Easel by TpT

AP Literature Poetry and Prose Reciprocal Teaching Resources

Grade Levels
11th - 12th, Higher Education, Adult Education
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25 pages
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    1. Take a second to imagine your students actively engaged in discussion, movement, and activity as they prepare for the poetry, prose, and free choice essay on the AP Literature and Composition exam. Wouldn't that be lovely? This growing bundle includes a variety of my best writing resources: reciproc
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    Description

    Prepare your students for the AP Lit. Q1 and Q2 essays using this close reading strategy that is sure to boost student comprehension of poetry and prose!

    Reciprocal teaching is a common method for raising reading comprehension in the middle and high school classroom that is highly under-utilized in the AP classroom. However, this activity is specifically geared towards advanced learners and is designed to increase student understanding and confidence in relation to complex prose passages.

    This activity is comprehensive and includes a reciprocal teaching analysis guide, four AP-level passages and poems, AP-styled Q2 prompts, a discussion planner, and reciprocal teaching rubric.

    If you would like a better idea of how this works in my own classroom, you cancheck out my blog post about reciprocal teaching here.

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    Looking for more resources to prepare your students for the AP Literature and Composition Exam? Check out my other resources.

    1. AP Literature Test Prep. Choice Board

    2. AP Literature Poetry Reciprocal Teaching Activity

    3. AP Literature Prose Reciprocal Teaching Activity

    4. AP Literature Reciprocal Teaching Bundle

    Alignment to AP Literature Curriculum Framework:

    STR-1: The arrangement of parts and sections of a text, the relationship of the parts to each other, and the sequence in which the text reveals information are all structural choices made by a writer that contribute to the reader's interpretation of a text.

    • 3.C: Explain the function of structure in a text.
    • STR-1.D: Line and stanza breaks contribute to the development and relationship of ideas in a poem.
    • STR-1.E: The arrangement of lines and stanzas contributes to the development and relationship of ideas in a poem.
    • STR-1.F: A text's structure affects readers' reactions and expectations by presenting the relationship among the ideas of the text via their relative positions and placement within the text as a whole.
    • STR-1.AC: Ideas and images in a poem may extend beyond a single line or stanza.
    • STR-1.AD: Punctuation is often crucial to the understanding of a text.
    • STR-1.AE: When structural patters are created in a text, any interruption in the pattern creates a point of emphasis.
    • 3.D: Explain the function of contrasts within a text.
    • STR-1.G: Contrasts can be introduced through focus; tone; point of view; character, narrator, or speaker perspective; dramatic situation or moment; settings or time; or imagery.
    • STR-1.H: Contrasts are the result of shifts or juxtapositions or both.
    • STR-1.I: Shifts may be signaled by a word, a structural convention, or punctuation.
    • STR-1.J: Shifts may emphasize contrasts between particular segments of a text.
    • STR-1.AF: Juxtaposition may create or demonstrate an antithesis.
    • STR-1.AH: Paradox occurs when seemingly contradictory elements are juxtaposed, but the contradiction can reveal a hidden or unexpected idea.

    FIG-1: Comparisons, representations, and associations shift meaning from the literal to the figurative and invite readers to interpret a text.

    • 5.B: Explain the function of specific words or phrases in a text.
    • FIG-1.C: Words or phrases may be repeated to emphasize ideas or associations.
    • FIG-1.D: Alliteration is the repetition of the same letter sound at the beginning of adjacent or nearby words to emphasize ideas or associations.
    • FIG-1.M: Descriptive words, such as adjectives and adverbs, qualify or modify things they describe and affect readers' interaction with the text.
    • FIG-1.N: Hyperbole exaggerates while understatement minimizes. Exaggerating or minimizing an aspect of an object focuses attention on that trait and conveys a perspective about the object.
    • 5.D: Identify and explain the function of an image or imagery.
    • FIG-1.O: Descriptive words such as adjectives and adverbs, contribute to sensory imagery.
    • FIG-1.P: An image can be literal or it can be form of comparison that represents something in a text through association with the senses.
    • FIG-1.Q: A collection of images, known as imagery, may emphasize ideas in parts of or throughout a text.
    • FIG-1.AH: Symbols in a text and the way they are used may imply that a narrator, character, or speaker has a particular attitude or perspective.
    • 6.A: Identify and explain the function of a simile.
    • FIG-1.E: A simile uses the words "like" or "as" to liken two objects or concepts to each other.
    • FIG-1.F: Similes liken two different things to transfer the traits or qualities of one to the other.
    • 6.B: Identify and explain the function of a metaphor.
    • FIG-1.H: A metaphor implies similarities between two (usually unrelated) concepts or objects in order to reveal or emphasize one or more things about one of them, though the differences between the two may also be revealing.
    • FIG-1.J: Comparisons between objects or concepts draw on the experiences and associations readers already have those objects and concepts.
    • FIG-1.R: Metaphorical comparisons do not focus simply on the objects being compared; they focus on the particular traits, qualities, or characteristics of the things being compared.
    • FIG-1.S: Comparisons not only communicate literal meaning but may also convey figurative meaning or transmit a perspective.
    • FIG-1.U: Interpretation of an extended metaphor may depend on the context of its use; that is, what is happening in a text may determine what is transferred in the comparison.
    • FIG-1.AI: A conceit is a form of extended metaphor that often appears in poetry. Conceits develop complex comparisons in surprising and paradoxical ways.
    • FIG-1.AJ: Often conceits are used to make complex comparisons between the natural world and the individual.
    • FIG-1.AK: Multiple comparisons, representations, or associations may combine to affect one another in complex ways.
    • 6C: Identify and explain the function of personification.
    • 6.D: Identify and explain the function of an allusion.
    • 5.A: Distinguish between the literal and figurative meanings of words and phrases.
    • FIG-1.L: Words with multiple meanings of words and phrases.

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    Looking for a fun project after the AP Exam?

    1. Dystopian Worlds PBL

    2. Talk like TED: Public Speaking PBL

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    Total Pages
    25 pages
    Answer Key
    Rubric only
    Teaching Duration
    N/A
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    Standards

    to see state-specific standards (only available in the US).
    By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
    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.
    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.
    Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
    Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

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