AP English Literature
Tuesday, February 25th
Bellringer A. Using your Literary Guideposts Cheat Sheet, analyze relevant archetypes and associations for the three poems last night. Explain your responses.
B. Identify the most applicable term(s) using the excerpt from “Inferno” by Dante Alighieri (The Divine Comedy). EXPLAIN.
Schedule— Bellringer/homework check (TPCASSTTs), pair/share, poetry discussion of practice questions—“Flower,” “Fair Singer,” and “January”
Homework —AP independent reading novel #4--annotations
Bellringer A. Using your Literary Guideposts Cheat Sheet, analyze relevant archetypes and associations for the three poems last night. Explain your responses.
B. Identify the most applicable term(s) using the excerpt from “Inferno” by Dante Alighieri (The Divine Comedy). EXPLAIN.
Schedule— Bellringer/homework check (TPCASSTTs), pair/share, poetry discussion of practice questions—“Flower,” “Fair Singer,” and “January”
Homework —AP independent reading novel #4--annotations
Monday, February 24th
Bellringer A. Grab your essay from Friday. Reread. What went well? What do you need to improve? Use the new scoring rubric to support your response.
B. Using your most recent terms chart (set IX), identify the most applicable terms using the excerpt from “Sympathy” by Emma Lazarus (handout).
Schedule— Bellringer/collect books, pair/share and poem peer TPCASSTT, poem sharing
Homework --“Flower,” “Fair Singer,” and “January” TPCASSTTs
Bellringer A. Grab your essay from Friday. Reread. What went well? What do you need to improve? Use the new scoring rubric to support your response.
B. Using your most recent terms chart (set IX), identify the most applicable terms using the excerpt from “Sympathy” by Emma Lazarus (handout).
Schedule— Bellringer/collect books, pair/share and poem peer TPCASSTT, poem sharing
Homework --“Flower,” “Fair Singer,” and “January” TPCASSTTs
Friday, February 21st
Timed Essay--"Black Walnut Tree" with accompanying handout
Homework--Poem creation—application of terms
Quarter 3 Book Collection (finished) Monday, 2/24
Timed Essay--"Black Walnut Tree" with accompanying handout
Homework--Poem creation—application of terms
Quarter 3 Book Collection (finished) Monday, 2/24
Thursday, February 20th
Bellringer A. Select one connotative word choice from each of the poems from last night. Then, address the following:
1. What word could the author have used instead of this word?
2. What emotional associations does this particular word hold?
3. How does this word contribute to the tone of the speaker?
4. How does this word contribute to the implicit meaning of the poem?
Schedule— Bellringer/TPCASSTT check (“North, “Lonely,” and “Triple”), class sharing out (from yesterday’s groups) nontraditional poetry examples: “Red Wheelbarrow,” Taniguchi, spoken word, homework instructions
Homework --Poem creation—application of terms,
Quarter 3 Book Collection (finished) Monday, 2/24
Bellringer A. Select one connotative word choice from each of the poems from last night. Then, address the following:
1. What word could the author have used instead of this word?
2. What emotional associations does this particular word hold?
3. How does this word contribute to the tone of the speaker?
4. How does this word contribute to the implicit meaning of the poem?
Schedule— Bellringer/TPCASSTT check (“North, “Lonely,” and “Triple”), class sharing out (from yesterday’s groups) nontraditional poetry examples: “Red Wheelbarrow,” Taniguchi, spoken word, homework instructions
Homework --Poem creation—application of terms,
Quarter 3 Book Collection (finished) Monday, 2/24
Wednesday, February 19th
Bellringer A. Using the template below, create an introduction paragraph for each of the three poetry readings (“November,” “Forerunners,” and “Female”):
B. Using your newest literary terms chart, identify the most applicable term for the poem below. Explain:
“Joshua Tree”
hair spiked,
a crooked stance
in the hot desert sun -
dust in his face, he limps towards
the blue
--Deborah Kolodji
Schedule--Bellringer and quarter 4 book check-in, pair/share, poetry discussion (three poems)
Homework —TPCASSTT and term application poem set: “North,” “Lonely,” and “Triple”
Quarter 3 Book Collection (finished) Monday, 2/24
Bellringer A. Using the template below, create an introduction paragraph for each of the three poetry readings (“November,” “Forerunners,” and “Female”):
- 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).
B. Using your newest literary terms chart, identify the most applicable term for the poem below. Explain:
“Joshua Tree”
hair spiked,
a crooked stance
in the hot desert sun -
dust in his face, he limps towards
the blue
--Deborah Kolodji
Schedule--Bellringer and quarter 4 book check-in, pair/share, poetry discussion (three poems)
Homework —TPCASSTT and term application poem set: “North,” “Lonely,” and “Triple”
Quarter 3 Book Collection (finished) Monday, 2/24
Friday, February 14th
Quarter 4 Book Check-in Wednesday, 2/19
Quarter 3 Book Collection (finished) Monday, 2/24
- Assembly
Quarter 4 Book Check-in Wednesday, 2/19
Quarter 3 Book Collection (finished) Monday, 2/24
Thursday, February 13th
Bellringer A. Using the template below, create an introduction paragraph for “The Road Not Taken.” Be sure to include the subversive nature of the poem.
Schedule--Bellringer (“Road” homework check--TPCASSTT, collected note and quote corrections, and "Road" questions), pair/share w/ partner feedback, review/assess Terms Test VIII
Homework —TPCASSTT and term application poem set: “November Cotton Flower,” “The Forerunners,” and “The Female Philosopher”
Quarter 4 Book Check-in Wednesday, 2/19
Quarter 3 Book Collection (finished) Monday, 2/24
Bellringer A. Using the template below, create an introduction paragraph for “The Road Not Taken.” Be sure to include the subversive nature of the poem.
- Attention grabber
- The poem, (“Title of Poem”) by (Author) describes (what’s literally happening/explicit subject/surface-level topic).
- The speaker adopts a (tone) tone to convey the idea that (implicit meaning/theme/deeper message).
Schedule--Bellringer (“Road” homework check--TPCASSTT, collected note and quote corrections, and "Road" questions), pair/share w/ partner feedback, review/assess Terms Test VIII
Homework —TPCASSTT and term application poem set: “November Cotton Flower,” “The Forerunners,” and “The Female Philosopher”
Quarter 4 Book Check-in Wednesday, 2/19
Quarter 3 Book Collection (finished) Monday, 2/24
Wednesday, February 12th
Bellringer A. Using your newest literary terms chart, decide which term is most applicable after viewing the clip from The Wizard of Oz. Be sure to support your response.
Schedule--Bellringer, Terms Chart IX check, pair/share, “The Road Not Taken” poem introduction (widely misread/subversive), close reading walk-through and TPCASSTT review, clip
Homework --
Bellringer A. Using your newest literary terms chart, decide which term is most applicable after viewing the clip from The Wizard of Oz. Be sure to support your response.
Schedule--Bellringer, Terms Chart IX check, pair/share, “The Road Not Taken” poem introduction (widely misread/subversive), close reading walk-through and TPCASSTT review, clip
Homework --
Tuesday, February 11th
Bellringer A. Grab your essay from Friday. What went well? What still needs improvement? Be specific and pull evidence from your essay to support your assertions.
B. Several students did not “submit” on MCQ Unit 6. Take a moment to click “submit” and the close your laptop.
Schedule--Bellringer, pair/share, Term Set IX Introduction, MCQ answers returned for homework
TERMS:
Frame story
In media res
Deus ex machina
Suspension of disbelief
Imagery-visual, auditory, kinesthetic, tactile, olfactory, gustatory
Verisimilitude
Regional Literature/Local color
Rhyme Royal
Cinquain
Proclivity
Undulate
Acute
*Penelope
*Diana
*The Storming of the Bastille
Homework--
Bellringer A. Grab your essay from Friday. What went well? What still needs improvement? Be specific and pull evidence from your essay to support your assertions.
