Topic:
Literary canon, argumentative
writing
Content Objectives:
Students will understand
the dynamics of the
literary canon/classic
genre of literature.
Students will be able to
argue for or against a
particular position both in
writing and orally.
Key Vocabulary:
Content Vocabulary:
Literary canon
Cross-Curricular Vocabulary:
Argumentative writing
Higher-Order Questions:
What features does a literary work need to have to be considered in the
literary canon? Who decides this and why? What do these texts have in
common?
Lesson Sequence
1) Students will list as many
classic texts books in Building Background
the literary canon as
they can in a minute.
Lesson Sequence
2) I will remind students that
last class, we looked at
literary criticism on The
Bluest Eye. Today we will
form our own sort of
criticism of the novel and
discuss whether it should
be included in the literary
canon/as a classic.
Class: Date:
AP English Literature Friday Oct. 28
Language Objectives:
Students will be able to identify as well as
question the features that make up a
classic text.
Students will compose written notes and
then participate in a debate on whether
The Bluest Eye should be included in the
literary canon.
Materials (including supplementary and
adapted):
Examples of texts in the literary canon
Topics for 4 corners debate
Activities
Explicit Links to Previous Experiences: Students
will name texts of high literary merit that they
are familiar with in step 1.
Explicit Links to Past Learning: Step 2 will show
students how last class is connected in concept
to this class.
Student Activities (Check all that apply for
activities throughout lesson):
Scaffolding: Teacher Modeling Guided
(Small Group/Partner)
Independent (I watch and
respond; You do independently)
Grouping: Whole Class Small Group
Partners Independent
3) Students will participate
in a four corners debate
about what makes a novel
a classic. They will
defend their answers after
each question.
4) Students will then write
down their own reasons
for why Toni Morrisons apply):
novel should or should not
be included as a classic.
5) Students will participate
in an informal debate on
this subject. I will ensure
that students participate
and take up their notes as
a formative assessment.
Language Processes: Reading Writing
Listening Speaking
Strategies: Hands-on Meaningful
Links to Objectives
Review and Assessment (Check all that
Individual Group Written Oral
(Include methods of assessment throughout
Lesson Sequence)
Review Key Content Concepts: How and When?
I will introduce the concept of the literary canon
or a classic novel after students quickwrites
during step 1 to first gauge their understanding
of the term and correct any misconceptions. In
the four corners debate, we will challenge what
makes a novel classic.
Review of all content and language objectives:
How and When?
I will keep my objectives posted on the dry erase
board so that they are visible throughout the
lesson. I will review them with students after the
quickwrite activity where they write all of the
classic novels they know.