Thursday, May 20th
Submit Raisin question responses to Schoology for extra credit
A Raisin in the Sun wrap-up
Submit Raisin question responses to Schoology for extra credit
A Raisin in the Sun wrap-up
Monday, May 17th
I am proctoring the computer science AP exam. You should use our period to complete the attached questions over the scenes we watched last class from A Raisin in the Sun. If you cannot recall the answer to a given question, you can refer to the text. If you do not have the text, you should use the PDF of the text attached. This will be due next class.
I am proctoring the computer science AP exam. You should use our period to complete the attached questions over the scenes we watched last class from A Raisin in the Sun. If you cannot recall the answer to a given question, you can refer to the text. If you do not have the text, you should use the PDF of the text attached. This will be due next class.
Monday, May 10th
I am proctoring an AP exam during our class period. You will be working independently on the following assignment since we will not be meeting live as a class:
Read the article on Lorraine Hansberry, the author of the play A Raisin in the Sun (yes, it is an allusion to the poem we read by Langston Hughes!). For each paragraph, record a question, reaction, or connection (a connection means it reminds you of something else you've read or experienced). You can record these responses in a separate document. Submit this document at the end of the period in Schoology to count as your attendance for today.
I am proctoring an AP exam during our class period. You will be working independently on the following assignment since we will not be meeting live as a class:
Read the article on Lorraine Hansberry, the author of the play A Raisin in the Sun (yes, it is an allusion to the poem we read by Langston Hughes!). For each paragraph, record a question, reaction, or connection (a connection means it reminds you of something else you've read or experienced). You can record these responses in a separate document. Submit this document at the end of the period in Schoology to count as your attendance for today.
Monday, May 3rd
Continue in the document from last class (April 30th). Begin a new entry for today. Class website: http://akpmsa.weebly.com
Bellringer-- A. What was the meaning/theme of the poem “From the Dark Tower?” Provide at least one piece of evidence from the actual poem to support your response (not from the author writing about the poem).
Schedule –Bellringer, bellringer review, “Harlem/A Dream Deferred” by Langston Hughes, corresponding questions (complete all questions in a separate document—due at the end of the period), submit to Schoology
Homework –Turn in any missing work by Wednesday at 3:15 pm for full credit. Work submitted after that will lose 25% credit.
Continue in the document from last class (April 30th). Begin a new entry for today. Class website: http://akpmsa.weebly.com
Bellringer-- A. What was the meaning/theme of the poem “From the Dark Tower?” Provide at least one piece of evidence from the actual poem to support your response (not from the author writing about the poem).
Schedule –Bellringer, bellringer review, “Harlem/A Dream Deferred” by Langston Hughes, corresponding questions (complete all questions in a separate document—due at the end of the period), submit to Schoology
Homework –Turn in any missing work by Wednesday at 3:15 pm for full credit. Work submitted after that will lose 25% credit.
Thursday, April 29th
Open up a new document for today’s class. Class website: http://akpmsa.weebly.com
Bellringer-- A. What was the meaning/theme of the song you selected and worked with last class? Provide at least one piece of evidence from the lyrics to support your response.
B. Submit the TPCASSTT you completed for the song you selected to Schoology (homework from last class).
Schedule --listen to the poem “From the Dark Tower” by Countee Cullen as a class, Excerpt from “On ‘From the Dark Tower’” by Collier (annotations and proceeding questions)
Homework –Finish notes and analysis for “On ‘From the Dark Tower’” by Collier as needed (answer the questions in today’s document). Due next class (Monday).
Open up a new document for today’s class. Class website: http://akpmsa.weebly.com
Bellringer-- A. What was the meaning/theme of the song you selected and worked with last class? Provide at least one piece of evidence from the lyrics to support your response.
B. Submit the TPCASSTT you completed for the song you selected to Schoology (homework from last class).
Schedule --listen to the poem “From the Dark Tower” by Countee Cullen as a class, Excerpt from “On ‘From the Dark Tower’” by Collier (annotations and proceeding questions)
Homework –Finish notes and analysis for “On ‘From the Dark Tower’” by Collier as needed (answer the questions in today’s document). Due next class (Monday).
Monday, April 26th
Open up a new document for today’s class. You will be submitting this bellringer in class today.
Bellringer—A. Using the lyrics to “Lift Every Voice” (from last class, linked on class website), select a connotative word, tone, device, or author’s craft to analyze. Follow the body paragraph TEXAS template (TEXAS directions linked on website) to write your response.
B. Look up the lyrics to the song you selected from the Harlem Renaissance (homework from last class). Select a connotative word, tone, device, or author’s craft to analyze. Follow the body paragraph TEXAS template (TEXAS directions linked on website) to write your response.
C. Submit today’s document to Schoology (should include both responses above)
Schedule—Bellringer, submit today’s document to Schoology, bellringer review part A, poetry/music analysis—student-selected song from the Harlem Renaissance—sharing with music clips and responses to part B (discussion groups)
Homework Asynchronous work on Wednesday (this class only—you may be meeting with your other classes): TPCASSTT your selected song, due on Thursday
Open up a new document for today’s class. You will be submitting this bellringer in class today.
Bellringer—A. Using the lyrics to “Lift Every Voice” (from last class, linked on class website), select a connotative word, tone, device, or author’s craft to analyze. Follow the body paragraph TEXAS template (TEXAS directions linked on website) to write your response.
B. Look up the lyrics to the song you selected from the Harlem Renaissance (homework from last class). Select a connotative word, tone, device, or author’s craft to analyze. Follow the body paragraph TEXAS template (TEXAS directions linked on website) to write your response.
C. Submit today’s document to Schoology (should include both responses above)
Schedule—Bellringer, submit today’s document to Schoology, bellringer review part A, poetry/music analysis—student-selected song from the Harlem Renaissance—sharing with music clips and responses to part B (discussion groups)
Homework Asynchronous work on Wednesday (this class only—you may be meeting with your other classes): TPCASSTT your selected song, due on Thursday
Wednesday, April 21st
Bellringer—A. Listen to (and view the clip for) “Lift Every Voice and Sing.”