B. Several students did not “submit” on MCQ Unit 6. Take a moment to click “submit” and the close your laptop.
Schedule--Bellringer, pair/share, Term Set IX Introduction, MCQ answers returned for homework
TERMS:
Frame story
In media res
Deus ex machina
Suspension of disbelief
Imagery-visual, auditory, kinesthetic, tactile, olfactory, gustatory
Verisimilitude
Regional Literature/Local color
Rhyme Royal
Cinquain
Proclivity
Undulate
Acute
*Penelope
*Diana
*The Storming of the Bastille
Homework--
- Terms Chart Set IX
- Note and quote corrections due Thurs
- Quarter 4 Book Check-in Tuesday, 2/18
- Quarter 3 Book Collection (finished) Monday, 2/24
Monday, February 10th
Terms Test VIII
Terms Test VIII
Friday, February 7th
Timed Essay--"Literal/Figurative Gift"
Timed Essay--"Literal/Figurative Gift"
Thursday, February 6th
(finish partner posters)
MCQ Unit: 6 (apclassroom.collegeboard.org)
Collected homework (notecard)
HW: prep for timed essay tomorrow (literal/figurative gift)
(finish partner posters)
MCQ Unit: 6 (apclassroom.collegeboard.org)
Collected homework (notecard)
HW: prep for timed essay tomorrow (literal/figurative gift)
Wednesday, February 5th
Bellringer A. Using your handout on the function of the chorus, annotate the reading directly on the text. In your notebook, write a brief summary of what you learned.
B. Aside or soliloquy? Explain. Clip from Othello at 40:31.
C. Use the new rubric to score each of the two samples essays from the homework last night. Briefly explain your score for each.
Schedule--Bellringer (homework check—“Literal/Figurative Gift” annotations), pair/share, bellringer review/discuss samples, Tag/Prompt Element/Theme poster practice
Homework —Quarter 3 Novel notecard—passage paragraph on one side, specific guidepost/archetype with explanation on the other--must connect to potential theme! How does this element/guidepost/archetype illuminate the meaning of the work as a whole?
Bellringer A. Using your handout on the function of the chorus, annotate the reading directly on the text. In your notebook, write a brief summary of what you learned.
B. Aside or soliloquy? Explain. Clip from Othello at 40:31.
C. Use the new rubric to score each of the two samples essays from the homework last night. Briefly explain your score for each.
Schedule--Bellringer (homework check—“Literal/Figurative Gift” annotations), pair/share, bellringer review/discuss samples, Tag/Prompt Element/Theme poster practice
Homework —Quarter 3 Novel notecard—passage paragraph on one side, specific guidepost/archetype with explanation on the other--must connect to potential theme! How does this element/guidepost/archetype illuminate the meaning of the work as a whole?
Tuesday, February 4th
Bellringer A. Using your poem handout (from “The Female Vagrant” by Wordsworth) scan the meter and determine which of the three sonnets is most applicable. Explain.
B. Which lines are end-stopped and which are enjambed?
C. Read through the peer reviews you received essay and initial each one. What feedback did you receive that’s helpful? How can you apply this to Friday’s essay?
Schedule--Bellringer (homework check—guidepost TEXAS), pair/share, bellringer review, graded novel discussion, homework intro (and new rubric)
Homework --Question 3 essay samples--2 annotations per paragraph—“Literal/Figurative” Gift Prompt
Bellringer A. Using your poem handout (from “The Female Vagrant” by Wordsworth) scan the meter and determine which of the three sonnets is most applicable. Explain.
B. Which lines are end-stopped and which are enjambed?
C. Read through the peer reviews you received essay and initial each one. What feedback did you receive that’s helpful? How can you apply this to Friday’s essay?
Schedule--Bellringer (homework check—guidepost TEXAS), pair/share, bellringer review, graded novel discussion, homework intro (and new rubric)
Homework --Question 3 essay samples--2 annotations per paragraph—“Literal/Figurative” Gift Prompt
Monday, February 3rd
Bellringer-- A. Using the excerpt below, identify the most applicable term from Set VIII. Explain:
In a solitude of the sea
Deep from human vanity,
And the Pride of Life that planned her, stilly couches she. —from “The Convergence of the Twain” by Thomas Hardy
B. Take out your condensed Foster How to Read Literature Guideposts cheat sheet. After viewing the clip from Boyhood, connect what you see to one of the literary guideposts. Explain (and include the guidepost’s thematic importance).
C. From your most recent essay, copy down what you indicated was a THEME of Hamlet (or the novel you selected) in your essay. Then, reflect on your essay. What went well? What do you still need to improve?
Schedule--Bellringer, pair/share, bellringer review, peer review rounds—"mysterious origins” or best essay so far
Homework —AP Independent Reading Novel #3 annotations and Literary Guidepost TEXAS
Bellringer-- A. Using the excerpt below, identify the most applicable term from Set VIII. Explain:
In a solitude of the sea
Deep from human vanity,
And the Pride of Life that planned her, stilly couches she. —from “The Convergence of the Twain” by Thomas Hardy
B. Take out your condensed Foster How to Read Literature Guideposts cheat sheet. After viewing the clip from Boyhood, connect what you see to one of the literary guideposts. Explain (and include the guidepost’s thematic importance).
C. From your most recent essay, copy down what you indicated was a THEME of Hamlet (or the novel you selected) in your essay. Then, reflect on your essay. What went well? What do you still need to improve?
Schedule--Bellringer, pair/share, bellringer review, peer review rounds—"mysterious origins” or best essay so far
Homework —AP Independent Reading Novel #3 annotations and Literary Guidepost TEXAS
Friday, January 31st
Timed Question 3 Essay #3: Mysterious Origins
Timed Question 3 Essay #3: Mysterious Origins
Thursday, January 30th
Bellringer—A. Grab your essay folder. In a TEXAS, analyze your ability to effectively write the question 3 essay. In your “T,” include a rating for yourself on the 1-9 scale. Use the checklist/guidelines sheet when providing evidence (essay requirements—length, present (literary) tense, analysis NOT summary, etc.).
B. From your most recent essay, copy down what you indicated was a THEME of Hamlet (or the novel you selected) in your essay.
C. Pick up your graded independent AP novel from the counter.
Schedule--Bellringer (homework check—Terms Set VIII check), pair/share, review, AP Terms Test VII review
Homework —AP Independent Reading Novel #3 annotations, essay introduction redo/revision
Bellringer—A. Grab your essay folder. In a TEXAS, analyze your ability to effectively write the question 3 essay. In your “T,” include a rating for yourself on the 1-9 scale. Use the checklist/guidelines sheet when providing evidence (essay requirements—length, present (literary) tense, analysis NOT summary, etc.).
B. From your most recent essay, copy down what you indicated was a THEME of Hamlet (or the novel you selected) in your essay.
C. Pick up your graded independent AP novel from the counter.
Schedule--Bellringer (homework check—Terms Set VIII check), pair/share, review, AP Terms Test VII review
Homework —AP Independent Reading Novel #3 annotations, essay introduction redo/revision
Wednesday, January 29th
Terms Set VIII Intro and Chart--
Anachronism
Narrative speaker vs. author
Spenserian Sonnet
End-stopped line
Chorus
Cacophany vs. Euphony
Tercet
Soliloquy vs. aside
Romanticism
Gothic
Apathetic
*Furies
*Styx
*Alexander the Great
*Mephistopheles
Homework-Complete chart with examples in context (actual poems, plays, and novels)
Terms Set VIII Intro and Chart--
Anachronism
Narrative speaker vs. author
Spenserian Sonnet
End-stopped line
Chorus
Cacophany vs. Euphony
Tercet
Soliloquy vs. aside
Romanticism
Gothic
Apathetic
*Furies
*Styx
*Alexander the Great
*Mephistopheles
Homework-Complete chart with examples in context (actual poems, plays, and novels)
Tuesday, January 28th
Terms Test VIII
Looking ahead: Quarter 4 Novel/Play Options for Independent Study
Terms Test VIII
Looking ahead: Quarter 4 Novel/Play Options for Independent Study
Monday, January 27th
Fire Alarm, Word Play/Riddle Competition (test rescheduled until tomorrow due to fire alarm)
Fire Alarm, Word Play/Riddle Competition (test rescheduled until tomorrow due to fire alarm)
Friday, January 24th
Timed Open Novel/Play Essay #2: A Mind Pulled in Conflicting Directions
Homework--Terms Test on Monday; Novel collected on Monday for mid-point check
Timed Open Novel/Play Essay #2: A Mind Pulled in Conflicting Directions
Homework--Terms Test on Monday; Novel collected on Monday for mid-point check
Thursday, January 23rd
Hamlet project presentations (finish)
Hamlet project presentations (finish)
Wednesday, January 22nd
Hamlet project presentations
Hamlet project presentations
Tuesday, January 21st
Hamlet project presentations
Hamlet project presentations
Friday, January 17th
Timed Essay--Open Novel/Play Essay #1: Intentional Deception
Timed Essay--Open Novel/Play Essay #1: Intentional Deception
Thursday, January 16th
Bellringer-- A. What terms best applies to the example below? Explain.
Mr. Knightley, a sensible man about seven or eight-and-thirty, was not only a very old and intimate friend of the family, but particularly connected with it, as the elder brother of Isabella’s husband.
