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  1. AP Lit 2013-2014 SPRING Per. 0 & 5
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AP Lit 2013-2014 SPRING Per. 0 & 5 Assignments

Instructor
Mrs. Sheri Zoratti
Term
Spring 2014
Department
English
Description

COURSE DESCRIPTION

AP English is a rigorous college-level course.  The course focuses on a variety of genres of literature by using major works from different literary periods concentrating on close reading of the texts.  Writing skills are developed with attention to form, style, and structure as well as content.  Preparation for the AP Exam is part of the course and we expect you to take the AP Exam.

 

COURSE OBJECTIVES

Students will be able to:

  • Develop accurate and perceptive critical analysis of major texts (English, American, European,  Classical and multi-cultural) representing various literary genres
  • Acquire fluent, precise writing style through the preparation of essays about the texts
  • Understand the technique of poetry as it affects and enhances meaning in a poem
  • Generate independent, thoughtful, and analytical discourse during class discussions
  • Deliver oral reports with poise and clarity
  • Demonstrate knowledge of literary terms
  • Develop essential writing skills and knowledge required to deal successfully with the questions on the AP English examination

 

AP ENGLISH POLICIES

§  All assignments are due at the beginning of the class on the scheduled due date.  Papers (essays, responses, projects, etc.) must be completely assembled (stapled, packaged) and ready for submission as you walk into the classroom before the tardy bell rings.  Class time will not be used for assembly purposes. Late papers will not be accepted.  I will not accept them for a lower grade, as a sympathy gesture on my part, or as a direct result of a unique excuse on your part.

§  All writing assignments are to be typed.  Maintain a copy of all writing assignments on paper, hard drive, and flash drive.

§  Students must contribute to classroom discussion in a meaningful, analytical, way.  Failure to do so will result in a lower grade.

§  Students must maintain an ongoing record of class notes and major works notes for test preparation purposes. 

§  Students must attend class prepared on a daily basis.  Borrowing supplies, texts or course materials from other students is prohibited.  This is a college-level course and daily preparation is required for success in this course. 

§  Required supplies: texts, binder [1 ½” - 2”], college-ruled paper, 2+ pens (black and blue ink), white-out, and highlighters.  Your binder needs 6 tabs: Terms, Voice Lessons, Writing, Major Works, Poetry, and Prose.

§  We follow all Santiago High School policies regarding attendance, tardies, attire, electronic devices, food and beverages, etc.

 

COURSE MATERIALS

  • Primary Text:  DiYanni, Robert. Literature—Reading Fiction, Poetry and Drama (5th ed.).
  • Novels, plays, and poetry as assigned, including the Summer Reading texts.

 


COURSEWORK

 

§  First Quarter:  Summer Reading discussions, essays, and quizzes; Short Fiction (literary and critical terminology); works by Porter, Updike, Lawrence, Joyce, Jackson, Boyle, Williams, and others.  Classical drama:  Hamlet, Much Ado about Nothing, and others

 

§  Second Quarter: 19th and 20th century drama which may include:  A Doll House, The Glass Menagerie, Death of a Salesman, and/or The Importance of Being Earnest.  Core novel:  Pride and Prejudice.

 

§  Third Quarter:  Novels:  All Quiet on the Western Front, 1984, and/or Frankenstein.  Study and analyze poetry from the 16th to 19th centuries.

 

§  Fourth Quarter:  Twentieth century poetry; non-fiction prose (essays, criticism) from the 19th and 20th centuries.  We will close the year with a senior research project and literature circles.

 

 

There will be at least three critical essays assigned each quarter along with tests and quizzes on the required reading.

 

Several of the critical essays will be completed in class to prepare students for the time limitations on the essays required for the Advanced Placement test in May.  Students who pass the AP exam may elect to waive the lower division English literature requirement in college.  (Minimum scores for this waiver vary from college to college – check your college website for details).

 

The format and content of this course mirrors that of a university literature course.  The AP canon emphasizes the work of such essential literary voices as Shakespeare, Donne, Ibsen, Shaw, Austen, Orwell, Dickinson, Joyce, Achebe and Miller.  As with a university level course, there is no extra credit, and no late work or “make-up” work accepted for grading.  Successful student writing in the AP context must exhibit a student’s ability to think critically and his or her mastery of expository prose.

 

Student grades are based primarily on the critical essays but also reflect the importance of other class requirements as well.  These are the grade components and relative percentages for Advanced Placement students:

 

 

Formative work (homework, quizzes, small assignments)

30-35%

Summative work (essays, tests, major projects)

45-50%

Final projects (research essays, final presentations, final exams)

15-20%

 

 

Scale: 90-100% = A    80-89% = B     70-79% = C     60-69% = D    59% or below = F


Assignment Calendar

Upcoming Assignments RSS Feed

No upcoming assignments.

Past Assignments

Due:

Assignment

June 11, 12, and 13: Graduation speeches
 
 
 
I'll miss my minions!  D':

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Assignment

I'm out for school business: Grad speech rehearsal

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Assignment

Book Club Presentations!
 
Per 0: 1. Gaviota   2. Silvia   3. Cindy
Per 5: 1. Sophie  2. Michelle  3. Alex T.

Due:

Assignment

Book Club presentations!
 
Per 0: 1. HQ   2. Van   3. Bonny
(No  5th period due to block scheduling)

Due:

Assignment

Book Club Presentations:
 
0 Period: June 5th, 6th and 9th 
5th Period: June 5th (block) and 9th: 
 
June 5th:
Per 0: 1. Albert   2. Deisy   3. Peter
Per 5: 1.Joseph   2.Viki    3. Saul   4. Julie   5. Khanh
 
 

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Assignment

Last book club/prep for presentations and LOAD presentations/videos!
 