After we finish, record your responses to the following:
1. What are your first impressions of this song?
2. In what ways are song lyrics similar to lines of poetry?
B. Submit the document from last class (that includes the OPTIC visual analysis of your selected Harlem Renaissance artwork) to Schoology
Schedule—Bellringer, bellringer review/sharing, poetry/music analysis--“Lift Every Voice and Sing”--TPCASSTT practice, and split group discussion: Group 1--key ideas and details, Group 2—craft and structure
Homework –Select a song of your choice (search “music from the Harlem Renaissance") to analyze through a poetic lens (bring artist, title, and a link to the song for next class)
Bellringer—A. Listen to (and view the clip for) “Lift Every Voice and Sing.”
After we finish, record your responses to the following:
1. What are your first impressions of this song?
2. In what ways are song lyrics similar to lines of poetry?
B. Submit the document from last class (that includes the OPTIC visual analysis of your selected Harlem Renaissance artwork) to Schoology
Schedule—Bellringer, bellringer review/sharing, poetry/music analysis--“Lift Every Voice and Sing”--TPCASSTT practice, and split group discussion: Group 1--key ideas and details, Group 2—craft and structure
Homework –Select a song of your choice (search “music from the Harlem Renaissance") to analyze through a poetic lens (bring artist, title, and a link to the song for next class)
Monday, April 19th
Bellringer—A. What are the possible Harlem Renaissance research questions that you would like to explore further? What makes these good research-based questions?
B. Search for and view the following Harlem Renaissance artwork, and write down your initial observations:
Schedule—Bellringer, submit “Harlem Renaissance” nonfiction article (annotated) to Schoology, bellringer review, OPTIC strategy for visual analysis (notes) and practice, select an artwork of your choice to apply OPTIC:
Google image search: “Harlem Renaissance Paintings” or navigate to
https://americanart.si.edu/exhibitions/african-american-2012
Homework –Apply OPTIC analysis in today’s document to a Harlem Renaissance artwork of your choice
Bellringer—A. What are the possible Harlem Renaissance research questions that you would like to explore further? What makes these good research-based questions?
B. Search for and view the following Harlem Renaissance artwork, and write down your initial observations:
- “Rise, Shine for Thy Light Has Come!” by Aaron Douglas
- “Midsummer Night in Harlem” by Palmer Hayden
Schedule—Bellringer, submit “Harlem Renaissance” nonfiction article (annotated) to Schoology, bellringer review, OPTIC strategy for visual analysis (notes) and practice, select an artwork of your choice to apply OPTIC:
Google image search: “Harlem Renaissance Paintings” or navigate to
https://americanart.si.edu/exhibitions/african-american-2012
Homework –Apply OPTIC analysis in today’s document to a Harlem Renaissance artwork of your choice
Thursday, April 15th
Pull up the document from last class (4/5-4/8)! akpmsa.weebly.com
Bellringer— Submit bellringer document for 4/5 and 4/8 to Schoology.
Schedule—Assignment submission, Harlem Renaissance continued: Nonfiction article, annotate and respond to questions directly on the pdf using an annotation tool (https://tools.pdf24.org/en/annotate-pdf)
Homework –Finish “Harlem Renaissance” article
Pull up the document from last class (4/5-4/8)! akpmsa.weebly.com
Bellringer— Submit bellringer document for 4/5 and 4/8 to Schoology.
Schedule—Assignment submission, Harlem Renaissance continued: Nonfiction article, annotate and respond to questions directly on the pdf using an annotation tool (https://tools.pdf24.org/en/annotate-pdf)
Homework –Finish “Harlem Renaissance” article
Thursday, April 8th and Friday, April 9th
Continue in the document from last class (4/5, 4/6)!
Bellringer— A. List the strategies that you learned yesterday that will help you during the reading and grammar portions of the SAT.
B. Terms Review--— 1. Pull up an article of interest (your selection) from The Atlantic or The New Yorker.
2. Using the same article you selected, write about the exigence of the topic the writer is discussing. Provide at least one quote from the article to support your response.
Schedule—Bellringer, submit today’s document (includes April 5th bellringer, TPCASSTT notes, “Let America Be America Again TPCASSTT notes, and today’s bellringer), SAT practice passage
Homework –Continue practicing and preparing for the SAT
Continue in the document from last class (4/5, 4/6)!
Bellringer— A. List the strategies that you learned yesterday that will help you during the reading and grammar portions of the SAT.
B. Terms Review--— 1. Pull up an article of interest (your selection) from The Atlantic or The New Yorker.
2. Using the same article you selected, write about the exigence of the topic the writer is discussing. Provide at least one quote from the article to support your response.
Schedule—Bellringer, submit today’s document (includes April 5th bellringer, TPCASSTT notes, “Let America Be America Again TPCASSTT notes, and today’s bellringer), SAT practice passage
Homework –Continue practicing and preparing for the SAT
Monday, April 5th
Bellringer— A. Using the “I, Too” poem from last class, create an introduction paragraph for a poetry analysis essay using the template:
Schedule—Bellringer, review, whole class sharing of intro paragraphs, “Let America Be America Again” by Langston Hughes read aloud (video/audio link) and TPCASSTT organizer responses for the poem underneath today’s bellringer
Homework –Finish TPCASSTT notes (P for paraphrase should be sentence-level annotations) for “Let America Be America Again” underneath today’s bellringer
Bellringer— A. Using the “I, Too” poem from last class, create an introduction paragraph for a poetry analysis essay using the template:
- Attention grabber
- The poem, (“Title of Poem”) by (Author) describes (literal/explicit subject).
- The speaker adopts a (tone) tone to convey the idea that (implicit meaning/theme).
