AP Lit 2011-2012 Spring Per. 0 & 5 Assignments

Monday 6/4: Introduce final Lit Circle projects AND Grad speeches/Time to work with teams to plan (due next Monday!)

Tuesday 6/5:Last Lit Circle/Time for team project work

Wednesday 6/6:Short story/Post-Modernism *** Change of plan: The DO is requiring each student to fill out a Senior Survey, so that's what we will be doing during 5th period today and 0 period tomorrow.  

Thursday 6/7: Film (0 must fill out the Sr. Survey instead)

Friday 6/8: Film

Monday 6/11: Presentations

Tuesday 6/12: Presentations

Wednesday 6/13: Presentations/Grad Speeches

Thursday 6./14: Grad speeches

Friday 6/15: Grad Speeches

I'll miss you my little minions! :(  But I could not be any prouder of you! :D

Upcoming:

Reminders: Research essay due 6/4-6/8 + weekly Lit Circles

* If you would like to donate or sell your Summer Reading texts to the incoming juniors, please sign up with me.

* If you would like to donate or sell your Summer Reading texts to the incoming juniors, please sign up with me.

* Wednesday 5/16: Bring Diyanni -- Select the text for your research + review research assignment handout (5th Per: You will l have Lit Circles today and will review the research assignment outside of class)

 -- See the attached PPT for details on the Lit Circles

* Tuesday 5/15: Earnest Act III -- 6 roles (teams); Bring Diyanni tomorrow

* Wednesday 5/16: Bring Diyanni -- Select the text for your research + research assignment handout (5th Per: You will do some of this during extended Tuesday class and you'll have Lit Circles today)

* Thursday 5/17: First Lit Circle meeting (oops, updated: No 5th period on this day, so Per. 5 Lit Circle will be on Wed 5/16)

* Friday 5/18: Library (Research)
~~~~~~~~~~~~~~~~~~~~~~~~~~
* Monday 5/21: Library (Research)
* Tuesday 5/22: Library (Research)
* Wednesday 5/23: Second Lit Circle meeting
* Thursday 5/24: Earnest (film)
* Friday 5/25: Earnest (film)

~~~~~~~~~~~~~~~~~~~~~~~~~
* Monday 5/28: Memorial Day holiday
* Tuesday 5/29: Library (finalize essays/peer review)
* Wednesday 5/30: Library (last day: Essays should be printed)
* Thursday 5/31: Third Lit Circle meeting
* Friday 6/1: TBD

~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Week of 6/4: Research Essays due

* Complete team assessments/feedback for poetry essays  

* Teams: Act out a 60-second summary of the major events of the novel +60-second review of the key themes (7 Teams: Their Eyes, BNW, Hamlet, Much Ado, P&P, 1984, Metamorphosis)

* Depending on time: Practice applying your novel to sample prompts (thesis/outline)

* HW: Rest and relax!

* Monday: Turn in Earnest Journals; Lit Terms quiz + poetry packet review HW: Complete poetry packet AND pick 2-3 of your Major Works to review (You need to KNOW them to prepare for the test)

* Tuesday: Turn in Poetry Packet + Practice essay/team grade

* Wednesday: Practice responding to AP Prompts with 2-3 of your Major Works 

* Thursday: The big day!  Come by for brekkie before the test and rock it out! :)

* Friday: Meet in the library

* Final Lit Terms quiz

* Poetry Packet review -- complete the remainder as homework + choose 2 Major Works to get to KNOW really well before the test (review, review, review)

* AP Practice Test: Last prose passage (Q43-56) + Draft a thesis statement for the prose passage (19 minutes)

* Trade and grade/review

* HW: Poetry packet to page 148 (through #16) + study your Lit Terms for a quiz on Monday!

Per 0: 7:00-7:55: Blake poetry assignment

Per 2: 8:00-10:00 (Testing time/for us this is Study Hall/films)

Per 2: 10:20-11:35

Per 4: 12:10 -1:25

Per 6: 1:30-2:46

* Period 0: Complete Act II + whip-around summary

* All: Poetry Packet:

   ~ Review Elegy + "Adonais"

   ~ Review Dramatic Monologue + "Porphyria's Lover"

* HW: "Earnest" thematic reflection + Poetry Packet (pages TBD)

Per 0: 7:00-7:55 -- Normal schedule

Per 2: 8:00-10:00 (Testing time/for us this is Study Hall/films)

Per 1: 10:20-11:35 

Per 3: 12:10 -1:25

Per 5: 1:30-2:46

Period 0 (Tue and Wed) + Period 5 (Tuesday)