 

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Assignment

I'm out for field trip: Pride and Prejudice film

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I'm out for school business: Pride and Prejudice film

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May 27-30: Early turn in of Lit Research (for EC)
 
Today: Review specific reqs again for Book Club presentations (8-10 minutes, show your mastery of the text, include audience interaction/participation/engagement) + show another sample
* Grad Speech assignment (PPT)
* Finish Rosencrantz and Guildenstern (15 min)
 
* HW: Book club presentations due next Wednesday (load videos) + research window closes next Friday!

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Assignment

Book Club III (I'm out for school business)

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Head's up!  Block schedule next week: Tues: 1, 3, 5/Wed: 2, 4, 6 (zero meets daily)
 
Luckily, we have the library booked!  
Zero: Library on Tue/Wed
5th: Library block on Tuesday
 
* Thursday: Book Club III (moved to Thurs. due to block scheduling)

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Assignment

Hand back "Early Turn In" first drafts
Sign up for Book Club presentation days (index cards)
3 teams per day: June 5th, 6th, and 9th
 
Rosencrantz & Guildenstern 
 

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Assignment

1st Draft of research paper is due!  Submit your intro and one subtopic with Works cited.  Please make a note if you will be turning in your research paper early so I can prioritize grading.
 
* Peer marking: In the LEFT MARGIN, write comments regarding the quality of the CLAIMs, EVIDENCE, and other notes you have for the writer
* Return to the writer, mark "** Early turn in**" if you will be submitting final draft next week, and drop in the box
 
* Rosencrantz and Guildenstern are Dead: parallels to Hamlet

Due:

Assignment

* Share sample stuident drafts with commentary
 
* Book Club Meeting 2
~ Stamp
~ Meeting
~ Rubric
 
* Reminder: 1st Draft of research paper is due tomorrow!  Submit your intro and one subtopic with Works cited.  

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Assignment

May 19-20: Library for research (Correction: We have the Chromebooks along with a cart of books, so we will be in class)
 
* Establishing an argument for your research paper (PPT): Claims vs. evidence
* Samples attached:
 
1. One sample is from a student who submitted one subtopic of his essay for commentary.  My notes are included.
2. The other sample is a snippet from a student who PLAGIARIZED components of her essay. That is, she presented writing from another author as if they were her own words.  This paper received a zero and a cheating contract.  
 
* HW: 1st Draft of research paper is due Thursday or earlier.  Submit your intro and one subtopic with Works cited

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Library for research (AP testing in my room)

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Book Club Meeting 1

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Mon/Tue May 12-13: Library (AP testing in my room)
 
* Research Paper:
1. Break down the prompt
2. Look at sample responses
3. Continue signing up for texts
4. Re-read the text you selected with fresh eyes- think in terms of how you can respond to the prompt.  Will your analysis stay "in" the text?  Will you venture "outside" the text?  Begin formulating a plan.  
5. Begin conducting research.  See attached doc for good places to start.
 
* Book Clubs: Assign page numbers (what page you will read to by what date) + roles
* Review rubrics (attached)
Reminder: First Book Club meeting is on Wednesday!  Be sure you have read the agreed-upon pages with your team + review the Lit Circle PPT/assign roles
 

Due:

Assignment

After the AP Test we will have 2 primary foci:
 
1. Final Research Project (15% of Sem 2 grade): Short story explication and research paper; it's posted in case you want to take a peek
>> We are scheduled to be in the library on the following dates: May 12, 13 & 15 (my room will be used for AP testing so these are freebies) + May 19 & 20
>> Due date: May 27th-June 6th with EXTRA CREDIT for those received May 27-May 30
 
2. Formative & Summative assignment: Book Club/Lit Circles -- I have attached the options.  Many of these are available in our school library, but you may want to get your own copy.  Take a look at the attached doc to start the decision process (select 1 book)
 
 
Friday:
* Quck head's down check: How did you do? How did I do?  (1-5)
* Select Book Club Novel (attached): You must have 3-5 people in your group -- new seats based on Book Club groups
 
* Film: Rosencrantz & Guildenstern are Dead
 
* HW: Obtain a copy of your chosen book and read the first 40 or so pages by Wednesday May 21st (Talk to your group once you've gotten the book to decide the specific pages you will all read)  Bring it with you daily; Wednesday 5/14 will be first bookclub meeting
 
Last year's Book Clubs:
 
0 Period Book Clubs: The Kite Runner, The Picture of Dorian Gray, Blind Assassin, A Farewell to Arms, Going after Cacciato, The Road, Breakfast of Champions
 
4th Period Book Clubs: One Flew over the Cuckoo's Nest, Kite Runner, Jane Eyre, The Road, Breakfast of Champions, Frankenstein, The Passage, and I can't remember what else so you'll have to remind me!
 
Upcoming (Approximate timeline -- subject to change)

* Monday 5/12: AP Test Post-Mortem; Lit groups: Decide on your reading schedule (You will do most reading out of class).  The 4 Lit Circles are tentatively scheduled for the following dates: 5/14, 5/21, 5/28, and 6/4; presentations will be the week of 6/9
 -- See the attached PPT for details on the Book Clubs; I will also introduce your Research Paper


~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Week of 5/26: Research Essays due
 

 
 
 

 
 
 

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Assignment

**THIS IS IT!  THE BIG DAY FOR THE AP TEST IS HERE!

 

* Wear your AP Lit T-shirt proudly :) 

(but bring a sweatshirt in case it's cold in the gym)

 

*** We will have a pre-test breakfast in Rm. 120 in the morning -- I will have everything set up by 7:00, so come as early as you like to get some grub!  Be sure to be there no later than 7:30 so you have time to eat and relax.