—From Emma by Jane Austen
B. Using the analysis portion of your presentation, form a TEXAS using memorized textual evidence (X) from your scene or soliloquy with a NEW element to analyze (Literary Guideposts, Shakespearean Tragedy, theme/motifs discussed in class, literary terms, foil, literary debates, etc.)
Schedule--Bellringer/homework check (“Mysterious Origins” annotations), pair/share (and discuss sample from last night), review, Hamlet Crash Course review w/ notes—in preparation for analysis portion of project
Homework --“Internal Conflict” Essay—annotate 2 per paragraph directly on handout and assess in notebook, project due Tuesday, 1/21, AP Independent Reading Novel #3 annotations—midpoint check 1/27
Bellringer-- A. What terms best applies to the example below? Explain.
Mr. Knightley, a sensible man about seven or eight-and-thirty, was not only a very old and intimate friend of the family, but particularly connected with it, as the elder brother of Isabella’s husband.
—From Emma by Jane Austen
B. Using the analysis portion of your presentation, form a TEXAS using memorized textual evidence (X) from your scene or soliloquy with a NEW element to analyze (Literary Guideposts, Shakespearean Tragedy, theme/motifs discussed in class, literary terms, foil, literary debates, etc.)
Schedule--Bellringer/homework check (“Mysterious Origins” annotations), pair/share (and discuss sample from last night), review, Hamlet Crash Course review w/ notes—in preparation for analysis portion of project
Homework --“Internal Conflict” Essay—annotate 2 per paragraph directly on handout and assess in notebook, project due Tuesday, 1/21, AP Independent Reading Novel #3 annotations—midpoint check 1/27
Wednesday, January 15th
Bellringer-- A. Copy down the following poetic excerpt and scan the meter. What pattern do you notice? What other terms apply?
A little learning is a dangerous thing;
Drink deep, or taste not the Pierian Spring:
There shallow draughts intoxicate the brain,
And drinking largely sobers us again.
—From “An Essay on Criticism” by Alexander Pope
B. Using the analysis portion of your presentation, form a TEXAS using memorized textual evidence (X) from your scene or soliloquy.
Schedule--Bellringer, pair/share, review, Question 3 Essay Sample Review (Intentional Deception—8/9)
Homework —“Mysterious Origins” Prompt—annotate sample 2 per paragraph directly on handout and assess in notebook, Hamlet line memorization tomorrow, project due Tuesday, 1/21, AP Independent Reading Novel #3 annotations—midpoint check 1/27
Bellringer-- A. Copy down the following poetic excerpt and scan the meter. What pattern do you notice? What other terms apply?
A little learning is a dangerous thing;
Drink deep, or taste not the Pierian Spring:
There shallow draughts intoxicate the brain,
And drinking largely sobers us again.
—From “An Essay on Criticism” by Alexander Pope
B. Using the analysis portion of your presentation, form a TEXAS using memorized textual evidence (X) from your scene or soliloquy.
Schedule--Bellringer, pair/share, review, Question 3 Essay Sample Review (Intentional Deception—8/9)
Homework —“Mysterious Origins” Prompt—annotate sample 2 per paragraph directly on handout and assess in notebook, Hamlet line memorization tomorrow, project due Tuesday, 1/21, AP Independent Reading Novel #3 annotations—midpoint check 1/27
Monday, January 13th
Bellringer— Which literary term from Set VII is most applicable to the excerpt below? Explain.
"All at once he was alone in this noisy hive with no place to roost." —From The Bonfire of the Vanities by Tom Wolfe
B. Review: Copy down the following poetic excerpt and scan the meter. What pattern do you notice?
“That age is best which is the first,
When youth and blood are warmer;
But being spent, the worse, and worst
Times still succeed the former.”
—From “To the Virgins, to Make Much of Time” by Robert Herrick
Schedule--Bellringer, pair/share, review, Question 3 Essay intro and notes
Homework —Intentional Deception Prompt—annotate 2 per paragraph directly on samples and assess in notebook (which is an 8 and which is a 9 and why), Hamlet line memorization this week, project due Tuesday, 1/21, AP Independent Reading Novel #3 annotations—midpoint check 1/27
Bellringer— Which literary term from Set VII is most applicable to the excerpt below? Explain.
"All at once he was alone in this noisy hive with no place to roost." —From The Bonfire of the Vanities by Tom Wolfe
B. Review: Copy down the following poetic excerpt and scan the meter. What pattern do you notice?
“That age is best which is the first,
When youth and blood are warmer;
But being spent, the worse, and worst
Times still succeed the former.”
—From “To the Virgins, to Make Much of Time” by Robert Herrick
Schedule--Bellringer, pair/share, review, Question 3 Essay intro and notes
Homework —Intentional Deception Prompt—annotate 2 per paragraph directly on samples and assess in notebook (which is an 8 and which is a 9 and why), Hamlet line memorization this week, project due Tuesday, 1/21, AP Independent Reading Novel #3 annotations—midpoint check 1/27
Friday, January 10th
Hamlet project workshop and check-ins (progress grade)
Collected corrections for MC Test 1 (“Prologue..”)
Hamlet project workshop and check-ins (progress grade)
Collected corrections for MC Test 1 (“Prologue..”)
Thursday, January 9th
Bellringer—A. Which literary term from Set VII is most applicable to the excerpt below? Explain.
PRIEST: O ruler of my country, Oedipus, you see our company around the altar; you see our ages; some of us, like these, who cannot yet fly far, and some of us heavy with age…King, you yourself have seen our city reeling like a wreck …Your servants here signal that Creon is this moment coming.
From Oedipus Rex by Sophocles
B. Reflect on your experience taking the first AP Lit multiple choice practice exam yesterday. What did you find difficult? What went well? Brainstorm strategies that could help you improve.
Schedule--Bellringer, pair/share, review, Hamlet workshop conferences and progress grades, Homework directions—test corrections (note and quote for CORRECT answer on items missed)
Homework —MC Test 1 (“Prologue..”) note and quote corrections due tomorrow, Prose Portfolio/Reflection due tomorrow, Hamlet project due Tuesday, 1/21, AP Independent Reading Novel #3 annotations—midpoint check 1/27
Bellringer—A. Which literary term from Set VII is most applicable to the excerpt below? Explain.
PRIEST: O ruler of my country, Oedipus, you see our company around the altar; you see our ages; some of us, like these, who cannot yet fly far, and some of us heavy with age…King, you yourself have seen our city reeling like a wreck …Your servants here signal that Creon is this moment coming.
From Oedipus Rex by Sophocles
B. Reflect on your experience taking the first AP Lit multiple choice practice exam yesterday. What did you find difficult? What went well? Brainstorm strategies that could help you improve.
Schedule--Bellringer, pair/share, review, Hamlet workshop conferences and progress grades, Homework directions—test corrections (note and quote for CORRECT answer on items missed)
Homework —MC Test 1 (“Prologue..”) note and quote corrections due tomorrow, Prose Portfolio/Reflection due tomorrow, Hamlet project due Tuesday, 1/21, AP Independent Reading Novel #3 annotations—midpoint check 1/27
Wednesday January 8th
AP Multiple Choice Practice Test #1
Homework--Prose essay portfolio due Friday (1/10), project/memorization progress grade #1 on Thursday (1/9), Hamlet project due Tuesday, 1/21
Individual Soliloquy Scoresheet
Group Scene Scoreshseet
AP Multiple Choice Practice Test #1
Homework--Prose essay portfolio due Friday (1/10), project/memorization progress grade #1 on Thursday (1/9), Hamlet project due Tuesday, 1/21
Individual Soliloquy Scoresheet
Group Scene Scoreshseet
Tuesday, January 7th
Bellringer—A. Which literary term from Set VII is most applicable to the excerpt below? Explain. What other terms (any set) could apply, as well?
Ere yet the salt of most unrighteous tears
Had left the flushing in her gallèd eyes,
She married. O most wicked speed, to post
With such dexterity to incestuous sheets!
It is not, nor it cannot come to good,
But break, my heart, for I must hold my tongue.
—From Hamlet
B. Once you are done, grab your prose essay portfolio from the organizer. Select your “best” essay. What makes this particular essay your strongest work? Be specific.
Schedule--Bellringer/chart VII check, pair/share, review, Prose Portfolio/Reflection and project workshop
Homework —Prose essay portfolio due Friday (1/10), project/memorization progress grade #1 on Thursday (1/9), Hamlet project due Tuesday, 1/21
Monday, January 6th
Bellringer—A. Reflect on your plan/idea for your Hamlet page to stage project. What scene/soliloquy will you be working with? What do you need to do? Outline the steps/schedule using the handout/rubric you received (group rubric, individual rubric). How will you address concepts/discussions addressed in class? (If you worked on your project over break, reflect on your strengths/challenges/progress).