* Share responses from "Ode to the West Wind"

* HW: Poetry Packet pp. 137-139 (The elegy: "Adonais")

* Collect T-Shirt $

* Teams: Poetry Review (discuss the first 2 poems/key ideas)

* Whole class: A bit about Shelley (from my Norton Anthology)

* Reading of "Ode to the West Wind"

* HW: Respond to the questions in the Poetry Review packet

* Stamp Earnest Journal 2

* Collect T-Shirt $ (9.50 or 10.00)

* Comprehensive poetry review packet pp. 127-134: Do NOT write in the packet -- take notes and respond as directed

* HW: Response to theme 

* Turn in "Kitchen Sink" assignment

* Discussion/Review

* Focus Questions (complete the Prezzi)

What is the context of the play?

Why is understanding Oscar Wilde's background important?

What themes should we be on the lookout for?

* Write your summary by answering your questions and adding transitions

* Begin the play :)

* HW: 3/4 + page Response to theme (Earnest) + "Kitchen Sink" is due tomorrow

On Tap This Week:

* Mon-Thurs: Return 1984/BNW essays + The Importance of Being Earnest pre-reading + Acts I & II (including journal entries)
* Note: "Kitchen Sink" is due Wednesday

* Fri: AP Practice Test

* Return/Review/Refile 1984/BNW Essay

* Today's Focus:  Building background to read The Importance of Being Earnest 

Due: Wednesday 4/25

The texts are all in your Diyanni, but also available on-line (just search).  I linked Metamorphosis below:

Thurs-Fri

* Spring Break assignment: Use your Literary Terms/Vocabulary when responding to the "Kitchen Sink" assignment (due 4/25)

  ~ Highlight Thesis

  ~ Write "CA" next to Counter-argument paragraph

  ~ Turn in your outline with your essay

* HW: Pecha-Kucha Presentations (due Thurs/Fri) + Major Works G.O. for 1984 (Your choice of format -- both are attached -- due Fri)

* A note on the counter-argument/refutation:  I will have a frame on the board to help you phrase this if you need it.

Counter-argument: Despite the many links between the world to day and the ideas presented in (Huxley's/Orwell's) novel, (Orwell's/Huxley's) depiction of a dystopian world also resonates with (political structures/technologies/oppression/attitudes/...) such as _____.  (Add details/elaborate)

Refutation: Nonetheless, ___ (explain why your viewpoint is more compelling)

* Cuba Article: Teams work together to analyze (DIDLS) and write Thesis statement

* HW: Outline your ideas for tomorrow's essay (see attached)

Monday 9th: Cuba article analysis (DIDLS + Thesis) + 1984 Closure Assignments: 1. Essay  2. Pecha-Kucha  *You may outline/prepare as HW (see attachment)

Tuesday 10th: In-Class essay  *HW: Pecha-Kucha preparation

Wednesday 11th: Orwell/Huxley PPT + Klosterman essay analysis *HW: Pecha-Kucha preparation

Thursday 12th: Pecha-Kucha Presentations

Friday 13th: Pecha-Kucha Presentations

Closing discussions of 1984 -- 

* Book III Quiz

* Ch. 5 discussion (esp: last paragraph)

* Show clip of Room 101 (Prezzie)

* Ch. 6 discussion questions (compare with pp. 66-67 + PPT questions) 

* Teams: Choose Pecha-Kucha word, sentence, or concept and get approval

* T-Shirt Orders

* Connections:

   1. Doublethink video 

   2. "Big Mother" and "Orwell had Nothing on this White House" articles (Read both and respond/discuss the following: Purpose/position;  Supporting details/rhetorical appeals/bias; Effectiveness)

* The big ideas:

 -- Ch. 2: Winston learns "what" the party wants

 -- Ch. 3: Winston learns "why" the party wants it (as O'Brien says, "understanding")

 >> Video clip (Prezzie): O'Brien explains to Winston

* HW: Complete reading by tomorrow + Start work on Pecha-Kucha

* Introduce Pecha-Kucha concept + show demo video (see video links)

* Ch. 1-2 Analytical responses:  Choose TWO of the questions from the list and write an analytical paragraph for each: (Note: Discuss with your group first so you answer all 7 questions)

Options:

1. According to O'Brien, what does 2+2= ?

2. Why doesn't Winston blame O'Brien for his torture, but instead love him?

3. What is the purpose of the Ministry of Love?

4. According to O'Brien, what is Winston's crime?

5. How do Jones, Aaronson, and Rutherford connect to Winston's "disorder"?

6. What does Julia's "giving up" of Winston reveal to the readers?  What dystopian theme is outlined?

7. Explain the brilliance of turning rebels and potential rebels into prophets.

* Group share/Class share

* HW: Finish the novel before Thursday's class

* Muse song

>> Does "society" want you to?  

