardian Analysis of student work
Pre AP English 9
Tuesday, November 1, 2011-(1B, 2B)
We will go to the library today to check out The House on Mango Street by Sandra Cisneros.
LTF-Analyzing a Visual Text-Landscape with the Fall of Icarus
Warm up- Why are pictures important? What makes pictures important? Share your picture
with someone close----Have them write something about your picture that focuses on a literary
aspect…tone, mood, imagery, etc….
SOL-9.4-Students will read, analyze, and comprehend various literary texts.
SOL-9.6-Students will develop expository, narrative, and persuasive writings.
Objectives- Students will analyze a painting and identify the theme of the painting.
Students will create their own vignettes.
Pre reading Activity Guide
Pre-reading writing activities
Final Assignment/vignettes
Handouts- Copy of Activities 1-6
Teacher Input-Teacher will project the painting in order for students to complete the first 6
activities.
Activity I Students will observe the painting and then teacher will ask students to complete this
activity.
Activity II Students will be asked to observe the painting, but this time they will have a purpose
for observing the painting.
Activity III-Students will write a brief description of the scene.
Activity V-Theme of the painting Activity VI-What details in the painting effectively conveys
the theme? Justify your answer. Make sure students understand what theme means.
HOM- Teacher will introduce Sandra Cisneros via PowerPoint. We will discuss the writing and
reading activities and due dates. Rubric will also be discussed.
Have students look at the table of contents of HOM and have students to write down 10 titles
that they create that relates only to their lives. Students will have to pick 4 of their titles to
create vignettes. Final Project will be due on November 18 for B Day students and November
17 for A Day students.
Vignette is a sketch story, vi·gnette [ vin yét ]
1. short essay: a short descriptive piece of literary writing
2. brief scene: a brief scene from a movie or play
3. design on book page: a small decorative design printed at the beginning or end of
a book or chapter of a book, or in the margin of a page (BING.COM)

Out of the 7 pre reading questions-you will be responsible for completing 5. They will be worth
twenty points each. They will all be turned in at the end of the reading of the entire book for a
total grade of 100. Make sure all questions are answered, grammar is correct, word process,
and label your entries.
Guided Practice- I will read the myth of Icarus.
HOM- I will read some of the previous year’s examples of the pre-reading samples so students
will have an idea of what is to be expected.
Individual Practice-Students will complete a Graphic organizer from the visual focusing on
mood, sound, touch, smell, taste, and touch. Share with a partner.
HOM- Students will create their own vignettes at the end of the reading of the novella and
students will write responses to pre reading questions.
Closure-Exit ticket-What is one of the differences associated with analyzing text and analyzing a
visual?
HOM- Exit ticket-What is a vignette? Why do you think authors use this style of writing?
SSR last 10-15 minutes of class
Homework- Pre reading questions need to be done prior to class. Begin reading novella.
Parent/Guardian Analysis of student work









Pre AP English 9
Wednesday, November 2, 2011-(1A, 2A)
Thursday, November 3, 2011-(1B, 2B)
Focus and Review-Students will annotate the poem “Root Cellar” by Roethke
SOL-9.4- Students will read, analyze, and comprehend literature.
SOL-9.6-The student will develop narrative, expository, and persuasive writings.
Objective-Students will annotate and paraphrase a poem using the TP-FASTT model.
Teacher Input-The teacher will be present a lesson Peeling Back the Layers of a Poem from
Laying the Foundation. Students will also be responsible for defining the following terms:
 Sonnet-fourteen line poem
 Metaphor-compare/contrast two things without like or as
 Syntax-the way words are put together
 Simile-compare/contrast two things using like or as
 Allusion-reference to a well known literary, historical, or pop culture icon
 Repetition-repeating the same word or phrase
 Hyperbole-purposeful exaggeration
 Assonance-repetition of vowel sounds
 Parallelism-repetition of grammatical structure
 Alliteration-repetition of consonant sounds
 Rhythm-musical quality in poetry (comes from the alteration of stressed and
unstressed sounds that make the voice rise and fall.
 Meter-pattern of stressed and unstressed sounds.
 Extended metaphor-a metaphor that continues through several lines of a work
 Direct metaphor-Two parts of the comparison generally lined by a form of the
verb to be: “The old man was a dinosaur.”
 Implied Metaphor-the comparison is suggested. The leftover cereal had all the
crunch of wet cardboard.”
 Personification –special kind of metaphor in which an object, animal, or idea is
described as if it were a person
 Rhyme-The repetition of the accented (stressed) vowel sound and all remaining
sounds in a word
 End rhyme-rhyme at occurs at the end of lines
 Internal rhyme-rhyme that occurs within a line
 Approximate rhyme-repetition of sound is not exact (now, know)
 Onomatopoeia-the use of words that sound like what they mean (buzzing of
bees and the croaking of frogs)
Students will be reminded of handout on annotations. We are looking at the poem for the
following:
 Make brief notes to mark important plot events
 Circle/highlight unfamiliar or unusual words –dictionary
 Highlight phrases that describe characters
 Highlight words, images, and details that form patterns throughout
 Highlight passages you think might be symbolic
 Mark key ideas and note your reflections about them
 Highlight figurative language
 If an idea comes to your mind while reading note it
 Don’t mark too much
The teacher will read the poem aloud to the class. After reading the poem silently to
themselves, students will be asked to annotate.
Guided Practice-Teacher will ask students to read “Root Cellar” by Theodore Roethke again to
themselves begin annotating. Students will use annotation notes to guide them through their
annotations. Students will paraphrase the poem.
Students will be asked to complete the analysis template in class/or homework depending on
class time and student progress.
Individual Practice/Activity- Students will pair with one other student to compare
annotations and their paraphrased version of the poem. (TP-CASTT)
Closure-Teacher will use transparency of the poem and document annotations that students
have found. Teacher will add to their annotations.
Homework-Continue to read The House on Mango-remember you have to do 5 of the pre
reading questions along with creating your own vignettes.








Pre-AP English 9
Friday, November 4, 2011-(1A, 2A)
Focus - Students will be given teacher evaluation forms today.
Today we will focus on writing an analysis of a poem.
SOL-9.4-Students will read, analyze, comprehend, and analyze a variety of literary texts,
SOL-9.7-The student will develop narrative, expository and persuasive writings.
Objectives-Students will annotate and begin writing an analysis of the poem “Boy at the
Window” by Richard Wilbur.
Teacher Input-We will analyze a poem and begin writing a full analysis paper.
Points to remember when writing analysis:
 Write in present tense
 Must include the title of work and the author in the first sentence
 Remember AP Verb sheet and tone list
 What is the overall poem about-qualify your statement in your opening-“in order to . . .
 Annotate poem first, then paraphrase the poem, then create opening paragraph.
Guided Practice- We will annotate “Boy at the Window” by Richard Wilbur and create an
opening paragraph as a class.
Individual Practice-Students will begin writing their analysis paper.
We will work on this assignment in class today. Students will continue writing
as part of homework.
Closure- Students will use notes taken today as a model for their paper.
SSR for 15-20 minutes
Homework- Work on analysis paper (poem). House on Mango( continue to read and work on
vignettes and pre-reading questions.)