Schedule—Bellringer, pair/share, semester two expectations/goals, Terms Set 7 intro:
Epilogue vs. Prologue
Mixed metaphor
Direct object
Appositive
Indirect object
Archaism
Subversive
Blank verse
Surrealism
Classicism
Admonition
Idealistic
*Phoenix
*Pandora’s Box
*Job (Story--pronounced "Jobe")
Homework —Terms Set 7 chart, project progress grade #1 on Thursday (1/9)
Hamlet project due next Tuesday, 1/21
Bellringer—A. Reflect on your plan/idea for your Hamlet page to stage project. What scene/soliloquy will you be working with? What do you need to do? Outline the steps/schedule using the handout/rubric you received (group rubric, individual rubric). How will you address concepts/discussions addressed in class? (If you worked on your project over break, reflect on your strengths/challenges/progress).
Schedule—Bellringer, pair/share, semester two expectations/goals, Terms Set 7 intro:
Epilogue vs. Prologue
Mixed metaphor
Direct object
Appositive
Indirect object
Archaism
Subversive
Blank verse
Surrealism
Classicism
Admonition
Idealistic
*Phoenix
*Pandora’s Box
*Job (Story--pronounced "Jobe")
Homework —Terms Set 7 chart, project progress grade #1 on Thursday (1/9)
Hamlet project due next Tuesday, 1/21
Friday, December 13th
Bellringer A. In Act IV, why doesn’t Claudius simply have Hamlet arrested or executed in Denmark for Polonius’s murder? What does he mean when he says Hamlet is “loved of the distracted multitude?
B. How is Ophelia impacted by the events of the play? In literature (and life), agency means a character’s ability to make their own choices, act freely, and control their respective lives within the text. In what ways does Ophelia exercise agency? In what ways does she lack agency?
Schedule—Bellringer, notebook collection, collect Act IV, pair/share, discussion/Hamlet continued
Homework – Hamlet Act V—finish.
Directions: respond to all questions on the right, annotate your own question/connection to guidepost/inference on the left.
Bellringer A. In Act IV, why doesn’t Claudius simply have Hamlet arrested or executed in Denmark for Polonius’s murder? What does he mean when he says Hamlet is “loved of the distracted multitude?
B. How is Ophelia impacted by the events of the play? In literature (and life), agency means a character’s ability to make their own choices, act freely, and control their respective lives within the text. In what ways does Ophelia exercise agency? In what ways does she lack agency?
Schedule—Bellringer, notebook collection, collect Act IV, pair/share, discussion/Hamlet continued
Homework – Hamlet Act V—finish.
Directions: respond to all questions on the right, annotate your own question/connection to guidepost/inference on the left.
Thursday, December 12th
Bellringer A. Analyze Claudius’s speech after the play, The Murder of Gonzago (nicknamed The Mousetrap by Hamlet). Determine what this speech (Act III Scene III) reveals about Claudius’s character.
B. At the end of Act III, who does Hamlet tell the Queen are “adders fang’d?” Why? What is an adder?
Schedule—Bellringer, pair/share, collect Act III, discussion and close reading of Claudius’s soliloquy
Homework – Hamlet Act V—scene i. Directions: respond to all questions on the right, annotate your own question/connection to guidepost/inference on the left. Prepare notebook for collection tomorrow.
Bellringer A. Analyze Claudius’s speech after the play, The Murder of Gonzago (nicknamed The Mousetrap by Hamlet). Determine what this speech (Act III Scene III) reveals about Claudius’s character.
B. At the end of Act III, who does Hamlet tell the Queen are “adders fang’d?” Why? What is an adder?
Schedule—Bellringer, pair/share, collect Act III, discussion and close reading of Claudius’s soliloquy
Homework – Hamlet Act V—scene i. Directions: respond to all questions on the right, annotate your own question/connection to guidepost/inference on the left. Prepare notebook for collection tomorrow.
Wednesday, December 11th
Bellringer
A. Analyze the idiosyncrasy(ies) we see in Prince Hamlet so far. Explain using evidence from the text.
B. Using the Act III soliloquy handout, annotate Shakespeare’s most famous speech. What does he mean by, “not to be?”
C. Identify one metaphor and one allusion in the soliloquy. Assess their purposes.
Schedule—Bellringer, Act II returned, pair/share, collect Act III, discussion and close reading of “To be or not to be…”
Homework – Hamlet Act IV—finish. Directions: respond to all questions on the right, annotate your own question/connection to guidepost/inference on the left.
Bellringer
A. Analyze the idiosyncrasy(ies) we see in Prince Hamlet so far. Explain using evidence from the text.
B. Using the Act III soliloquy handout, annotate Shakespeare’s most famous speech. What does he mean by, “not to be?”
C. Identify one metaphor and one allusion in the soliloquy. Assess their purposes.
Schedule—Bellringer, Act II returned, pair/share, collect Act III, discussion and close reading of “To be or not to be…”
Homework – Hamlet Act IV—finish. Directions: respond to all questions on the right, annotate your own question/connection to guidepost/inference on the left.
Tuesday, December 10th
Bellringer A. What term best applies to the following?
The monster in Frankenstein reads Paradise Lost (an epic poem written in blank verse—unrhymed iambic pentameter) among other classic texts. He also speaks in a sophisticated manner:
“At first, I had neglected [the papers I found], but now that I was able to decipher the characters in which they were written, I began to study them with diligence. It was your journal of the four months that preceded my creation.”
B. Using the excerpts from “Adonais,” (handout) identify applicable literary devices (any) and scan meter.
C. Some literary critics surmise that the bedroom scene in Act III is evidence that Hamlet is no longer feigning madness and instead has actually gone mad. Defend or critique this assessment.
Schedule—Bellringer, pair/share, novel check-in, Terms Test V assess/review
Homework – Hamlet Act IV—read and annotate scenes i-iv. Directions: respond to all questions on the right, annotate your own question/connection to guidepost/inference on the left.
Monday, December 9th
Bellringer-- At the end of Act III, Scene I, what does King Claudius decide to do regarding Hamlet?
Schedule—Bellringer, pair/share, collect novels, Terms Set VI intro and chart
Terms:
Onomatopoeia
Ellipsis
Non Sequitur
Epithet
Incongruity
Maxim
Digression
Pedantic (pedantry, pedant)
Didactic language
Idiosyncrasy
Austere
Prodigious
*Marcus Brutus/Lucius Brutus
*Faustian Bargain
*Prodigal Son
Homework –Terms Test VI chart. Act III collected tomorrow. Quarter 3 novel checked-in tomorrow.
Bellringer-- At the end of Act III, Scene I, what does King Claudius decide to do regarding Hamlet?
Schedule—Bellringer, pair/share, collect novels, Terms Set VI intro and chart
Terms:
Onomatopoeia
Ellipsis
Non Sequitur
Epithet
Incongruity
Maxim
Digression
Pedantic (pedantry, pedant)
Didactic language
Idiosyncrasy
Austere
Prodigious
*Marcus Brutus/Lucius Brutus
*Faustian Bargain
*Prodigal Son
Homework –Terms Test VI chart. Act III collected tomorrow. Quarter 3 novel checked-in tomorrow.
Thursday, December 5th
Act II mini quiz and AP Literary Terms Test V, collected Act II
Homework--hamlet_act_iii.pdfHamlet Act III through page 119, Quarter 2 novel collected on Monday. Quarter 3 novel checked in on Monday
Act II mini quiz and AP Literary Terms Test V, collected Act II
Homework--hamlet_act_iii.pdfHamlet Act III through page 119, Quarter 2 novel collected on Monday. Quarter 3 novel checked in on Monday
Wednesday, December 4th
Bellringer-- A. Using your newest terms chart, identify the most applicable literary device for each of the excerpts (Othello by William Shakespeare and Frankenstein by Mary Shelley--handout). Explain each device and effect in context.
B. When Polonius says, “brevity is the soul of wit,” how is this ironic in view of what we know about Polonius?
C. When Gertrude says, “I doubt it is no other but the main/His father’s death and our o’erhasty marriage,” what is her tone? What is being discussed?
D. Who comes into town at the end of Act II? What is Hamlet’s plan for these new arrivals?
Schedule—Bellringer, pair/share, discussion and Hamlet Act II
Homework –Study for Terms Test V tomorrow. Act II collected tomorrow. Quarter 2 novel collected on Monday. Quarter 3 novel checked in on Monday.
Bellringer-- A. Using your newest terms chart, identify the most applicable literary device for each of the excerpts (Othello by William Shakespeare and Frankenstein by Mary Shelley--handout). Explain each device and effect in context.