~ Leave your cell phone with me: I'll lock it safely away and it will be ready for you as soon as you finish the test

~ I'll bring juice, waffles, muffins, croissants, jam, and nutella -- you are all more than welcome to contribute other foods if you would like :)

Due:

Assignment

* Major Works Review:

* Teams: Act out a 90-second summary of the major events of the novel +90-second review of the key themes (8 Teams: Their Eyes, BNW, Hamlet, Much Ado, P&P, 1984, Metamorphosis, Earnest)

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

 

 

* HW: Rest and relax...the only studying you should do is a review of your Major Works summaries

 

Due:

Assignment

* Last minute test prep tips (PPT)

*  Poetry practice test

* HW: Diyanni 721-729: Syntax review + any 3 poems on those pages + continue to study Major Works
** Note: Take a look at the attached link for help with poetic meter if you are still struggling.

http://unix.cc.wmich.edu/~cooneys/tchg/quiz/meter/q2/quiz.html

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Assignment

In preparation for our AP-Lit test, I attached an overview of the major writing pieces we have done this year.  Take a look at your portfolio and work I handed back to you to review.

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Assignment

Please donate $$ for the AP-Lit pre-test breakfast!  (I need all money by Wednesday--I will go to Costco that evening and will double the funds received). Alternatively, you may bring food to share.

 

* Sign up for 90-second Major Work review :)  We will perform on Wednesday

* Poetry Terms Review.pptx

 

* AP Reader Tips for writing an essay (attached)

 

 

 

* HW: Imagery in Diyanni (pp. 703 to 708) -- read blurb on 703 AND poems on pp. 706-708: "The Lake of Isle of Innisfree," "Meeting at Night," "Heat," and "Neutral Tones" and respond to the reflective question.  

 

 

Due:

Assignment

Overview of the week: Last few days before test

>> Each Day, starting with the weekend: Select 1 major work to review/really commit to memory

* Monday: Diyanni poetry review (imagery 703-708) HW: Diyanni Figures of Speech (read 709-710 + respond to any 3 poems on 711-715.

* Tuesday: Review Figures of Speech + HW:  select 3-4 major works to review one last time -- really KNOW THEM

* Wednesday: 60 second book summaries + practice responding to primpts

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

* Friday: Meet in the library

Due:

Assignment

* Collect short story review
* AP Practice Test Q 29-42 = 14 min.  (individual only)
Scoring: +12-14=AP Test 5; 9-11=AP Test 4; 6-8=AP Test 3; 3-5=AP Test 2; 0-2=AP Test 1
* Discuss "Yellow Wallpaper" >> TAGVAB for close reading section on p. 331: 
Prompt: Write an essay in which you analyze how Gilman uses changes in language (diction, tone) to depict the narrator's shift from seeming madness to madness and back again.  
 
 
* HW: Diyanni focus on Diction: 695-699 (read/review the elements of diction), 700-701 poems + questions for reflection ("It is a Beauteous Evening" & "Delight in Disorder" answer Q1 & 2 for each poem)

Due:

Assignment

* Team review of poetry packet pp. 148-end plus class review of key points on last page
* Finish "Earnest" (film): interpret satire as revealed by modern actors and contrast with Wilde's written text
* HW: "Yellow Wallpaper" (Diyanni 329) + Q 3 & 4
 

Due:

Assignment

* Discuss/Stamp "The Black Cat"
* In Class: Watch Earnest
* HW: Due Friday: "The Yellow Wallpaper" + Q3 & 4

Due:

Assignment

* Poetry Packet: Team review of responses (from pp. 137-141)
* Stamp "The Lesson" assignment
* Teams: "Indian Education" (Diyanni 482) + Q 2, 3, 4
* HW: Poe's "The Black Cat" (Diyanni 131) + Q 1, 2, 8 plus Poetry Review pp. 141-148
 

Due:

Assignment

I'm out for Writing Consult.  Here is the plan:
 
* I'll wait to collect "I Stand Here Ironing" assignment
* Poetry Packet: Review responses with teammates (from pp. 132-137)
* Teamwork: Atwood's "Happy Endings" (Diyanni 496) + Team response to Q1-4
* HW: Bambara's "The Lesson" (Diyanni 499) + Q 2-5 plus Poetry Review pp. 137-141

Due:

Assignment

Oscar Wilde's indictment of the Victorian penal system, The Ballad of Reading Gaol: http://www.poets.org/viewmedia.php/prmMID/19410

Due:

Assignment

* Collect Major Works Summaries (Metamorphosis & Earnest)

* Poetry Review Packet: Review pp. 127-132

* Poetry Practice Test

* HW: Poetry Review Packet pp. 132-137 plus Diyanni "I Stand Here Ironing" pp. 433-439 and questions 2-5

 

 

* Bring Diyanni all week next week!

 

Due:

Assignment

* Collect Earnest Journals (including intro & conclusion)
* Teams: Review of key themes/symbols in Metamorphosis
 * Metamorphosis Assessment (symbols and themes)
* Poetry Review Packet: Pick up from me in class.  Do NOT write on this!  Read, review, and respond to the "Your Turn" prompts  pp. 127-132 today
* HW: Major Work Summaries for both The Importance of Being Earnest and Metamorphosis
 

Due:

Assignment

* Hey slackers: Pay for your T-shirts! ;p

 

* Stamp Journal #5 for Earnest

* Finish the play!

* Draft introduction & conclusion to go with your satire paragraphs (think of this as an extended essay)

* HW: Finish intro/conclusion and turn in with your journal tomorrow

+ By Friday: Major Work Summaries for both The Importance of Being Earnest and Metamorphosis

 

Due:

Assignment

* Stamp journals/ Collect any remaining "Kitchen Sink" assigments

* The Importance of Being Earnest:: Teams: Review Rising action, climax, and foreshadowing that needs to be resolved in this act

 

* Act IV: Cast & Act it out live :)  -- We will finish the very end tomorrow

 

* HW: dialectical journal: 3 satiric elements (quotes or paraphrase) -- This is your fifth and final journal

 

 

Due:

Assignment

* Collect Spring Break assignment (today through tomorrow)

 

* Read-arounds of Act III The Importance of Being Earnest (5-6 students per group: Cecily, Miss Prism, Algernon, Gwendolyn, Merriman and Jack).  As you read, pause to discuss and select quotations for analysis of satire.  

