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Topic 5: Mastering Literary Analysis A. Elements of Effective Literary Analysis A sentence that effectively demonstrates skill in writing literary analysis: States the context (title/lines/etc.) Identifies a relevant literary device Uses a strong verb Interprets the meaning/effect evoked by the literary device Integrates quotation(s) or text reference(s) for support Uses connectors to blend sentence parts coherently

A. Elements of Literary Analysis Sentences Use the Annotation Guide (p. 80) and questions p. 60 to mark “Sonnet 18” to prepare for writing a literary analysis Review the elements of an effect literary analysis sentence on p. 104 Write your own interpretive sentence Share your writing Follow the same instructions to write a sentence on Sidney’s “Sonnet 6” if you prefer.

Analyzing “Dover Beach” 1.Locate “Dover Beach” activity, pp Read the poem silently. 2.Form a small group. 3.Discuss together questions Assign questions on Stanzas 1 & 2 (Opposites and Parallels) to group members to prepare. Each member leads group discussion on his/her question. 5.Repeat #2 directions for Stanzas 3 & 4 (Metaphor and Recapitulation).

B. Constructing Literary Analysis Sentences Study the model sentence: Another example: The use of sibilants—20 times in the first stanza alone—echoes the constant sound of the waves on the shore as well as the somber mood of the speaker, emphasized by the word “sadness” and expanded with “misery,” “vast edges,” “shingles,” “confused alarms,” “struggle, and “armies clash.” Compose ONE literary analysis sentence on “Dover Beach.” Focus on ONE literary technique or only a line or two of text.

B. Constructing Literary Analysis Sentences Share by asking another group member to read your sentence. Help each other edit and clarify the sentences your group composed. At SAS Curriculum Pathways® discover how students can learn this skill independently. Work through a full activity on one poem. SAS UserName: SASCP11 Password: APSummer Student user name: APEnglish

Paired Poem Questions 1.Survey pp , notebook 2.Read the prompt and the paired poems by Keats and Longfellow. 3.Form a group and use the Guide to discuss the two poems. Go online to read a “high” essay on this question. AP Central/Exams/2008.

Topic 5 C. Constructing Close Reading Guides Choose a paired poem question and form a group: “The Chimney Sweeper,” pp “A Barred Owl” and “The History Teacher,” pp Use the resources supplied: poems, prompt, scoring guide, samples. Annotate, analyze, and discuss the two poems. Prepare a presentation for the class: Focus on what students can learn from this activity.

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Topic 6: Mastering Prose Analysis Skills Locate “I Stand Here Ironing” prompt, p. 126ff. Follow the instructions to study the student essays. What are the characteristics of an excellent prose analysis essay?

Topic 6: Mastering Prose Analysis Skills Use the Close Reading Guides to explore prose analysis questions: 2009 Exam: From The Street, pp Exam: From Feasting, Fasting, pp Go online to AP Central for “high” essays on these questions.

Topic 6: Mastering Prose Analysis Skills B. Teaching AP Nonfiction 1.Be the student, explore a lesson: “I Have a Dream,” pp ” “Letter to My Nephew,” pp Locate and explore these resources at What’s the same and what is different? 3.Explore other AP Exam Prose Analysis Samples, See Agenda, Topic 6, C, 1 and 2.

Topic 7 Open Choices Activity B: Short Fiction 2:25-3:10 Use the Appendix to discuss Pre-AP Close Reading Guides: O’Henry, Thurber, and Poe stories Group 1: Heather, Lloyd, Joan, Clara Group 2: Jim, Mariella, Kevin, Rand Use the textbook and study questions for Group 1: “A Rose for Emily” and “A Good Man...” Mariella, Angela, Lisa (Lisa, introduce them to “Young Goodman Brown” Group 2: Diversity Stories item # 4 Kristen Y., Stephanie, Katie If you are not assigned to a group, explore C or D#2, Agenda Topic 7 p. iv. Make note of materials that interest you.

Topic 7 Open Choices Activity A: Paired Poems: 3:10-3:45 Discuss, compare, make notes for your own Study Guide: Group 1: “Dover Beach” and “Channel Firing” Rand, Tami, Katie, Kevin Group 2: “Papa’s Waltz” and “Winter Sundays” Kristen Y., Mariella, Stephanie, Clara Group3: “Naming of Parts” and “Arms and the Boy”/”Vigil Strange... & “First Snow in the Alps” Terra, Gabe, Gayle, Lou Sylvia If you are not assigned to a group, explore C or D#2, Agenda Topic 7 p. iv. Make note of materials that interest you.

D. Testing Your Alignment Analyze Prose and Score Essays From The Spectator, pp Hint: Every number on the scoring guide is represented in these essays

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Scores The Spectator Essays CCC = 3 M = 6 BBB = 2 Y = 8 DDDD = 1 JJJ = 4 LL = 9 SS = 5 DD = 7

Looking Ahead Explore Open Choices, Agenda, iv Prepare for Day 4... Collaboration

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