B. When Polonius says, “brevity is the soul of wit,” how is this ironic in view of what we know about Polonius?
C. When Gertrude says, “I doubt it is no other but the main/His father’s death and our o’erhasty marriage,” what is her tone? What is being discussed?
D. Who comes into town at the end of Act II? What is Hamlet’s plan for these new arrivals?
Schedule—Bellringer, pair/share, discussion and Hamlet Act II
Homework –Study for Terms Test V tomorrow. Act II collected tomorrow. Quarter 2 novel collected on Monday. Quarter 3 novel checked in on Monday.
Tuesday, December 3rd
Bellringer-- A. Using your newest terms chart, identify the most applicable literary device for “The Flea” by John Donne. Explain. Once finished, scan the meter and comment on other devices/applicable terms from previous charts.
B. One motif that recurs throughout Hamlet is salvation and the means by which it is either achieved or lost. Why is the ghost of Hamlet’s father doomed to walk the Earth at night and to spend its days in flames? Explain using at least one quote from ACT I.
C. Prince Fortinbras will be presented as a foil to Hamlet throughout the play. However, we learn of several similarities between the two young men in ACT I. What are they so far?
D. In ACT II, what evidence do we see of Hamlet’s “antic disposition” so far? To whom or what do Polonius/Ophelia vs. Gertrude/Claudius attribute it?
Schedule—Bellringer, pair/share, discussion and Hamlet Act II
Homework –Hamlet Act II finish—w/ brief notes for questions on 90/91, as well. Read and annotate. Directions: respond to all questions on the right, annotate your own question/connection to guidepost/inference on the left.
Quarter 3 Novel/Play Options
Bellringer-- A. Using your newest terms chart, identify the most applicable literary device for “The Flea” by John Donne. Explain. Once finished, scan the meter and comment on other devices/applicable terms from previous charts.
B. One motif that recurs throughout Hamlet is salvation and the means by which it is either achieved or lost. Why is the ghost of Hamlet’s father doomed to walk the Earth at night and to spend its days in flames? Explain using at least one quote from ACT I.
C. Prince Fortinbras will be presented as a foil to Hamlet throughout the play. However, we learn of several similarities between the two young men in ACT I. What are they so far?
D. In ACT II, what evidence do we see of Hamlet’s “antic disposition” so far? To whom or what do Polonius/Ophelia vs. Gertrude/Claudius attribute it?
Schedule—Bellringer, pair/share, discussion and Hamlet Act II
Homework –Hamlet Act II finish—w/ brief notes for questions on 90/91, as well. Read and annotate. Directions: respond to all questions on the right, annotate your own question/connection to guidepost/inference on the left.
Quarter 3 Novel/Play Options
Monday, December 2nd
Bellringer-- A. Using your newest terms chart, identify the most applicable literary device and explain: “What you still need to know is this: before a dream is realized, the Soul of the World tests everything that was learned along the way...That’s the point at which, as we say in the language of the desert, one ‘dies of thirst just when the palm trees have appeared on the horizon.’”
B. Using Ophelia’s response to Laertes (Act I, Scene III lines 45-51), choose at least one word/short phrase to analyze for connotation in relation to her message/purpose (implicit meaning).
C. What is Horatio’s initial concern about Hamlet following the ghost? What is Hamlet’s plan after speaking with the ghost?
D. Using your interviewee’s responses, share what you learned about your family member that was most interesting (or surprising).
Schedule—Bellringer, pair/share, collect Act I and quiz, Hamlet w/ clips and discussion, Hamlet Act II
Homework –Hamlet Act II, scene i and part of scene ii (to page 71, exit Polonius)—read and annotate. Directions: respond to all questions on the right, annotate your own question/connection to guidepost/inference on the left.
Bellringer-- A. Using your newest terms chart, identify the most applicable literary device and explain: “What you still need to know is this: before a dream is realized, the Soul of the World tests everything that was learned along the way...That’s the point at which, as we say in the language of the desert, one ‘dies of thirst just when the palm trees have appeared on the horizon.’”
B. Using Ophelia’s response to Laertes (Act I, Scene III lines 45-51), choose at least one word/short phrase to analyze for connotation in relation to her message/purpose (implicit meaning).
C. What is Horatio’s initial concern about Hamlet following the ghost? What is Hamlet’s plan after speaking with the ghost?
D. Using your interviewee’s responses, share what you learned about your family member that was most interesting (or surprising).
Schedule—Bellringer, pair/share, collect Act I and quiz, Hamlet w/ clips and discussion, Hamlet Act II
Homework –Hamlet Act II, scene i and part of scene ii (to page 71, exit Polonius)—read and annotate. Directions: respond to all questions on the right, annotate your own question/connection to guidepost/inference on the left.
Tuesday, November 26th
Bellringer-- A. Using your terms charts, identify the most applicable literary device using the poetic excerpt below. Explain its effect in context:
A. “Our watch, sir, have indeed comprehended two auspicious persons.”
—spoken by a constable in Much Ado About Nothing by William Shakespeare
B. “Out of the murderous innocence of the sea…” –from a “A Prayer for My Daughter” by William Butler Yeats
Schedule—Bellringer, pair/share, review, Hamlet w/ clips and discussion
Homework –A. Hamlet Act I, scenes iii, iv, and v (finish)—read and annotate. Directions: respond to EACH question on the right, annotate your own question/connection to guidepost/inference on the left. B. Family member Interview
Bellringer-- A. Using your terms charts, identify the most applicable literary device using the poetic excerpt below. Explain its effect in context:
A. “Our watch, sir, have indeed comprehended two auspicious persons.”
—spoken by a constable in Much Ado About Nothing by William Shakespeare
B. “Out of the murderous innocence of the sea…” –from a “A Prayer for My Daughter” by William Butler Yeats
Schedule—Bellringer, pair/share, review, Hamlet w/ clips and discussion
Homework –A. Hamlet Act I, scenes iii, iv, and v (finish)—read and annotate. Directions: respond to EACH question on the right, annotate your own question/connection to guidepost/inference on the left. B. Family member Interview
Monday, November 25th
Bellringer-- A. Using your terms charts, identify the most applicable literary device using the poetic excerpt below. Explain its effect in context:
“I toldja shut up, Ellie,” Arnold Friend said, “you’re deaf, get a hearing aid, right? Fix yourself up. This little girl’s no trouble and’s gonna be nice to me…”
(“Where Are You Going, Where Have You Been?”—Joyce Carol Oates)
B. Read “Those Winter Sundays” (handout). What type of poem is this? Why?
Schedule—Bellringer/homework check (prose passage DIDLS and intro paragraph from your AP novel), pair/share, review, Hamlet introduction
Homework –Hamlet Act I, scenes i & ii—read and annotate. Directions: respond to EACH question on the right, annotate your own question/connection to guidepost/inference on the left
Bellringer-- A. Using your terms charts, identify the most applicable literary device using the poetic excerpt below. Explain its effect in context:
“I toldja shut up, Ellie,” Arnold Friend said, “you’re deaf, get a hearing aid, right? Fix yourself up. This little girl’s no trouble and’s gonna be nice to me…”
(“Where Are You Going, Where Have You Been?”—Joyce Carol Oates)
B. Read “Those Winter Sundays” (handout). What type of poem is this? Why?
Schedule—Bellringer/homework check (prose passage DIDLS and intro paragraph from your AP novel), pair/share, review, Hamlet introduction
Homework –Hamlet Act I, scenes i & ii—read and annotate. Directions: respond to EACH question on the right, annotate your own question/connection to guidepost/inference on the left
Friday, November 22nd (SUB)
You will be writing a timed essay for the Gentlefolks prompt. You may use your previous DIDLS analysis, prompts, and samples to assist you. If you no longer have the tangible prompt, you can use the electronic version to refer to while writing. There should be lined paper on the back table for you to use. If there isn't any remaining, you may use notebook paper instead. Please remember to place your essay back into your portfolio at the end of the period.
You will be writing a timed essay for the Gentlefolks prompt. You may use your previous DIDLS analysis, prompts, and samples to assist you. If you no longer have the tangible prompt, you can use the electronic version to refer to while writing. There should be lined paper on the back table for you to use. If there isn't any remaining, you may use notebook paper instead. Please remember to place your essay back into your portfolio at the end of the period.
Thursday, November 21st (SUB)
You will be completing peer reviews today. You may choose to have The Mayor of Casterbridge (#2) OR The Street (#1) peer reviewed. Grab that essay from your portfolio. Make sure to put your name on the individual essay you select so that it can be returned to you and placed back in your portfolio at the end of the period.