 

* HW: Earnest Journal: Again, select 3 quotations to analyze for satire (2 column journal)

 

Remember, Oscar Wilde’s focus in The Importance of Being Earnest seems to be a desire to criticize Victorian society by showing how shallow and hypocritical it is.  Think about what these aristocratic characters do all day (like eat cucumber sandwiches, gossip, play piano, avoid their studies, and other pointless activities).  As the play goes on and we see just how shallow everyone’s desires are, and we tend to laugh. Wilde does not allow his tone to get too heavy or dark. Instead, we find the characters in The Importance of Being Earnest amusing.  Your analysis should detail these types of satiric elements.  

 

 ** Note: Consider using the "equation" Author uses X to show Y to reveal Z.  

 

 

 

Due:

Assignment

AP Lit Bootcamp and Potluck :)
We will start the test at 10:00 so please be here by 9:45!  We should be finished by 1:30.  Let's get ready for the BIG DAY!
 
Don't forget to bring the food/drink/items you signed up for!

Due:

Assignment

Due:

Assignment

We will watch the first part of Earnest (film) :D after I stamp your analysis 

 

 

* Over Break: Kitchen Sink Assignment (2 versions attached below: One version has just the assignment, and the other version includes the scoring rubrics for each essay)  UPDATED on 4/11
 
Due: Monday-Tuesday April 21-22
 
The text is in your Diyanni, but  I linked Metamorphosis below just in case you need it:
 
 I also included a PPT that will support your reading/understanding of the text

Due:

Assignment

Obj: SWBAT analyze Wilde's text for satire and theme by performing and responding with dialectical journals

 

 

Stamp Journal 2

 

 

 

Video Clips from the film :)

 

 

 

 

 

 

 

* Continue Act II -- performances

* Discussion and time to select quotations

 

* HW: Earnest Journal: This time, select 3 quotations to analyze for satire (2 column journal)

 

 

 

Oscar Wilde’s focus in The Importance of Being Earnest seems to be a desire to criticize Victorian society by showing how shallow and hypocritical it is.  Think about what these aristocratic characters do all day (like eat cucumber sandwiches, gossip, play piano, avoid their studies, and other pointless activities).  As the play goes on and we see just how shallow everyone’s desires are, and we tend to laugh. Wilde does not allow his tone to get too heavy or dark. Instead, we find the characters in The Importance of Being Earnest amusing.  Your analysis should detail these types of satiric elements.  

 

 

 

 

 

** Note: I modeled a sample (rough draft) analysis, using the "equation" Author uses X to show Y to reveal Z.  Here it is:

 

 

 

 

 

 

 

Left side: In Act II of Oscar Wilde's play, Miss Prism, commenting on Jack's brother's status as an unmarried man states, "People who live for pleasure usually are [single]."  

 

 

 

 

 

 

 

Right side: Wilde utilizes several of his characters to satirize the hypocrisy of Victorian society.  Here, Miss Prism criticizes Jack's "brother" because he is single and therefore solely lives for pleasure.  She fails to mention that she is also single, and is therefore a hypocrite in making such a claim.  (Not to mention the fact that Miss Prism is portrayed as an uptight lady who clearly does not live for pleasure, and in fact seems revolted by the idea.)  Wilde isn't simply creating hypocritical characters to make the audience laugh, though, he uses them to paint a bleak picture of Victorian marriage -- in this case, implying that marriage brings no pleasure to those who enter its state.  This reveals Wilde's underlying message about such ideas as arranged marriages between aristocratic families -- which certainly do not result in much pleasure for the unwilling participants -- and may also reveal Wilde's deeper feelings of antagonism toward an institution that he could never happily partake in, given his homosexuality.  

 

 

 

Due:

Assignment

Obj: SWBAT analyze Wilde's text for satire and theme by performing, discussing, and journaling

* Resume/complete  Act I of Earnest

* Discussion and selection of quotations for journal

* Cast/begin Act II

* HW: Response journal (3/4 to 1 page per response).Topics include in what ways Wilde satirizes the following:

 

* Marriage

* Decadence

* Morality

* Honesty/Earnestness

* Society in general

 

I linked the text so that you can select quotations to support your thematic response as needed:

http://www.gutenberg.org/cache/epub/844/pg844.txt

Due:

Assignment

* Finish Oscar Wilde Prezi (starting with his bio clip) -- add to C-notes + this explains the journal assignment (connected to themes)

* Act I (Cast: Jack, Algernon, Lane, Lady B, and Gwendolyn): We read up to when Lady Bracknell interrupts the engagement

* HW: Response journal (3/4 to 1 page per response).Topics include in what ways Wilde satirizes the following:

 

* Marriage

* Decadence

* Morality

* Honesty/Earnestness

* Society in general

 

I linked the text so that you can select quotations to support your thematic response as needed:

http://www.gutenberg.org/cache/epub/844/pg844.txt

Here is the kindle version: http://www.gutenberg.org/ebooks/844

http://www.youtube.com/watch?v=eK_tb7ob8Kg

 

Due:

Assignment

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

* Teams: Share thoughts re: "Love is a Fallacy" + 1 student share summary of the story

* C-Notes: Oscar Wilde/The Importance of Being Earnest

* Focus Questions

                What is the context of the play?

                Why is understanding Oscar Wilde's background important?

                What themes should we be on the lookout for?