>> Link to Tibetan man

* Discussion/Guided Questions for Book II Ch. 10 + Book III Ch. 1

* HW: Ch. 2

* Debrief: The Theory and Practice of Oligarchical Collectivism 

* Chinese Ghost Towns -- See links for images.  WHY?  

* Class reading of Ch. 10

* HW: Book III Ch. 1

(No AP Practice Test today)

WOTD: collectivism (n): the political principle of centralized social and economic control

 

Sent: Collectivism demands that the individual is subordinate to the group, such as the idea of the "common good." 

 

> Objective: Students will critically analyze and write responses to questions re: Goldstein's "Theory and Practice of Oligarchiacal Collectivism"

 

* Review the sample question, frame, and response on the handout

* Work together with your teams to think critically and write effectively in response to either the ODD or EVEN questions, depending on where you sit in the room

* Respond with your partner

* Finish as HW

* Tienanmen Square (Essay + Prezzie)

  1. Write 3 UTS Questions

  2. Socratic Seminar

  3. Umbrella Questions/Issues --Symbolism; foreshadowing; Orwell's choice of these two protagonists, Julia's beliefs and perceptions vs. Winston's; Winston's past/memories of his mother and sister; Betrayal; O'Brien's house; The Brotherhood; Winston as a potential leader of a rebellion

  4. Reflection/TOD

* Lit Terms Test

* ACLU "Pizza" Clip

* Auden's "Unknown Citizen" analysis -- Note: We did not have time for this due to quiz taking longer than expected + assembly schedule.  We'll do it next week.

* HW: Book II Ch. 6-8

* Are you being brainwashed?  Are you being watched?  Scale of 1-10: How close are we to the world of 1984?

Video clip (GBTV) + discussion (including the extreme left/socialist to extreme right/no govt.)

* Guided questions (Prezzie + PPT) for Book II Ch. 3-4

* Whole class: Ch. 5 reading and analysis

* HW: Lit terms + meter terms quiz tomorrow

* Walk through/discuss big issues in Ch. 1-2 of Book II (Prezzie/PPT)

* Start Ch. 3 together, complete Ch. 3-4 at home

* Are you studying your lit terms?  

* Ch.. 6-8 group discussion and questions (student-led discussion)

* Book I Quiz

* Class reading: Book II, Ch. 1

* HW: Book II, Ch. 1-2

* Class Read: Ch. 6-7

* HW: Ch. 8

* Finish Propaganda videos/discussion

* DiYanni pp. 736-740: More terms you NEED to know!

 -- Think of easy ways to remember, such as an-a-PEST or iAMB, etc.

* 1984 Ch. 2/3 discussion

* HW: Read Ch. 4 & 5 of 1984 -- take notes as you read

(Pt II Written response is due Friday)

* Propaganda PPT + Video links (including cartoons)

* Read Ch. 3 of 1984 as HW 

* Pt II Written response is due Friday

* Ch. 1 Discussion/walk through the pages & concepts

* Watch 2-minutes Hate and discuss HW assignment

* Class read of Ch. 2 (finish as HW if not complete in class)

* HW: C/C of BNW "Orgy Porgy"  with 1984 "Two Minutes Hate" (pp. 13-18) -- 1 page response

* 1984 Prezzie:

~ Oceania anthem + images

~ C-Notes: Orwell's bio + views on socialism

* Read/take notes on Ch. 1

* HW: Anticipation guide Part I + finish Ch. 1 (take notes)

* HW: Analyze 1 more War poem

* Turn in your poetry HW packet in order:

  1. C/C two introductory poems

  2. SOTS for introductory poems

  3. "Autumn Refrain" response

  4. DIDLS for 1 of 4 introductory poems

  5. PRJs #2-8 (do not give me PRJ 1 -- I already graded)

  6. Your sonnet

  7. "Musee des Beaux Arts" work

  8. Anne Sexton work + drawing

* Present your poet and your poem to the class at a "Poet's Party" -- pair up and mix and mingle at our party where you'll share some details about your poet along with your poem.

* Share 3-4 of the poems with the whole class

* Turn in assignment with your poem on top

* Sign up for AP Lit test and show me your receipt!