Schedule—Bellringer, review, whole class sharing of intro paragraphs, “Let America Be America Again” by Langston Hughes read aloud (video/audio link) and TPCASSTT organizer responses for the poem underneath today’s bellringer
Homework –Finish TPCASSTT notes (P for paraphrase should be sentence-level annotations) for “Let America Be America Again” underneath today’s bellringer
Wednesday, March 31st
Open a new document
Bellringer— A. The Harlem Renaissance was a significant social and cultural movement which took place in the 1920s and 1930s following the Great Migration. Thousands of African Americans left the south and moved north and west. The result was the flourishing of art, music, and literature that reflected the history and experience of African Americans.
Why do you think the arts are an effective means through which individuals and groups can express their history, their frustrations, and their hopes for the future? Provide contemporary examples.
Schedule—Bellringer, bellringer review, TPCASSTT intro and notes/create in today’s document
“I, Too, Sing America” by Langston Hughes: background, read aloud, and TPCASSTT practice in separate document
Homework due at the end of class--submit today's bellringer and TPCASSTT notes to Schoology (by 12 pm)
Homework due next class –Finish TPCASSTT for “I, Too, Sing America” (P for paraphrase should be line-by-line annotations) in separate document
Open a new document
Bellringer— A. The Harlem Renaissance was a significant social and cultural movement which took place in the 1920s and 1930s following the Great Migration. Thousands of African Americans left the south and moved north and west. The result was the flourishing of art, music, and literature that reflected the history and experience of African Americans.
Why do you think the arts are an effective means through which individuals and groups can express their history, their frustrations, and their hopes for the future? Provide contemporary examples.
Schedule—Bellringer, bellringer review, TPCASSTT intro and notes/create in today’s document
“I, Too, Sing America” by Langston Hughes: background, read aloud, and TPCASSTT practice in separate document
Homework due at the end of class--submit today's bellringer and TPCASSTT notes to Schoology (by 12 pm)
Homework due next class –Finish TPCASSTT for “I, Too, Sing America” (P for paraphrase should be line-by-line annotations) in separate document
Wednesday, March 17th
Bellringer-- A. Examine the syntax (sentence structure) of The Great Gatsby’s final passage (handout). Reflect on the text for your bellringer and then answer the questions at the bottom of the handout.
Schedule— Bellringer, bellringer review and passage discussion, Gatsby wrap-up and clip, chapter 9 reading and annotation workshop
Homework--Finish The Great Gatsby by F. Scott Fitzgerald--Chapter 9 annotations due when we return to class (one annotation per page—a mixture of connections, analysis, guideposts, questions as annotations). You may use this document for your annotations (directly on the text) or your own document with page numbers.
Bellringer-- A. Examine the syntax (sentence structure) of The Great Gatsby’s final passage (handout). Reflect on the text for your bellringer and then answer the questions at the bottom of the handout.
Schedule— Bellringer, bellringer review and passage discussion, Gatsby wrap-up and clip, chapter 9 reading and annotation workshop
Homework--Finish The Great Gatsby by F. Scott Fitzgerald--Chapter 9 annotations due when we return to class (one annotation per page—a mixture of connections, analysis, guideposts, questions as annotations). You may use this document for your annotations (directly on the text) or your own document with page numbers.
Monday, March 15th
Bellringer-- Using your understanding of the literary guideposts we've practiced so far, what is significant about the rapid change in weather during the final chapters of the novel (chapter 7 vs. the end of chapter 8)? Form your response in a TEXAS.
Schedule— Bellringer, bellringer review w/ chapter 8 scene, Terms Set III:
counterclaim, rebuttal, concession, understatement, hyperbole, paradox, testimonial (expert documentation), pedantic, exigence
Allusions: Icarus, Trojan Horse, and Faustian Bargain
Homework-- Definitions, examples, and effect for each term in today's document (with today's bellringer)
Bellringer-- Using your understanding of the literary guideposts we've practiced so far, what is significant about the rapid change in weather during the final chapters of the novel (chapter 7 vs. the end of chapter 8)? Form your response in a TEXAS.
Schedule— Bellringer, bellringer review w/ chapter 8 scene, Terms Set III:
counterclaim, rebuttal, concession, understatement, hyperbole, paradox, testimonial (expert documentation), pedantic, exigence
Allusions: Icarus, Trojan Horse, and Faustian Bargain
Homework-- Definitions, examples, and effect for each term in today's document (with today's bellringer)
Monday, March 8th
Use the document from last class.
Bellringer-- Decide whether the following excerpt is an example of a hortative, cumulative, or periodic sentence. Explain why in your response:
To bring a lover, a lady, and a rival into the fable; to entangle them in contradictory obligations, perplex them with oppositions of interest, and harass them with violence of desires inconsistent with each other; to make them meet in rapture and part in agony; to fill their mouths with hyperbolical joy and outrageous sorrow; to distress them as nothing human ever was distressed; to deliver them as nothing human ever was delivered, is the business of a modern dramatist"
(Samuel Johnson, "Preface to Shakespeare," 1765).
Schedule— Bellringer, bellringer review, Chapter 7 review, and passage analysis groups (select a passage from chapter 7 to analyze for connections/guideposts/theme/language devices). Each person in the group should contribute (on mic next class—Thursday)
Homework-- Wednesday is an asynchronous work period.
Due Thursday:
Group passage analysis and Chapter 8 annotations (in a document, on a pdf, or on sticky notes in your paperback book for photos later)—to receive credit, you must alternate among language/guidepost analysis, questions, and connections. No summaries. Avoid having the same type of annotations back-to-back.
Use the document from last class.
Bellringer-- Decide whether the following excerpt is an example of a hortative, cumulative, or periodic sentence. Explain why in your response:
To bring a lover, a lady, and a rival into the fable; to entangle them in contradictory obligations, perplex them with oppositions of interest, and harass them with violence of desires inconsistent with each other; to make them meet in rapture and part in agony; to fill their mouths with hyperbolical joy and outrageous sorrow; to distress them as nothing human ever was distressed; to deliver them as nothing human ever was delivered, is the business of a modern dramatist"
(Samuel Johnson, "Preface to Shakespeare," 1765).