You will be graded on the peer reviews you complete.
As a peer reviewer, you are responsible for:
You will be completing peer reviews today. You may choose to have The Mayor of Casterbridge (#2) OR The Street (#1) peer reviewed. Grab that essay from your portfolio. Make sure to put your name on the individual essay you select so that it can be returned to you and placed back in your portfolio at the end of the period.
You will be graded on the peer reviews you complete.
As a peer reviewer, you are responsible for:
- selecting a color to use that is different from the other peer reviewers before you
- signing your name at the bottom of each easy you peer review
- peer reviewing at least 4 essays
- giving at least 4 written suggestions for improvement on each essay
- returning the last essay to its original owner at the end of the period
Wednesday, November 20th (SUB)
Do not wait for the sub to arrive.
You will need to use your Quarter 2 independent reading book to answer these questions on separate paper. This is due at the end of the period and must be turned into the sub. You must answer all parts of each question and include the appropriate evidence, examples, etc. to receive credit.
Do not wait for the sub to arrive.
You will need to use your Quarter 2 independent reading book to answer these questions on separate paper. This is due at the end of the period and must be turned into the sub. You must answer all parts of each question and include the appropriate evidence, examples, etc. to receive credit.
Tuesday, November 19th (SUB)
Do not wait for a sub to arrive.
You must go to myap.collegeboard.org and complete all questions for the "Unit 4 Progress Check: MCQ" before the end of the period.
If you finish early, you are to revise your most recent essay from Friday (Mayor of Casterbridge) with at least 3 significant revisions using a colored marker or pen directly on the original essay. You may also self-edit (spelling, grammar, etc.), but these minor corrections do not count as part of the three required revisions.
If you complete both tasks before the bell, you should be reading and annotating your independent reading book.
Do not wait for a sub to arrive.
You must go to myap.collegeboard.org and complete all questions for the "Unit 4 Progress Check: MCQ" before the end of the period.
If you finish early, you are to revise your most recent essay from Friday (Mayor of Casterbridge) with at least 3 significant revisions using a colored marker or pen directly on the original essay. You may also self-edit (spelling, grammar, etc.), but these minor corrections do not count as part of the three required revisions.
If you complete both tasks before the bell, you should be reading and annotating your independent reading book.
Monday, November 18th
Bellringer-- A. Using your terms charts, identify the most applicable literary device using the poetic excerpt below. Explain its effect in context:
“Five years have passed;
Five summers, with the length of
Five long winters! and again I hear these waters…”
(William Wordsworth, “Tintern Abbey”)
B. Using the Mayor of Casterbridge essay from Friday, compare and contrast your essay with the sample. Based on your reading of both the sample and your own, what can you do better? What did you do well?
Schedule—Bellringer and homework check (“Gentlefolks”), pair/share, Terms Test IV review/assess
Homework – Choose a page from your independent reading novel that demonstrates a relationship between two characters, a character and the setting, a character and society, or a character’s internal conflict (character to self). Complete a DIDLS analysis and an introduction paragraph for a prose analysis essay.
Bellringer-- A. Using your terms charts, identify the most applicable literary device using the poetic excerpt below. Explain its effect in context:
“Five years have passed;
Five summers, with the length of
Five long winters! and again I hear these waters…”
(William Wordsworth, “Tintern Abbey”)
B. Using the Mayor of Casterbridge essay from Friday, compare and contrast your essay with the sample. Based on your reading of both the sample and your own, what can you do better? What did you do well?
Schedule—Bellringer and homework check (“Gentlefolks”), pair/share, Terms Test IV review/assess
Homework – Choose a page from your independent reading novel that demonstrates a relationship between two characters, a character and the setting, a character and society, or a character’s internal conflict (character to self). Complete a DIDLS analysis and an introduction paragraph for a prose analysis essay.
Friday, November 15th
Timed Prose Essay #2: The Mayor of Casterbridge,
Checked homework (Terms Set V)
Homework—"Gentlefolks" prompt annotation, "Gentlefolks" DIDLS, and"Gentlefolks" sample annotation
Timed Prose Essay #2: The Mayor of Casterbridge,
Checked homework (Terms Set V)
Homework—"Gentlefolks" prompt annotation, "Gentlefolks" DIDLS, and"Gentlefolks" sample annotation
Thursday, November 14th
Bellringer-- A. Grab your essay folder and reread your Street essay (“The Wind/Lutie Johnson”). What did you do well? What do you need to improve for tomorrow? Be specific in your examples (pull quotes and details from your own writing).
Schedule—Bellringer, pair and share w/ mini peer review, Term Set V intro/chart creation
Terms:
Anaphora
Colloquial
Malaprop(ism)
Parable
Lyric Poem
Conceit
Parallel Structure
Oxymoron
Stream of consciousness narration
Grotesque
Pathos
Paradox
**Aeneid
*Hyperion (Titan Hyperion)
**Icarus
Homework –Term Set V chart with AP quality examples in context
Bellringer-- A. Grab your essay folder and reread your Street essay (“The Wind/Lutie Johnson”). What did you do well? What do you need to improve for tomorrow? Be specific in your examples (pull quotes and details from your own writing).
Schedule—Bellringer, pair and share w/ mini peer review, Term Set V intro/chart creation
Terms:
Anaphora
Colloquial
Malaprop(ism)
Parable
Lyric Poem
Conceit
Parallel Structure
Oxymoron
Stream of consciousness narration
Grotesque
Pathos
Paradox
**Aeneid
*Hyperion (Titan Hyperion)
**Icarus
Homework –Term Set V chart with AP quality examples in context
Wednesday, November 13th
Terms Test IV
Terms Test IV
Tuesday, November 12th
Bellringer-- A. Using the poetic excerpts below, identify the most applicable device(s) using at least one term from Set IV:
“Then share thy pain, allow that sad relief;
Ah, more than share it, give me all thy grief.”
—From "Eloisa to Abelard" by Alexander Pope
B. Grab your essay folder and read the teacher comments you received for each essay in portfolio 1 (poetry). List & summarize how these can be used for improvement on future essays (in other words, create a to-do/checklist for yourself based on the comments). Once you are finished, you can recycle old poetry essays and prompts with the exception of your BEST one (the one you will try to “top”).
Schedule—Bellringer and book collection, pair/share, Termapalooza
Homework –Terms Test IV tomorrow (study)
Bellringer-- A. Using the poetic excerpts below, identify the most applicable device(s) using at least one term from Set IV:
“Then share thy pain, allow that sad relief;
Ah, more than share it, give me all thy grief.”
—From "Eloisa to Abelard" by Alexander Pope
B. Grab your essay folder and read the teacher comments you received for each essay in portfolio 1 (poetry). List & summarize how these can be used for improvement on future essays (in other words, create a to-do/checklist for yourself based on the comments). Once you are finished, you can recycle old poetry essays and prompts with the exception of your BEST one (the one you will try to “top”).
Schedule—Bellringer and book collection, pair/share, Termapalooza
Homework –Terms Test IV tomorrow (study)
Friday, November 8th
Timed Prose Essay (Q2) #1--The Street
Homework--AP novel mid-point check due Tues, study for Terms Test IV
Timed Prose Essay (Q2) #1--The Street
Homework--AP novel mid-point check due Tues, study for Terms Test IV
Thursday, November 7th
Bellringer-- A. Using the poetic excerpt below, identify the synecdoche and analyze scansion (scan the meter):
The western wave was all a-flame.
The day was well nigh done!
Almost upon the western wave
Rested the broad bright Sun.
From "The Rime of the Ancient Mariner" by Samuel Coleridge
B. Using the Emily Dickinson poem (“Fly”) identify instances of slant rhyme, synesthesia, synecdoche, enjambment, and meter. Record these examples in your notebook.
Schedule—Bellringer/homework check (independent reading passage—intro paragraph), pair/share, prose discussion and cheat sheet handout (practice--“The Street”)
Homework –Read through The Street prompt and "walkthrough" cheat sheet, AP novel #2 midpoint collection on Tuesday (annotate), AP Lit Terms Test IV on Tuesday (study)
Bellringer-- A. Using the poetic excerpt below, identify the synecdoche and analyze scansion (scan the meter):
The western wave was all a-flame.
The day was well nigh done!
Almost upon the western wave
Rested the broad bright Sun.
From "The Rime of the Ancient Mariner" by Samuel Coleridge
B. Using the Emily Dickinson poem (“Fly”) identify instances of slant rhyme, synesthesia, synecdoche, enjambment, and meter. Record these examples in your notebook.