 

* HW: Write a 1-page connection: "Love is a Fallacy" and the ideas introduced in today's class re: Oscar Wilde's play The Importance of Being Earnest

 

 

 

http://prezi.com/6on7sl_yu-br/the-importance-of-being-earnest/

Due:

Assignment

Take your Poet...Somewhere Day (see attached)
 
* 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.
** Note: We did this differently due to rainy weather: Circles of 8 introduced their poets and shared their poems.  
* Share 3-4 of the poems with the whole class (one from each circle of 8)
* Turn in assignment with your poem on top (your poem, biography, Works Cited, and 2 marked poems + DIDLS and TPCASTT
 


Attached Files:
           
       
 
           
       

Due:

Assignment

Weekend homework: "Love is a Fallacy": (Pre-reading for Earnest)

1. Read list of Fallacies and examples on the attached document (I have copies in my room if you want to pick them up any time Friday)

2.. Read the story "Love is a Fallacy" (Here is the link: http://www.filozofia.bme.hu/sites/default/files/love_is_a_fallacy.pdf

3. Write a brief response: List the 8 different kinds of logical fallacies described and demonstrated in the story and briefly explain what these fallacies are.

             

Due:

Assignment

* Poetry Terms Test 
* Work time for the big summative...
* HW: "Take Your Poet to School" Assignment is due tomorrow!

Due:

Assignment

Poetry Boot Camp: Plath and Sexton + More poetry by women (add Sexton's "Her Kind" conceit of woman as witch)
 
* Discuss any questions on "Take a Poet to School" project 
* Socratic Seminars: Poetry Packet pp. 19-20:  (20th C. female poets)  -- Join one of 4 Socratic seminars to discuss a poem in-depth (25 min)
* Work time for "Take a Poet" (Chrome books may be available)
 
* HW: "Take Your Poet to School" Assignment  -- due Friday
+  If you haven't been doing it all along as I've asked you to, it's time to CRAM for those poetry terms! (Test tomorrow)

Due:

Assignment

* Anne Sexton's  "To a Friend Whose Work has Come to Triumph" (see attached)
* Work time for Undress" a poet project (make sure you bring your research and copies of the poems to class) + I will share samples
* HW: Work on your "Take a Poet to School" project (summative...put some effort into it!)

Due:

Assignment

* Final orders for AP-Lit t-shirts!
* Collect PRJs (stamp sheet on top)
* Trade and grade the quizzes from Friday (discuss struggles)
* Poetry party & slam: Sonnets!
  ~ Mix and mingle to share your sonnets
  ~ Sonnet slam!
   ~ Turn in sonnets
* HW: "Undress" your poet assignment due this Friday.  Be sure you bring your materials(research, copies of poems) to class tomorrow (work time + model projects)

Due:

Assignment

* Stamp Sonnets + place T-Shirt order!!
* Poetry terms quiz (individual)
 * Debrief "Musee des Beaux Arts"  Successes?  Challenges?
* Share and re-work sonnets in teams: Support each other!
* HW: Final revisions of sonnets plus "beautify" them in a unique way to be posted (due Monday) I will also collect PRJ packets and stamp sheets on Monday
** Continuing work: "Undress your poet"

Due:

Assignment

It looks like I will be out for school business
 
* Show and discuss: Bruegel's The Census at Bethlehem, Massacre of Innocents and Landscape with the Fall of Icarus
>> Handout (attached)
 
* 30 min: Auden's "Musee des Beaux Arts": The poem is after p. 772 in the Diyanni (glossy pages): These questions are asking you to delve deeply into Auden's poem.  Don't worry so much about being "right."  Think.  Question.  Use words like "possibly" if you are unsure of the answers (it's a poem with plain language but many levels of meaning).  Try out words like "amplifies," "juxtaposes," "parallels" and "contrasts" in your analysis.
 
* HW: Sonnet is due tomorrow!  (plus I will collect PRJ pkt on Monday)
+ Work on your "Take a Poet to School" project (summative...put some effort into it!)
 


Attached Files:
           
       
MuseeQuestions.doc
 

Due:

Assignment

* Review the "Take a Poet/Undress a Poet" assignment (Billy Collins poem and assignment handout).  This will be due next Friday
 
* Sonnets: Today we will write our own sonnets (due Friday)
 
* Number 1-14, choose a rhyme scheme and mark it on the page, choose a subject, and then struggle with it until you achieve iambic pentameter.  It's not easy, but I want you to experience the process.  I have attached the sonnet I drafted in class today.  I'm still not finished, but I wanted to share where I'm going with it.  
 
* Finish/polish up as HW (due Friday)
 
* Note:Stamp sheets &  PRJ Packets are due on Monday
 

Due:

Assignment

* Stamp & return "A Story" essay 
 
* Analysis of Sample Essay Responses (AP 2011)
-- Set up paper with 4 columns: Ind. Score/ WHY? (narrative so give it a wide column) / Group Score/ Actual Score
-- 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
 
* Analysis of YOUR in comparison to the samples on 1-9 rubric + written explanation
 -- This essay reflects a score of (1-9) because ___ (Use rubric language).  It is closest in comparison to Sample Essay (letter) because ___.
 
* HW: PRJ Poem of choice

Due:

Assignment

I am out for a release day (Essay Calibration)
 
 
  1.  Poetry Prompt:

ü  Mark up the poem

ü  Quick Analysis with DIDLS, SOAPStone, TPCASTT, or your new favorite: TIFF

ü  Draft thesis

ü  Last 35 minutes of class: Write the essay (timed)

3. HW: PRJ poem of choice

Due:

Assignment

 Stamp PRJ (Sonnet 146) + PRJ for poem of choice (since I was out yesterday)
* Analysis of 4 sonnets: Donne, Milton, Moss, Drayton
* HW: TIFF + PRJ of a SONNET (select from your PRJ list or see below)
 
** A few of you have mentioned that you really like ee cummings, so I thought I'd give you some of his sonnets to analyze for your PRJ if you'd like (totally optional).  Keep in mind that he breaks the sonnet rules at times (quite a bit, actually) so keep that in mind when doing your TIFF & PRJ.  What rules does he break and WHY?
 

 

Due:

Assignment

Head's up for the upcoming assignment: Take a Poet to School (aka Undress a Poet) Day
 
Please see the attached documents for the details.  This project will be due in one week (on Friday, March 28th).  I will share models with you on Monday :)
 

 

Due:

Assignment

 
Focus on Sonnets: You will need your Diyanni
 
Objective: SWBAT identify and describe how form influences meaning by taking notes and annotating sonnets.
 