Schedule— Bellringer, bellringer review, Chapter 7 review, and passage analysis groups (select a passage from chapter 7 to analyze for connections/guideposts/theme/language devices). Each person in the group should contribute (on mic next class—Thursday)
Homework-- Wednesday is an asynchronous work period.
Due Thursday:
Group passage analysis and Chapter 8 annotations (in a document, on a pdf, or on sticky notes in your paperback book for photos later)—to receive credit, you must alternate among language/guidepost analysis, questions, and connections. No summaries. Avoid having the same type of annotations back-to-back.
Thursday, March 4th
Use the document from last class.
Bellringer-- A. Using the rhetorical terms we have learned so far, decide which ones best apply to the quotes below. They are not necessarily the same for both. Explain the effect of each.
“Let both sides explore what problems unite us instead of belaboring those problems which divide us.”
-John F. Kennedy, Inaugural Address
"If there be cords, or knives, or poison, or fire, or suffocating streams, I'll not endure it."--Shakespeare, Othello
Schedule— Bellringer, bellringer review, Chapter 7 review, writing workshop and submit to Schoology at the end of the period--TEXAS analysis from Chapter 7 : Using one of your connection or language annotations from chapter 7, expand into a TEXAS. The T should be your annotation (but now in a complete sentence). E—elaborate, explain further (context). X is your eXample (quote—see below), A—analysis, and S—summary TIED TO THEME/IMPLICIT MESSAGE.
For example, Nick vividly describes that “this is the quote” (Fitzgerald 132).
Use the document from last class.
Bellringer-- A. Using the rhetorical terms we have learned so far, decide which ones best apply to the quotes below. They are not necessarily the same for both. Explain the effect of each.
“Let both sides explore what problems unite us instead of belaboring those problems which divide us.”
-John F. Kennedy, Inaugural Address
"If there be cords, or knives, or poison, or fire, or suffocating streams, I'll not endure it."--Shakespeare, Othello
Schedule— Bellringer, bellringer review, Chapter 7 review, writing workshop and submit to Schoology at the end of the period--TEXAS analysis from Chapter 7 : Using one of your connection or language annotations from chapter 7, expand into a TEXAS. The T should be your annotation (but now in a complete sentence). E—elaborate, explain further (context). X is your eXample (quote—see below), A—analysis, and S—summary TIED TO THEME/IMPLICIT MESSAGE.
For example, Nick vividly describes that “this is the quote” (Fitzgerald 132).
Tuesday, March 2nd
Bellringer--Using the handout of the passage from chapter 5 (with your annotations), complete a TEXAS analysis. What is the implicit message/theme of the passage? What does it say about Gatsby? More importantly, what does it say about humanity/our experiences? Provide a guidepost/connotative word/figurative language device from your annotations as your X. Connect this guidepost to the implicit message in the S.
For example, Nick posits that “this is the quote” (Fitzgerald 93).
Schedule— Bellringer, bellringer review, Chapters 5 & 6 graded discussion (recorded meeting)
Homework -- Chapter 7 annotations-- alternate among language/guidepost analysis, questions, and connections (any format you are able to submit—pictures of annotations in book, typed annotations, marked-up pdf, etc.)
Thursday, February 25th
Open up the document from last class, and skip some space before adding today’s date.
Bellringer: Using today’s literary guidepost/archetype (attachment), where do we see a potential symbol(s) in the novel so far? How does this connect to specific details and themes in the story so far? Pull at least one quote to support your response.
For example, the narrator describes “This is the quote” (Fitzgerald 93).
Schedule--Bellringer, symbolism discussion and reading recap, close reading introduction (and homework passage)
Homework --Close reading passage from Chapter 5 (handout)—guideposts/archetypes, connotative words, devices, figurative language, and tone. Each sentence should be annotated using these tools. Be prepared to discuss/analyze next class.
Bellringer--Using the handout of the passage from chapter 5 (with your annotations), complete a TEXAS analysis. What is the implicit message/theme of the passage? What does it say about Gatsby? More importantly, what does it say about humanity/our experiences? Provide a guidepost/connotative word/figurative language device from your annotations as your X. Connect this guidepost to the implicit message in the S.
For example, Nick posits that “this is the quote” (Fitzgerald 93).
Schedule— Bellringer, bellringer review, Chapters 5 & 6 graded discussion (recorded meeting)
Homework -- Chapter 7 annotations-- alternate among language/guidepost analysis, questions, and connections (any format you are able to submit—pictures of annotations in book, typed annotations, marked-up pdf, etc.)
Thursday, February 25th
Open up the document from last class, and skip some space before adding today’s date.
Bellringer: Using today’s literary guidepost/archetype (attachment), where do we see a potential symbol(s) in the novel so far? How does this connect to specific details and themes in the story so far? Pull at least one quote to support your response.
For example, the narrator describes “This is the quote” (Fitzgerald 93).
Schedule--Bellringer, symbolism discussion and reading recap, close reading introduction (and homework passage)
Homework --Close reading passage from Chapter 5 (handout)—guideposts/archetypes, connotative words, devices, figurative language, and tone. Each sentence should be annotated using these tools. Be prepared to discuss/analyze next class.
Wednesday, February 24th
Asynchronous responsibility for Wednesday--Class catch-up day. Missing assignment submissions.
Asynchronous responsibility for Wednesday--Class catch-up day. Missing assignment submissions.
Monday, February 22nd
Open a new document today!
Bellringer—A. What term best applies to both of the following excerpts? Explain.
"Are all thy conquests, glories, triumphs, spoils,
Shrunk to this little measure?”
-William Shakespeare, Julius Caesar
“This is the villain among you who deceived you, who cheated you, who meant to betray you completely.”
--Aristotle, Rhetoric
B. Using the third literary guidepost/archetype (attachment), which aspect of weather do we see in chapter 5? How does this connect to specific details and themes in the story so far? Pull at least one quote to support your response.
For example, the narrator describes “This is the quote” (Fitzgerald 83).
Schedule—Bellringer, bellringer and chapter 5 review, question for discussion creation, chapter 5 discussion groups
Homework –Chapter 6 annotations, Asynchronous period on Wednesday. Check class website for directions.