Schedule—Bellringer/homework check (independent reading passage—intro paragraph), pair/share, prose discussion and cheat sheet handout (practice--“The Street”)
Homework –Read through The Street prompt and "walkthrough" cheat sheet, AP novel #2 midpoint collection on Tuesday (annotate), AP Lit Terms Test IV on Tuesday (study)
Wednesday, November 6th
Bellringer-- A. Using the excerpts below, identify and explain the most applicable literary device(s) for each. Use at least one term from your Terms Set IV for each:
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
B. Using the handout, label the tercets and the quatrain directly on the villanelle (“Do Not Go Gentle”). Mark the lines that repeat. In your notebook, explain how this poem fits the villanelle structure.
Schedule—Bellringer/homework check (independent reading passage, prose analysis), pair/share, prose discussion and strategies (handout)
Homework –Using a new page from your independent reading book, complete a DIDLS in your notebook AND an introduction paragraph for feedback tomorrow (use handout)
Bellringer-- A. Using the excerpts below, identify and explain the most applicable literary device(s) for each. Use at least one term from your Terms Set IV for each:
- “O how shall I warble myself for the dead one there I loved?
And how shall I deck my song for the large sweet soul that has gone?
And what shall my perfume be for the grave of him I love?”
- JAQUES: All the world’s a stage,
And all the men and women merely players.
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first, the infant,
Mewling and puking in the nurse's arms....
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
B. Using the handout, label the tercets and the quatrain directly on the villanelle (“Do Not Go Gentle”). Mark the lines that repeat. In your notebook, explain how this poem fits the villanelle structure.
Schedule—Bellringer/homework check (independent reading passage, prose analysis), pair/share, prose discussion and strategies (handout)
Homework –Using a new page from your independent reading book, complete a DIDLS in your notebook AND an introduction paragraph for feedback tomorrow (use handout)
Tuesday, November 5th
Bellringer-- A. Using the poetic excerpt below, identify and explain the most applicable literary device(s). Use at least one term from your Terms Set IV:
A. Throughout the poem, “The Passionate Shepherd to His Love,” the speaker describes the beauty of the landscape as a means for wooing his love interest:
“A belt of straw and ivy buds,
With coral clasps and amber studs:
And if these pleasures may thee move,
Come live with me, and be my love.”
(Christopher Marlowe, “The Passionate Shepherd to His Love”)
Schedule—Bellringer/homework check (“Rainbow” annotations, “Rainbow” DIDLS), pair/share, Terms Test III assess/review
Homework--Select a page from your independent reading book and analyze DIDLS in detail in your notebook
Bellringer-- A. Using the poetic excerpt below, identify and explain the most applicable literary device(s). Use at least one term from your Terms Set IV:
- Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them.
A. Throughout the poem, “The Passionate Shepherd to His Love,” the speaker describes the beauty of the landscape as a means for wooing his love interest:
“A belt of straw and ivy buds,
With coral clasps and amber studs:
And if these pleasures may thee move,
Come live with me, and be my love.”
(Christopher Marlowe, “The Passionate Shepherd to His Love”)
Schedule—Bellringer/homework check (“Rainbow” annotations, “Rainbow” DIDLS), pair/share, Terms Test III assess/review
Homework--Select a page from your independent reading book and analyze DIDLS in detail in your notebook
Monday, November 4th
SUB PLANS:
Schedule—Question 2 Essay Samples. Read each prompt first before reading the corresponding sample. For each student sample, write 3 annotations per paragraph in your notebook—observing student strengths and skills. Label by paragraph #:
Prompt for "The Street/Lutie"
Sample for "The Street/Lutie"
Prompt for "Sawley/Hurston"
Sample for "Sawley/Hurston"
Prompt for "Johnny"
Sample for "Johnny"
SUB PLANS:
Schedule—Question 2 Essay Samples. Read each prompt first before reading the corresponding sample. For each student sample, write 3 annotations per paragraph in your notebook—observing student strengths and skills. Label by paragraph #:
Prompt for "The Street/Lutie"
Sample for "The Street/Lutie"
Prompt for "Sawley/Hurston"
Sample for "Sawley/Hurston"
Prompt for "Johnny"
Sample for "Johnny"
Thursday, October 31st
Bellringer-- A. Using the poetic excerpt below, identify and explain the most applicable literary device(s). Use at least one term from your Terms Set IV:
“Tasting of Flora and the country green,
Dance, and Provencal song, and sun burnt mirth!”
(From “Ode to a Nightingale” by John Keats)
B. In what ways is “The Masque of the Red Death” allegorical? What is the moral/message of the story? Respond in a TEXAS.
Schedule—Bellringer/homework check (“Masque” annotations, “Masque” DIDLS ), discussion, “Masque” clip
Homework A. “The Rainbow” Prose Prompt (3 annotations per paragraph), “The Rainbow” DIDLS, “The Rainbow” Sample Essay (3 annotations per paragraph)
C. Q2 Novel annotations: midpoint check due November 12th
Bellringer-- A. Using the poetic excerpt below, identify and explain the most applicable literary device(s). Use at least one term from your Terms Set IV:
“Tasting of Flora and the country green,
Dance, and Provencal song, and sun burnt mirth!”
(From “Ode to a Nightingale” by John Keats)
B. In what ways is “The Masque of the Red Death” allegorical? What is the moral/message of the story? Respond in a TEXAS.
Schedule—Bellringer/homework check (“Masque” annotations, “Masque” DIDLS ), discussion, “Masque” clip
Homework A. “The Rainbow” Prose Prompt (3 annotations per paragraph), “The Rainbow” DIDLS, “The Rainbow” Sample Essay (3 annotations per paragraph)
C. Q2 Novel annotations: midpoint check due November 12th
Wednesday, October 30th
SUB PLANS
Schedule: Create your Terms Set IV Chart and work on in class
literary terms--heroic couplet, caesura, synesthesia, synecdoche, extended metaphor/sustained symbol, villanelle, allegory, lament/elegy, pastoral/idyllic
classic words used in literature--clamor, visage
allusions--Trojan Horse, Gabriel, Prometheus
Homework –Finish chart for Terms Set IV as needed, "The Masque of the Red Death"--read & annotate per paragraph, complete DIDLS form in response
SUB PLANS
Schedule: Create your Terms Set IV Chart and work on in class
literary terms--heroic couplet, caesura, synesthesia, synecdoche, extended metaphor/sustained symbol, villanelle, allegory, lament/elegy, pastoral/idyllic
classic words used in literature--clamor, visage
allusions--Trojan Horse, Gabriel, Prometheus
Homework –Finish chart for Terms Set IV as needed, "The Masque of the Red Death"--read & annotate per paragraph, complete DIDLS form in response
Tuesday, October 29th
Terms Test IV
Check during test--Mayor of Casterbridge Prompt (3 annotations per paragraph), Mayor of Casterbridge Sample Student Essay (3 annotations per paragraph)
Homework--The World Known/Moses Prompt (3 annotations per paragraph), The World Known/Moses Sample Essay (3 annotations per paragraph)
Terms Test IV
Check during test--Mayor of Casterbridge Prompt (3 annotations per paragraph), Mayor of Casterbridge Sample Student Essay (3 annotations per paragraph)
Homework--The World Known/Moses Prompt (3 annotations per paragraph), The World Known/Moses Sample Essay (3 annotations per paragraph)
Monday, October 28th
Termapalooza (review games)
Homework--Study for Terms Test III, Mayor of Casterbridge Prompt (3 annotations per paragraph), Mayor of Casterbridge Sample Student Essay (3 annotations per paragraph)
Termapalooza (review games)
Homework--Study for Terms Test III, Mayor of Casterbridge Prompt (3 annotations per paragraph), Mayor of Casterbridge Sample Student Essay (3 annotations per paragraph)
Friday, October 25th
Assembly
Homework –Terms Test III on Monday-study all terms and allusions, Poetry Portfolio w/ Reflection Questions due on Monday
Assembly
Homework –Terms Test III on Monday-study all terms and allusions, Poetry Portfolio w/ Reflection Questions due on Monday
Thursday, October 24th
Bellringer--A. Read the following summary and passage from a famous work. Then, identify and explain the most applicable literary term:
Don Quixote is a madman who battles with windmills he thinks are giants, confuses peasants for princesses, and gets himself into all sorts of absurd situations because he can't tell the difference between his fantasy world of knights and chivalry and the real world in which he lives. When he mistakes an inn for a castle, the “knight” (along with the whole genre of medieval romance) is being cast as a subject of mockery:
“And since whatever our adventurer thought, saw, or imagined seemed to him to be as it was in the books he'd read, as soon as he saw the inn, he took it for a castle with its four towers and their spires of shining silver.” (Cervantes, Don Quixote)
B. Using the “Sister” prose prompt and sample student essay from last night, what observations can you make about the prompt itself? How is this similar to a poetry analysis essay? How is it different? What did the student do well? What might they improve?