* First 10 minutes: Review Q2 essay from AP Bootcamp (since we didn't finish during bootcamp)
* Start by looking at the power of form & structure on meaning (ee cummings 748-749)
* Sonnet PPT +  Review notes on page 21 of packet: How form influences meaning
* Youtube videos (meter/hip hop Shakespeare, etc.)
* Practice scanning & marking (meter, rhyme scheme, turn, etc.) + paraphrasing Sonnet 18 (p. 22 of packet)

* HW: PRJ for Sonnet 146 (on the back of "Autumn Refrain" or just google it)
 

 

 
 

Due:

Assignment

March 18-19 Per. 1-4 AP Lit Bootcamp!
 
Zero period will be held on Tuesday, March 18th (no zero on March 19th)
Fifth will be on Wednesday
 
See the attached PPTs "How to Score a 9" and "AP Free Response" for some tips from AP Readers
 
 
In class today:
* Stamp 2 PRJs (Challenging poems): What makes them challenging?
* AP Practice Test (we ran out of time yesterday): Finish team responses, trade/grade and review
* What the AP graders say re: Insight (section of commentary from the AP Practice test)
* If time: Who/whom mini-lesson
Who = subject (he)
Whom = object (him)
 
Turn the sentence into a question!  If you answer it with "he" the correct word is "who;" if it is "him" then "whom" is the correct word :)

 

 
 
 
 

Due:

Assignment

Objective: self-assess knowledge of poetry terms and analyze a poem w/AP Practice Test (including defending your answers)
 
* AP Poetry Test 2A (individual>>teams--grade assigned for team)
* Team poetry quiz (practice only)
* HW: PRJ for challenging poem

Due:

Assignment

Just some Kurt Vonnegut coolness to share with you guys: http://imgur.com/Xl6PzGy

Due:

Assignment

* Stamp "war poetry" PRJs: Share with teams
* Discuss the concept of jingoism (essentially: extreme patriotism.  A belief along these lines: "Our country is number one!  The rest of the countries are worthless and weak, so let's go beat them into submission!")
* Wilfred Owen: "Arms and the Boy" and "Anthem for Doomed Youth": Marking the text and drawing conclusions >> SOT >> Thesis statements
* I had a brainstorm this morning and came up with a new acronym: TIFF.  See attached and try it out!
** Feeding terms: hypermeter and heroic couplet
 
* HW:Essay outline for 1 of the Wilfred Owen poems  (I have an outline for "War is Kind" attached as a sample)

Due:

Assignment

 
* Stamp PRJ "Avg. Difficulty"
* Wilfred Owen's bio & poetry: Marking and analyzing (PPT and guided questions first)
* Write SOT>>write thesis statement
* HW: Do PRJs for 2 "War Poems" (Find & print by searching http://www.warpoetry.co.uk/ or http://poetry.about.com/od/ourpoemcollections/a/poemsofwar.htm
 
If you want to read more WWI poetry, look for other titles by Owen, such as "Insensibility," "Futility," "Disabled," or "Mental Cases."  Other notable WWI poets include Rupert Brooke, Siegfried Sassoon, and John McCrae.  
 
** Bring Diyanni this week!
 

 
 

Due:

Assignment

* C/C Essay Evaluation: 
 
1. Answer Question 1 on the Evaluation Sheet
2. Highlight thesis + relevant analysis ONLY -- not summary, not quotes
3. LABEL L1, L2, L3.  L1 alone is not enough!  L2 gets closer.  L3 is the key!
4. Evaluate the essay by consulting the rubric, reflecting on your portfolio, and writing responses to Question 2 and 3.  Score your essay.  
5. Staple the Eval sheet on the back of your essay and drop off in the box
6. Pick up a different essay from the box and respond to the eval Qs + score it.  
 
HW: PRJ for Poem of Average Difficulty + * HW: find & print 2 "War Poems" (Find & print by searching http://www.warpoetry.co.uk/ or http://poetry.about.com/od/ourpoemcollections/a/poemsofwar.htm
 
(you will PRJ these tomorrow, so find them today)

Due:

Assignment

* Have you signed up for your AP test yet?  Show me your receipt!
* Have you signed up for the AP bootcamp?  See me!
* Stamp PRJ for "Those Winter Sundays"/Show "What the Flip is Iambic Pentameter?" youtube video
*On board: Language to use: poet vs. speaker; stanza; (l. x) or (ll. x-y) /
* 40 minute In-class timed writing: Compare/Contrast "My Papa's Waltz" and "Those Winter Sundays"
* On board: 2 approaches tg C/C essay:
1. Block Approach: 2 body paragraphs (1 for each poem, each with 3 points)
2. Point-by-Point Approach: 3 body paragraphs (1 for each point, each addressing the 2 poems)


* HW: PRJ  for "Average Difficutly" Poem 

Due:

Assignment

* Have you signed up for AP Bootcamp?
* Show me your AP Lit Test receipt!
 
* Stamp PRJs ("Papa's" and "Avg Difficulty")
* L1, L2, L3 Review for "My Papa's Waltz"  This is a MUST for effective essay writing.
* Modeling poetry marking and Double-bubble or T-Chart for  "My Papa's Waltz" and "Those Winter Sundays"
 
* Discuss pointers for writing a poetry essay (I will share my notes from last year)
 
* HW: PRJ for "Those Winter Sundays" (plus plan out your approach for comparing and contrasting "My Papa's Waltz" and "Those Winter Sundays" by marking the poems and drafting double-bubble).  If you were absent, print the attached 1/2 sheet.  You may have the half sheet out during the essay (not a full sheet, so cut it in half).  
 