Open a new document today!
Bellringer—A. What term best applies to both of the following excerpts? Explain.
"Are all thy conquests, glories, triumphs, spoils,
Shrunk to this little measure?”
-William Shakespeare, Julius Caesar
“This is the villain among you who deceived you, who cheated you, who meant to betray you completely.”
--Aristotle, Rhetoric
B. Using the third literary guidepost/archetype (attachment), which aspect of weather do we see in chapter 5? How does this connect to specific details and themes in the story so far? Pull at least one quote to support your response.
For example, the narrator describes “This is the quote” (Fitzgerald 83).
Schedule—Bellringer, bellringer and chapter 5 review, question for discussion creation, chapter 5 discussion groups
Homework –Chapter 6 annotations, Asynchronous period on Wednesday. Check class website for directions.
Thursday, February 18th
Open a new document today!
Bellringer-- A. Read the excerpt below. Using our rhetorical terms (both sets), decide which three rhetorical terms can apply. Explain their effects and connect to author’s purpose:
“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair…”
-Charles Dickens, A Tale of Two Cities
Schedule—Bellringer, bellringer review, Gatsby chapter 4 review continued, Chapter 5 introduction and discussion
Homework –Gatsby Chapter 5 annotations and asynchronous period tomorrow: attendance will be taken based on missing assignments submitted. If you have any missing assignments, you must submit at least one tomorrow by the end of the period to be counted as present.
Open a new document today!
Bellringer-- A. Read the excerpt below. Using our rhetorical terms (both sets), decide which three rhetorical terms can apply. Explain their effects and connect to author’s purpose:
“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair…”
-Charles Dickens, A Tale of Two Cities
Schedule—Bellringer, bellringer review, Gatsby chapter 4 review continued, Chapter 5 introduction and discussion
Homework –Gatsby Chapter 5 annotations and asynchronous period tomorrow: attendance will be taken based on missing assignments submitted. If you have any missing assignments, you must submit at least one tomorrow by the end of the period to be counted as present.
Wednesday, February 17th
Bellringer--A. Explain the green light in terms of its potential symbolic significance and whether or not it may foreshadow a future event. Refer back to Chapter 1 to help address this topic. Use at least one quote as evidence in your response. Quote format:
For example, Nick describes “Your quote here” (Fitzgerald 20).
B. Explain the connection between Daisy Buchanan and Jay Gatsby (according to Nick’s retelling of what Jordan told him). What does this connection reveal about Gatsby? What does it reveal about Daisy? Use at least one quote as evidence in your response. Quote format:
The narrator recounts from his conversation with Jordan that “Your quote here” (Fitzgerald 75).
Schedule—Bellringer, bellringer review and Gatsby chapter 4 discussion, submit today’s document with previous classwork (2/11-2/17) to Schoology
Homework –Complete by 3:15 pm: submit evidence of annotations for chapters 1-4 in Schoology (pictures, video, annotated pdf upload, etc.)
Bellringer--A. Explain the green light in terms of its potential symbolic significance and whether or not it may foreshadow a future event. Refer back to Chapter 1 to help address this topic. Use at least one quote as evidence in your response. Quote format:
For example, Nick describes “Your quote here” (Fitzgerald 20).
B. Explain the connection between Daisy Buchanan and Jay Gatsby (according to Nick’s retelling of what Jordan told him). What does this connection reveal about Gatsby? What does it reveal about Daisy? Use at least one quote as evidence in your response. Quote format:
The narrator recounts from his conversation with Jordan that “Your quote here” (Fitzgerald 75).
Schedule—Bellringer, bellringer review and Gatsby chapter 4 discussion, submit today’s document with previous classwork (2/11-2/17) to Schoology
Homework –Complete by 3:15 pm: submit evidence of annotations for chapters 1-4 in Schoology (pictures, video, annotated pdf upload, etc.)
Wednesday, February 10th
Continue in the document from last class. Skip some space before writing today’s date.
Bellringer—A. Read the two excerpts below. Decide which is a cumulative sentence and which is a periodic sentence. In your response, defend your assertion for each.
Schedule—Bellringer, bellringer review, The Great Gatsby chapter two review/discussion and reading preview
Homework – Submit today’s document (including previous class work and terms). Complete by next class: The Great Gatsby chapter three reading with annotations (connection, question, device/language)—per page through chapter three. You may use sticky notes, a pdf app, or mark the page #s in a separate document.
Continue in the document from last class. Skip some space before writing today’s date.
Bellringer—A. Read the two excerpts below. Decide which is a cumulative sentence and which is a periodic sentence. In your response, defend your assertion for each.
- “Halfway between West Egg and New York sprawls a desolate plain, a gray valley where New York’s ashes are dumped.”
- “He dipped his hands in the solution and shook them—fingers down, like the fingers of a pianist above the keys.”
Schedule—Bellringer, bellringer review, The Great Gatsby chapter two review/discussion and reading preview
Homework – Submit today’s document (including previous class work and terms). Complete by next class: The Great Gatsby chapter three reading with annotations (connection, question, device/language)—per page through chapter three. You may use sticky notes, a pdf app, or mark the page #s in a separate document.
Monday, February 8th
Continue in the document from last class. Skip some space before writing today's date.
Bellringer— A. After reading the background and questions on “seasons” (handout), apply your understanding of this guidepost to The Great Gatsby so far
B. Based on our rhetorical terms so far, which term best applies? Explain its effect specifically in the context of the quote below.
“They no longer felt pain, hunger, thirst. They feared nothing. They felt nothing. They were dead and did not know it” (Wiesel, 1999).
Schedule—Bellringer, bellringer review, rhetorical terms set II continued
Homework – (Term/definition, literary example in context, and effect/purpose) in today’s (continued) document
Continue in the document from last class. Skip some space before writing today's date.
Bellringer— A. After reading the background and questions on “seasons” (handout), apply your understanding of this guidepost to The Great Gatsby so far
B. Based on our rhetorical terms so far, which term best applies? Explain its effect specifically in the context of the quote below.