* HW: "First they Came..." poem and response (see attached)

* HW: "Take Your Poet to School" Assignment is due tomorrow!

Poetry Boot Camp Day 16: Plath and Sexton + More poetry by women (add Sexton's "Her Kind" conceit of woman as witch)

* Stamp Sexton dialectical journal/drawing

* Diyanni 743: Sexton's "Her Kind" -- I'll model a "think aloud" approach to the poem -- imagery, form, meaning, shift, theme...

* Poetry Packet pp. 19-20: More 20th C. female poets -- teams work together to analyze one of the poems following my model 
 

* Stamp Auden poem assignment

* Explain the "Take Your Poet to School" Assignment (aka "Undressing or Dressing a Poet"

* Read Billy Collins' "Taking off Emily Dickinson's Clothes" as an example of "Undressing" a poet

* Anne Sexton -- dialectical journal + Metaphor drawing

* HW: Due Friday: "Take Your Poet to School" Assignment   (research + 2 poems + YOUR poem)

* Share sonnets/stamp

* Breughel painting viewing: Details/message/focus

* Auden's "Musee des Beaux Arts"  reading, discussion, and literary response questions (see attached)

* HW: Complete the responses on the handout

Here is a link I found that I really like.  If you are still struggling with reading poetry, give some of these ideas a try:

* Lit Terms Quiz (all words)

* Essay outlining (AP prompt -- Sonnet)

* HW: Sonnet due Monday  ** Bring DiYanni**

* Stamp PRJ #8 (Sonnet) -- last one

* Wordsworth's "The World is too much With Us" -- TPCASTT

* Write your own sonnet -- use the frame in the packet (due Monday)

* HW: Study lit terms for tomorrow's quiz

* HW: PRJ of a SONNET
+ Study Lit Terms for Friday's test

 -- This essay reflects a score of (1-9) because ___ (Use rubric language).  It is closest in comparison to Sample Essay (letter) because ___.

* Sonnet Bellwork (Sonnet 30 excerpt)

* Sonnet PPT +  Review notes on page 14 of packet
* Evaluate "Sonnet 18" x2 on page 15

Poetry Boot Camp Day 9:

* Stamp PRJ #5

* Analysis of Sample Essay Responses (AP 2011)

-- Set up paper with 4 columns: Ind. Score/ Group Score/ Actual Score/ Notes (Like AP Practice Tests)

-- Individually read and score each essay (2-3 min/essay) using AP Lit Rubric

-- Groups Calibrate: "Give the essay the finger" (That is, point out what makes it a 5, 6, 7, etc.)

-- I will give you actual AP scores + take notes

* HW: PRJ for a Challenging Poem + study your Lit Terms!

Lincoln Holiday (no school)

* Literary Terms Prezi + handout of Lit Terms (see link if you missed class)

* "Tell Tale Heart," The Eagle" and "Do Not Go Gentle"

* HW: KNOW the first 10 Literary terms (test tomorrow)

DWA for ALL CLASSES!

Allusions Test!   Test on 3 sections + EC opportunity for 4th section (but, there is a penalty for wrong answers! +.25 for correct and -.5 for incorrect)

* Brief discussion of tomorrow's DWA (reflective)

* Wilfred Owen's "Arms and the Boy"

 ~ Teams: Read, interpret, identify figurative language and effects + discuss tone and theme

 ~ Independently: Write thesis statement (TOD)

 

Frame: Using figurative devices such as __, __ and __, Wilfred Owen develops a tone of __ in his  poem "Arms and the Boy," which delves into ___ (theme statement).

 

* Steinbeck's "Merlin" -- use for review of Arthurian allusions

* 3-Room Memory Palace to prepare for the test

And, what part of MLA citations did y'all not understand?  Only a couple of you included Parenthetical Citations, which are required by MLA.  Many of you did not format your Works Cited (and yes, that's works with an "s") correctly.  This is why I gave you the Purdue resource...in case you needed a refresher.

And then there are issues of plagiarism.  Very disappointing and disheartening.  I heard a few excuses, but really, there are none that hold water.  You knew the task and you know the difference between writing your own ideas and plagiarism by now.  For those of you I spoke with, you know the deal.  For those of you I haven't yet spoken with, you'll know the deal once the grades are updated.  

As a result of these issues, the grades will be take time to finish, and some of the grades that were entered earlier will be changed.  I am completing them as quickly as I can, but this is a challenge I hadn't expected to face, but here it is.    

I look forward to much better work in your end of year research papers.