Due:

Assignment

* Reminder: Come at lunch TODAY to sign up for poetry bootcamp March 18 & 19
* Stamp page 8 HW (stamp sheet) and collect Page 7 HW ("Mirror" quotations)
* Review Pastan's "Ethics" + Plath's "Mirror"
 * Return 1984 Q3 essays/refile
* Introduce PRJ assignment (see attached for the most updated version of the PRJ assignment and the list of poems)
 
* Theodore Roethke's "My Papa's Waltz" (attached)
-- First impressions 
-- Misconceptions (cherry picking) 
-- Compare to "Those Winter Sundays"
 
 
* HW: PRJ for "My Papa's Waltz" and for a poem of "Average Difficulty"
 
 

Due:

Assignment

Poetry Bootcamp Day 4: SOAPSTone, DIDLS, TPCASTT, DUCATS
 * Stamp marked poems from p. 8 (poetry stamp sheet) << I will try to stop by to do this since I will be on campus (if not, I'll do it tomorrow)
* Linda Pastan's "Ethics" (p. 17 of poetry packet)
  1. TPCASTT or SOAPStone
  2. What is the purpose of the poem? (1-2 sentences)
  3. What is the central ethical question this poem asks?  Does the poem answer the question?  How so or why not?
  4. Thesis (with TAGVAB)
  
 
* HW:  Activity on the bottom of page 7 of the packet (Practice quoting from a poem)
 

Due:

Assignment

 Poetry Bootcamp Day 3: Marking the Text 
* Finalize AP Lit T-shirt details. The vote is in: black t-shirts with Nestor's design
* Share thesis statements from the "4 poems"
* Stamp "Autumn Refrain" (create a poetry stamp sheet) plus discussion questions and thesis
* Notes: What/how to mark a poem 
* Practice: "Advice to Son" (p. 12 of your poetry packet) 

* Practice marking the 2 poems on page 8 of your packet (Plath and Stafford) + write thesis statements for each (with TAGVAB)

 

Due:

Assignment

Poetry Bootcamp Day 2: 

* Split into teams based on poem selected 
* Review of Main Ideas, Insights, and Connections of the poems
* Apply Poetry Terms to the poems (denotation, connotation, imagery, simile, metaphor, personification, rhythm/meter, rhyme, alliteration, assonance, consonance, paradox, allusion) -- this is sort of a "Scavenger Hunt" of the poems
* Ramp up your SOT with poetic devices (write thesis statement)
* HW: "Autumn Refrain" handout
 
 

Due:

Assignment

Begin Poetry Bootcamp!
 
AP Poetry Bootcamp Day 1 (PPT): See me to pick up the packet
* Introduction
* "A Noiseless Patient Spider": First responses and focused questions
* Statement of Theme (SOT)
* Read the other 3 poems and select one to spend some time with: Respond to Focus Questions and write SOT (finish as HW)
 
Example: Walt Whitman's "A Noiseless, Patient Spider" depicts both the speaker and the spider as isolated, surrounded by space, yet constantly (and patiently) trying to make lasting connections. The poet's message to mankind is to continually strive to reach out to one another to form lasting relationships.  
 
Head's Up: Baccalaureate is "iffy" right now b/c we do not have a location, but I wanted to give you the theme for the year so that you could begin to work on a speech if you are interested and if it is held.  More details will be coming as soon as I have them!
 
Theme for Baccalaureate speech: I may not have gone where I intended to go, but I think I've ended up where I needed to be" -- Douglas Adams
 

Regarding the meaning of poetry: Every year,  a few students are bewildered by the fact that a poem, according to AP scoring and therefore my class, can be misread or significantly misread. Students like to believe that the meaning is in the eye of the beholder.  

 

This is my response: 

The parts have to add up to the whole, and that whole shouldn't stray too far from the social and historical context of when the poet wrote the work.  

 After reading the poem, ask yourself: What overall message or theme (related to the social and historical context of when the poet wrote the work) does the language convey?  Any symbolism that doesn't lead to that same message is probably off base.

Due:

Assignment

* Vote for T-shirt designs
* AP Practice Test
   1. 12 minutes: Individual responses
   2. 12 minutes: Team debate/defend
   3. Review and discuss
* Return 1984 (end of per.)
* HW: Set a timer for 40 minutes and write an essay that responds to the prompt for "Unknown Citizen."  You may use your team's thesis or draft your own.  (Due Monday)
 
Prompt: Read the poem carefully. In a brief essay, identify at least two of the implications implicit in the society reflected in the poem. Support your statements by specific references to the poem.  You may wish to consider selection of detail, figurative language, and/or diction.

Due:

Assignment

* Collect Tiananmen Square assignment
* ACLU Video clip
* 1984 Connecting poem: "Unknown Citizen" with written response
   1. 1st Reading with audio
   2. Second Reading on own--mark the text
   3. Respond to MC questions 
   4. Team discussion/debate/defend
   5. Review MC answers (not for a grade)
   6. Teams draft thesis statement to this AP Q2 prompt (below)

    7. Whip-around

Prompt: Read the poem carefully. In a brief essay, identify at least two of the implications implicit in the society reflected in the poem. Support your statements by specific references to the poem.  You may wish to consider selection of detail, figurative language, and/or diction.

 

Use the TAGVAB thesis formula and be sure you include TWO of the implications as described in the prompt.  