“They no longer felt pain, hunger, thirst. They feared nothing. They felt nothing. They were dead and did not know it” (Wiesel, 1999).
Schedule—Bellringer, bellringer review, rhetorical terms set II continued
Homework – (Term/definition, literary example in context, and effect/purpose) in today’s (continued) document
Thursday, February 4th
Open a new document for today!
Bellringer—A. After reading the background and questions on “communion” (handout), apply your understanding of this guidepost to The Great Gatsby so far.
B. After reading the background and questions on “color” (handout), apply your understanding of this guidepost to The Great Gatsby so far.
C. Based on our rhetorical terms so far, which term best applies? Explain its effect specifically in the context of the quote below.
“What is indifference? Etymologically, the word means "no difference." A strange and unnatural state in which the lines blur between light and darkness, dusk and dawn, crime and punishment, cruelty and compassion, good and evil” (Wiesel, 1999).
Schedule—Bellringer, bellringer review, rhetorical terms set II
Homework – (Term/definition, literary example in context, and effect/purpose) in today’s document
Open a new document for today!
Bellringer—A. After reading the background and questions on “communion” (handout), apply your understanding of this guidepost to The Great Gatsby so far.
B. After reading the background and questions on “color” (handout), apply your understanding of this guidepost to The Great Gatsby so far.
C. Based on our rhetorical terms so far, which term best applies? Explain its effect specifically in the context of the quote below.
“What is indifference? Etymologically, the word means "no difference." A strange and unnatural state in which the lines blur between light and darkness, dusk and dawn, crime and punishment, cruelty and compassion, good and evil” (Wiesel, 1999).
Schedule—Bellringer, bellringer review, rhetorical terms set II
Homework – (Term/definition, literary example in context, and effect/purpose) in today’s document
Monday, February 1st
Continue in the document from last class. Skip some space before adding today’s date.
Bellringer— A. Compare and contrast the following: (1) Nick Carraway and Tom Buchanan and (2) Daisy
Buchanan and Jordan Baker. What are their similarities and differences? How do the differences between characters (opposites) help with the development of the characters?
Schedule—Bellringer/homework check, pair/share, bellringer review, key passage read aloud/discussion
Homework –Submit Gatsby anticipation guide document to Schoology
The Great Gatsby chapter two reading with annotations (connection, question, device/language)—per page through chapter two by next class. You may use sticky notes, a PDF app, or mark the page #s next to your annotations in a typed document
Continue in the document from last class. Skip some space before adding today’s date.
Bellringer— A. Compare and contrast the following: (1) Nick Carraway and Tom Buchanan and (2) Daisy
Buchanan and Jordan Baker. What are their similarities and differences? How do the differences between characters (opposites) help with the development of the characters?
Schedule—Bellringer/homework check, pair/share, bellringer review, key passage read aloud/discussion
Homework –Submit Gatsby anticipation guide document to Schoology
The Great Gatsby chapter two reading with annotations (connection, question, device/language)—per page through chapter two by next class. You may use sticky notes, a PDF app, or mark the page #s next to your annotations in a typed document
Thursday, January 28th
WELCOME! 😊 Akpmsa.weebly.com
Continue from yesterday’s document
Bellringer— Using the notes you took during the modernism presentations (not your own), expand one topic/item you learned and discuss its significance. What made this interesting? What significance does it have for the period? What connections can you make? What questions do you still have?
Schedule—Bellringer and attendance, bellringer review, modernism context groups presentations (makeups?), Gatsby introduction--anticipation guide—submit at the end of the period (be prepared to discuss next class), reading directions
Homework –The Great Gatsby chapter one reading with annotations (connection, question, device/language)—one per page through chapter one, no two same annotations in a row. You may mark the page #s in a document alongside your annotation or you may use a PDF app and “write” directly on the pages.
WELCOME! 😊 Akpmsa.weebly.com
Continue from yesterday’s document
Bellringer— Using the notes you took during the modernism presentations (not your own), expand one topic/item you learned and discuss its significance. What made this interesting? What significance does it have for the period? What connections can you make? What questions do you still have?
Schedule—Bellringer and attendance, bellringer review, modernism context groups presentations (makeups?), Gatsby introduction--anticipation guide—submit at the end of the period (be prepared to discuss next class), reading directions
Homework –The Great Gatsby chapter one reading with annotations (connection, question, device/language)—one per page through chapter one, no two same annotations in a row. You may mark the page #s in a document alongside your annotation or you may use a PDF app and “write” directly on the pages.
Wednesday, January 27th
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Open up a new document
Bellringer— https://forms.nationalmerit.org/alternateentry
Take a screenshot of your confirmation page and paste it into today’s document for your bellringer. (Hold down fn and prt scrn/shift…then paste into your document).
Schedule—Bellringer and attendance, bellringer review, modernism context groups presentations (finish)
For today’s document—add notes from each presenting group underneath today’s bellringer
Homework —Continue adding notes for each topic/group
WELCOME! 😊 Akpmsa.weebly.com
Open up a new document
Bellringer— https://forms.nationalmerit.org/alternateentry
Take a screenshot of your confirmation page and paste it into today’s document for your bellringer. (Hold down fn and prt scrn/shift…then paste into your document).
Schedule—Bellringer and attendance, bellringer review, modernism context groups presentations (finish)
For today’s document—add notes from each presenting group underneath today’s bellringer
Homework —Continue adding notes for each topic/group
Monday, January 25th
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Open up the document from last class before skipping some space before today’s date.
Bellringer— Using your rhetorical device chart, discuss the ONE rhetorical term that applies to all three quotes below, and explain the effects of this device using specific details from each quote. Why did the speakers/authors say it this way?
· "We must learn to live together as brothers or perish together as fools."—Martin Luther King, Jr.
· “Unlike short-sighted, egocentric humans, God ‘sees with equal eye’ the fall of a hero and a sparrow, the destruction of an atom or a solar system.”—Alexander Pope
· “That's one small step for man, one giant leap for mankind.”—Neil Armstrong
Schedule—Bellringer and attendance, bellringer review, modernism context groups presentations
For today’s document—add notes from each presenting group underneath today’s bellringer
Homework —Continue adding notes for each topic/group
WELCOME! 😊 Akpmsa.weebly.com
Open up the document from last class before skipping some space before today’s date.
Bellringer— Using your rhetorical device chart, discuss the ONE rhetorical term that applies to all three quotes below, and explain the effects of this device using specific details from each quote. Why did the speakers/authors say it this way?
· "We must learn to live together as brothers or perish together as fools."—Martin Luther King, Jr.
· “Unlike short-sighted, egocentric humans, God ‘sees with equal eye’ the fall of a hero and a sparrow, the destruction of an atom or a solar system.”—Alexander Pope
· “That's one small step for man, one giant leap for mankind.”—Neil Armstrong
Schedule—Bellringer and attendance, bellringer review, modernism context groups presentations
For today’s document—add notes from each presenting group underneath today’s bellringer
Homework —Continue adding notes for each topic/group
Thursday, January 21st
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Open up a NEW document and record today’s date.
Bellringer— Using your rhetorical device chart, analyze at least two rhetorical terms that apply and argue the effects (connect to purpose). Why did the speaker/author say it this way?
“We, the people, declare today that the most evident of truths — that all of us are created equal — is the star that guides us still; just as it guided our forebears through Seneca Falls, and Selma, and Stonewall.”—Obama’s Inaugural Address
Schedule—Bellringer and attendance, bellringer review, modernism context groups (topics) assignment: meetings (groupings by name) and wrap-up (prepare to present next class)
Presentation Requirements
For today’s document—Bellringer and group notes/work
Homework —Be prepared to present next class.
WELCOME! 😊 Akpmsa.weebly.com
Open up a NEW document and record today’s date.
Bellringer— Using your rhetorical device chart, analyze at least two rhetorical terms that apply and argue the effects (connect to purpose). Why did the speaker/author say it this way?
“We, the people, declare today that the most evident of truths — that all of us are created equal — is the star that guides us still; just as it guided our forebears through Seneca Falls, and Selma, and Stonewall.”—Obama’s Inaugural Address
Schedule—Bellringer and attendance, bellringer review, modernism context groups (topics) assignment: meetings (groupings by name) and wrap-up (prepare to present next class)
Presentation Requirements
For today’s document—Bellringer and group notes/work
Homework —Be prepared to present next class.
Tuesday, January 19th
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Open up a NEW document and record today’s date.
Bellringer-- A. Bellringer— Using our rhetorical terms, discuss syntax and at least one other rhetorical term that applies, making sure to explain effect in a TEXAS format. Why did the speaker/author say it this way? Label each part of the TEXAS.
“We shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, and we shall fight in the hills. We shall never surrender.”
Schedule—Bellringer and attendance, bellringer review, modernism context groups assignment: instructions/requirements and meetings
For today’s document—Bellringer and group notes/work
Homework —Tomorrow: asynchronous group meetings (add notes/work to today’s document). Be prepared to present on Thursday.
WELCOME! 😊 Akpmsa.weebly.com
Open up a NEW document and record today’s date.
Bellringer-- A. Bellringer— Using our rhetorical terms, discuss syntax and at least one other rhetorical term that applies, making sure to explain effect in a TEXAS format. Why did the speaker/author say it this way? Label each part of the TEXAS.
“We shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, and we shall fight in the hills. We shall never surrender.”
Schedule—Bellringer and attendance, bellringer review, modernism context groups assignment: instructions/requirements and meetings
For today’s document—Bellringer and group notes/work
Homework —Tomorrow: asynchronous group meetings (add notes/work to today’s document). Be prepared to present on Thursday.
Thursday, January 14th
WELCOME! 😊
Open up the document from last class. Skip some space before putting today’s date and recording your bellringer response.
Bellringer-- A. Using the terms we learned so far, choose the term that describes the difference between calling someone “youthful” as opposed to “childish.” Explain in a TEXAS-formatted paragraph. Label each part of the TEXAS or make a key.
Schedule—Bellringer and attendance, bellringer review/wrap-up, rhetorical analysis tool #3: rhetorical terms continued from yesterday (intro and notes--term/definition, example, and effect/purpose for each)
Homework — Finish examples, submit today’s document (bellringer response and terms notes with examples) on Schoology
WELCOME! 😊
Open up the document from last class. Skip some space before putting today’s date and recording your bellringer response.
Bellringer-- A. Using the terms we learned so far, choose the term that describes the difference between calling someone “youthful” as opposed to “childish.” Explain in a TEXAS-formatted paragraph. Label each part of the TEXAS or make a key.
Schedule—Bellringer and attendance, bellringer review/wrap-up, rhetorical analysis tool #3: rhetorical terms continued from yesterday (intro and notes--term/definition, example, and effect/purpose for each)
Homework — Finish examples, submit today’s document (bellringer response and terms notes with examples) on Schoology
Wednesday, January 13th
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Open up a new document and type today’s date at the top.
Akpmsa.weebly.com
Bellringer-- A. Using the Harding speech from last class and the TONE BANK, respond to the following question in a TEXAS format--What is the speaker’s tone? Be sure to use the author’s last name and “Title of the Speech” in your response.
T=Main argument (state tone), X=specific quote from the text with a lead-in A=assess how something is said (what words/phrases in the quote contribute to the tone?)
Schedule—Bellringer and attendance, bellringer review/wrap-up, rhetorical analysis tool #3: rhetorical terms (intro and notes--term/definition, example, and effect/purpose for each
Homework — Finish examples, prepare to submit today’s document (bellringer response and terms notes with examples) on Schoology next class
WELCOME! 😊
Open up a new document and type today’s date at the top.
Akpmsa.weebly.com
Bellringer-- A. Using the Harding speech from last class and the TONE BANK, respond to the following question in a TEXAS format--What is the speaker’s tone? Be sure to use the author’s last name and “Title of the Speech” in your response.