 
*HW: Turn in Major WorK Summary for 1984 if you have not yet + bring 1984 to return

Due:

Assignment

Obj: analyze rhetorical appeals and propaganda by annotating a text and writing a response.
* Trade and grade (you are free labor, face it)
* "No one died in Tianamen Square" activity
   1. Read and annotate the text as directed
   2. View the prezi
   3. Respond to the prompt
 
* HW: Complete written response + Major Work Summary for 1984 is due by the end of this week 

Due:

Assignment

1984 Final Test
HW: Major Work Summary for 1984 (due Wed-Fri)

Due:

Assignment

 
2/19-2/21: 
 
2/19: Eurythmics + Symbolism and Foreshadowing discussion + Team time (essays)
 
2/20: N. Korea Day in the Life + Book III Ch. 4 (finish Ch. 4 as HW + 3 essays due Thurs-Monday (typed) + include the attached 3 essay evaluation rubric
 
2/21: Creative Writing + Thesis Statements (see attached) + Ch. 5-6 reading and closing discussions HW: 3 Essays due no later than Monday + include the attached 3 essay evaluation rubric
 
2/24: Final day to turn in 3 Essays including the attached 3 essay evaluation rubric; 1984 wrap-up including Prezzi Video: "The Understanding" + Prezzie video "Room 101" + introduce Pechu-Kucha presentations (Note: We are NOT doing Pechu-Kucha at this time--we will do after AP Test with Lit Circles)
 
2/25: 1984 Final + HW: Major Work Summary
 
 
 
 
 
 

Due:

Assignment

 2/18:
* Book II Quiz 
* NEW SEATS!  You choose your teams for this essay, 1984 closing presentation, and beyond (Note: Students who go 12 or fewer correct on the quiz will be seated in a team together and/or will be working on their own for the essays)
* Theory and Practice of Oligarchical Collectivism essays:
     1. Teams:  discuss, brainstorm, and divvy up the essay prompts
     2. Individuals: Write your 3 essays
     3. Teams: Edit and revise to prepare for submission (turn-in window: 2/20-2/24)
* Connections (over the 3 days): Snowden video and article + Sochi article (my links) + A Day in the Life of North Korea
 
* Ongoing HW: Book III ch. 1-3 by Thursday (We will read Ch. 4 and 5 in class on Thursday and Friday) * 3 essays due Thurs-Monday (typed)

Due:

Assignment

* Orgy-Porgy/2-Minutes Hate upper half essay samples (all scored a 6 or higher on the AP scale): Select any 3 of the 6 essays to read.  Give it an AP 1-9 score + brief critique (discussion with team)
* Peer essays: Score using the AP rubric along with a written critique (+ and -) and sign your name
* Prezzie: Book II ch. 1-3
* Ch. 4-end of Book II due by Tuesday! :)

Due:

Assignment

* Book I Quiz
* Dystopia examples in our world? Korea, Japan, US examples--NSA + GBTV Gun control (Keep thinking as we read)
* Kick off Book II reading & discussion
* HW: Continue reading (Book II Ch. 1-3)
 

Due:

Assignment

* Turn in C/C Essay ("2 Min Hate"/"Orgy Porgy")
* 1984 Ch. 5-6 Discussion
* Ongoing reading: ch. 7 to end of Book I

Due:

Assignment

Objective: SWBAT...develop understanding of propaganda in our world and in the world of 1984 by taking Cornell Notes and discussing examples 
EQ: How and why is propaganda deployed in our world and in the world of 1984?
 
* Propaganda PPT + Video links (including cartoons) - take notes
* Review 1984 Book I Ch. 2-4 key details (teams>>class)
* Ongoing HW: Book I Ch.5-6
* HW: C/C Essay is due tomorrow! (BNW "Orgy Porgy" on pp. 80-86 c/c with 1984 "Two Minutes Hate" on pp. 13-18) 
 

Due:

Assignment

* Ch. 1 Discussion/walk through the pages & concepts
* Class read of Ch. 2 -4 (in class and as HW)
* HW: Essay C/C of BNW "Orgy Porgy"  with 1984 "Two Minutes Hate" (pp. 13-18) -- 2-3 page typed (DS) essay -- Due Tuesday 2/11
* Ongoing: See 2/6 HW for outline of reading due dates
 

Due:

Assignment

Poetry Bootcamp Day 6: 

* Stamp PRJ with SOAPStone or TPCASTT
* "Advice to my Son" -- Marking a poem
* Review Diagnostic Essay results + common problems/fixes
* Review Allusion research errors and fixes (we never got to do this because I was out)
* HW: Linda Pastan's "Ethics" -- the poem is linked.  Print it, mark it up, and respond as directed.
 

Due:

Assignment

Thursday, February 6

* Check article HW/discuss key ideas and reflections
* Is History Mutable? PPT/ discussion
* 1984 Prezzie:
~ Oceania anthem + images
~ C-Notes: Orwell's bio + views on socialism
* Read/take notes on Ch. 1
* HW: Finish Ch. 1 (take notes)
 
>> Here is our tentative Reading Plan so you can plan your time wisely:
By 2/10: Ch 1 - Ch 4 
By 2/11: Ch 5-6 
By 2/12: Ch 7-8 (End of Book 1)
By 2/13: Book 2 Ch. 1-3
By 2/18: finish Book 2
By 2/19: Book 3 Ch. 1-2
By 2/21: Ch. 3-end of book + Newspeak Appendix
 
 

 

 
 
 
 

Due:

Assignment

1984 Pre-Reading: 
* Teams: Share your favorite paragraph from your Modest Proposal with teammates/turn in
* Teams Share responses to "First they Came..."  + class discussion
* 1984 Anticipation Guide: Select the 2 statements with which you most agree or disagree and be prepared to explain why.  / Class discussion (Philosophical Chairs)
 
 
* HW: Annotate article + write reflection at the end

 

Due:

Assignment

* Collect zero period locators
* Allusions Final Test with optional EC (penalty for guessing)
* 1984 Anticipation Guide: Part I
 
* Reminder: Modest Proposal and "First they Came" due tomorrow

Due:

Assignment

Today (February 3)

* Sign locators
* Return/refile Allusion Research docs + teaching rubric
* Wrap up any allusion questions (test tomorrow): 1 set of questions from each of the following: 1 set of biblical stories, 1 set of mythology stories, fairy tales, 1 set of Lit or History
* Check out 1984
* HW: Study for Allusion Test + remember, Modest Proposal is due on Wednesday along with response to "First they Came" (attached)