T=Main argument (state tone), X=specific quote from the text with a lead-in A=assess how something is said (what words/phrases in the quote contribute to the tone?)
Schedule—Bellringer and attendance, bellringer review/wrap-up, rhetorical analysis tool #3: rhetorical terms (intro and notes--term/definition, example, and effect/purpose for each
Homework — Finish examples, prepare to submit today’s document (bellringer response and terms notes with examples) on Schoology next class
Monday, January 11th American Lit
WELCOME! 😊
Open up your previous document and skip some space before typing today’s date at the top.
Bellringer--Navigate back to the Atlantic article you selected for homework based on the American dream or recent events. Write a short summary of the overall argument of the piece in TEXAS format. For T, use the following template:
In the article “American Dream, Corrupted,” John Author argues that _________________________________________.
For X, use the following template:
For example, the author states that “This is my quote” (Author).
Schedule—Bellringer and attendance, speech from 1920--Warren G. Harding, post WWI (listen and follow transcript): SOAPSTone
Homework —Submit today’s document (includes previous class, as well) (bellringer response, notes, and question responses) on Schoology by the end of the period
WELCOME! 😊
Open up your previous document and skip some space before typing today’s date at the top.
Bellringer--Navigate back to the Atlantic article you selected for homework based on the American dream or recent events. Write a short summary of the overall argument of the piece in TEXAS format. For T, use the following template:
In the article “American Dream, Corrupted,” John Author argues that _________________________________________.
For X, use the following template:
For example, the author states that “This is my quote” (Author).
Schedule—Bellringer and attendance, speech from 1920--Warren G. Harding, post WWI (listen and follow transcript): SOAPSTone
Homework —Submit today’s document (includes previous class, as well) (bellringer response, notes, and question responses) on Schoology by the end of the period
Thursday, January 7th American Lit
WELCOME! 😊
Open up a document and place today’s date at the top. You can use MS Word, Google Docs…your choice.
Bellringer--Respond to the following in your document under today’s date in TEXAS format (be prepared to share your response):
Compare and contrast what you learned about Modernism and the American Dream in the reading yesterday. Compare and contrast the current period and views of the American Dream vs. the views then. What has remained the same? What has changed?
Schedule—Bellringer and attendance, SOAPSTone introduction (see notes here) and practice with the “American Dream” (writing):
Choose an article from The Atlantic by using the search tool and searching “American Dream" OR choose an article from the same site about the events that occurred yesterday in DC. Create a SOAPSTone organizer for the article you chose in your document for today under your bellringer and SOAPSTone notes.
Homework —Be prepared to submit today’s document (bellringer response, notes, and writing practice) on Schoology on Monday
WELCOME! 😊
Open up a document and place today’s date at the top. You can use MS Word, Google Docs…your choice.
Bellringer--Respond to the following in your document under today’s date in TEXAS format (be prepared to share your response):
Compare and contrast what you learned about Modernism and the American Dream in the reading yesterday. Compare and contrast the current period and views of the American Dream vs. the views then. What has remained the same? What has changed?
Schedule—Bellringer and attendance, SOAPSTone introduction (see notes here) and practice with the “American Dream” (writing):
Choose an article from The Atlantic by using the search tool and searching “American Dream" OR choose an article from the same site about the events that occurred yesterday in DC. Create a SOAPSTone organizer for the article you chose in your document for today under your bellringer and SOAPSTone notes.
Homework —Be prepared to submit today’s document (bellringer response, notes, and writing practice) on Schoology on Monday
Wednesday, January 6th American Lit
WELCOME! 😊
Open up a document and place today’s date at the top. You can use MS Word, Google Docs…your choice.
Bellringer--Respond to the following in TEXAS your document under today’s date (be prepared to share your response):
What does the phrase, “American Dream” mean to you?
What might it have meant to those living in the Modernist period (1919-1939)?
Schedule—Bellringer and attendance, modernism tenets and the American dream introduction w/ notes, Modernist intro text and question responses (in document)
Homework —Submit today’s document (bellringer response, notes, and question responses) on Schoology by the end of the period
WELCOME! 😊
Open up a document and place today’s date at the top. You can use MS Word, Google Docs…your choice.
Bellringer--Respond to the following in TEXAS your document under today’s date (be prepared to share your response):
What does the phrase, “American Dream” mean to you?
What might it have meant to those living in the Modernist period (1919-1939)?
Schedule—Bellringer and attendance, modernism tenets and the American dream introduction w/ notes, Modernist intro text and question responses (in document)
Homework —Submit today’s document (bellringer response, notes, and question responses) on Schoology by the end of the period
Monday, January 4th American Lit
WELCOME! 😊
Open up a document and place today’s date at the top. You can use MS Word, Google Docs…your choice.
Bellringer--Respond to the following in your document under today’s date (be prepared to share your response):
Analyze the quote (written in 1927) below. What might the speaker actually be saying? Is the quote just about traveling? Why or why not?
“Men travel faster now, but I do not know if they go to better things” (Willa Cather).
Schedule—Bellringer and attendance, introduction and course info—course website/general setup on Schoology, practice rewriting using TEXAS format on course website, introduction to modernism, wrap-up, rewrite response in TEXAS format
Homework —Submit today’s document (bellringer response, notes) on Schoology by the end of the period
WELCOME! 😊
Open up a document and place today’s date at the top. You can use MS Word, Google Docs…your choice.
Bellringer--Respond to the following in your document under today’s date (be prepared to share your response):
Analyze the quote (written in 1927) below. What might the speaker actually be saying? Is the quote just about traveling? Why or why not?
“Men travel faster now, but I do not know if they go to better things” (Willa Cather).
Schedule—Bellringer and attendance, introduction and course info—course website/general setup on Schoology, practice rewriting using TEXAS format on course website, introduction to modernism, wrap-up, rewrite response in TEXAS format
Homework —Submit today’s document (bellringer response, notes) on Schoology by the end of the period