Schedule—Bellringer/homework check (prose prompt—3 per paragraph, prose sample—3 per paragraph), prose essay introduction (basic overview/notes, DIDLS strategy), DIDLS (handout) application to the “Sisters” prompt
Homework A. DIDLS practice (fill in handout) for “Sisters” prompt
B. Poetry Portfolio (with reflection questions due Monday)
C. Q2 Novel annotations: midpoint check due November 12th
D. Study for Terms Test III on Monday
Bellringer--A. Read the following summary and passage from a famous work. Then, identify and explain the most applicable literary term:
Don Quixote is a madman who battles with windmills he thinks are giants, confuses peasants for princesses, and gets himself into all sorts of absurd situations because he can't tell the difference between his fantasy world of knights and chivalry and the real world in which he lives. When he mistakes an inn for a castle, the “knight” (along with the whole genre of medieval romance) is being cast as a subject of mockery:
“And since whatever our adventurer thought, saw, or imagined seemed to him to be as it was in the books he'd read, as soon as he saw the inn, he took it for a castle with its four towers and their spires of shining silver.” (Cervantes, Don Quixote)
B. Using the “Sister” prose prompt and sample student essay from last night, what observations can you make about the prompt itself? How is this similar to a poetry analysis essay? How is it different? What did the student do well? What might they improve?
Schedule—Bellringer/homework check (prose prompt—3 per paragraph, prose sample—3 per paragraph), prose essay introduction (basic overview/notes, DIDLS strategy), DIDLS (handout) application to the “Sisters” prompt
Homework A. DIDLS practice (fill in handout) for “Sisters” prompt
B. Poetry Portfolio (with reflection questions due Monday)
C. Q2 Novel annotations: midpoint check due November 12th
D. Study for Terms Test III on Monday
Wednesday, October 23rd
Bellringer--A. Contrast the speaker from “I, Too, Sing America” with the speaker in “Let America Be America Again.” In a TEXAS, support your response:
T=Main idea, addressing your answer to the question above (the main way the speakers differ)
E=Elaborate, explain (defending your claim further)
X=Pull a short quote or phrase that validates your claim.
For example, the speaker states, “This is my quote.”
A=Break down the quote further (using the analysis menu on the board)
S=Connect how this analysis illuminates the OVERALL purpose/implicit message of “Let America Be America Again.”
B. Anaphora is the repetition of an initial (at the beginning) word or phrase throughout a poem. Through anaphora, what is the speaker emphasizing on “Let America?” How does a similar structure ALSO call attention to the differences in what the poem is addressing?
Schedule—Bellringer/homework check (poem annotations and intro paragraph for “Let America”), pair/share w/ question creation, “I, Too, Sing America” graded discussion
Homework A. Prose Sample: annotate the prompt (3 per paragraph) and annotate the sample (3 per paragraph) B. Q2 Novel annotations: midpoint check due November 12th C. Study for Terms Test III on Monday
Bellringer--A. Contrast the speaker from “I, Too, Sing America” with the speaker in “Let America Be America Again.” In a TEXAS, support your response:
T=Main idea, addressing your answer to the question above (the main way the speakers differ)
E=Elaborate, explain (defending your claim further)
X=Pull a short quote or phrase that validates your claim.
For example, the speaker states, “This is my quote.”
A=Break down the quote further (using the analysis menu on the board)
S=Connect how this analysis illuminates the OVERALL purpose/implicit message of “Let America Be America Again.”
B. Anaphora is the repetition of an initial (at the beginning) word or phrase throughout a poem. Through anaphora, what is the speaker emphasizing on “Let America?” How does a similar structure ALSO call attention to the differences in what the poem is addressing?
Schedule—Bellringer/homework check (poem annotations and intro paragraph for “Let America”), pair/share w/ question creation, “I, Too, Sing America” graded discussion
Homework A. Prose Sample: annotate the prompt (3 per paragraph) and annotate the sample (3 per paragraph) B. Q2 Novel annotations: midpoint check due November 12th C. Study for Terms Test III on Monday
Tuesday, October 22nd
Bellringer—Choose a line from “I Hear America Singing” to analyze for tone. Complete a TEXAS analyzing this specific line:
T=Main idea (addressing the speaker’s tone) and identifying its location in the poem
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of this line/poem? You can also address why the speaker chose this tone based on subject matter.
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, the speaker states, “This is my quote.”
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s overall purpose/implicit message
Schedule—Bellringer/homework check (intro paragraph), pair/share, “I Hear America Singing” review (using questions), “I, Too, Sing America” poem (handout) and TPCASTT (whole group)
Homework A. “Let America Be America Again”—TPCASTT with line by line annotations and intro paragraph (in notebook) B. Q2 Novel annotations: midpoint check due November 12th
Bellringer—Choose a line from “I Hear America Singing” to analyze for tone. Complete a TEXAS analyzing this specific line:
T=Main idea (addressing the speaker’s tone) and identifying its location in the poem
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of this line/poem? You can also address why the speaker chose this tone based on subject matter.
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, the speaker states, “This is my quote.”
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s overall purpose/implicit message
Schedule—Bellringer/homework check (intro paragraph), pair/share, “I Hear America Singing” review (using questions), “I, Too, Sing America” poem (handout) and TPCASTT (whole group)
Homework A. “Let America Be America Again”—TPCASTT with line by line annotations and intro paragraph (in notebook) B. Q2 Novel annotations: midpoint check due November 12th
Monday, October 21st
Bellringer-- A. Refer to your How to Read Literature Like a Professor Cheat Sheet (Literary Guideposts). What new connections do you see to your Q2 novel so far? Support your response in a TEXAS:
T=Identify the selection of the book and the corresponding guidepost
E=Elaborate on this guidepost using details from the novel
X= Pull a quote from the novel (sandwich it between your own words)
A=Analyze using what this guidepost represents (winter=death, for example)
S=Connect this guidepost to a potential theme of the novel
B. Using your term charts, identify the most prominent literary device and explain briefly:
From the very beginning, from the first moment I may almost say, of my acquaintance with you, your manners impressing me with the fullest belief of your arrogance, your conceit, and your selfish disdain of the feelings of others, were such as to form that ground-work of disapprobation, on which succeeding events have built so immoveable a dislike; and had I not known you a month before I felt that you were the last man in the world whom I could ever be prevailed on to marry.
(Jane Austen, Pride and Prejudice)
Schedule—Bellringer and homework check, pair/share, review, Whitman and “I Hear America Singing: poem (handout) and TPCASTT, partner device chart (handout), questions (handout)
Homework A. “I Hear America Singing”—finish remaining questions and create an intro paragraph (in notebook) B. Q2 Novel annotations: midpoint check due November 12th
Bellringer-- A. Refer to your How to Read Literature Like a Professor Cheat Sheet (Literary Guideposts). What new connections do you see to your Q2 novel so far? Support your response in a TEXAS:
T=Identify the selection of the book and the corresponding guidepost
E=Elaborate on this guidepost using details from the novel
X= Pull a quote from the novel (sandwich it between your own words)
A=Analyze using what this guidepost represents (winter=death, for example)
S=Connect this guidepost to a potential theme of the novel
B. Using your term charts, identify the most prominent literary device and explain briefly:
From the very beginning, from the first moment I may almost say, of my acquaintance with you, your manners impressing me with the fullest belief of your arrogance, your conceit, and your selfish disdain of the feelings of others, were such as to form that ground-work of disapprobation, on which succeeding events have built so immoveable a dislike; and had I not known you a month before I felt that you were the last man in the world whom I could ever be prevailed on to marry.
(Jane Austen, Pride and Prejudice)
Schedule—Bellringer and homework check, pair/share, review, Whitman and “I Hear America Singing: poem (handout) and TPCASTT, partner device chart (handout), questions (handout)
Homework A. “I Hear America Singing”—finish remaining questions and create an intro paragraph (in notebook) B. Q2 Novel annotations: midpoint check due November 12th
Friday, October 18th
Timed Essay #6 "The Landlady"
Timed Essay #6 "The Landlady"
Thursday, October 17th
AP Classroom Unit 2 Progress Check: MCQ
Checked homework--"The Landlady" TPCASTT and student sample evaluation/annotations
AP Classroom Unit 2 Progress Check: MCQ
Checked homework--"The Landlady" TPCASTT and student sample evaluation/annotations
Wednesday, October 16th
Bellringer-- A. In a TEXAS, explain the irony of the title in “Dulce Et Decorum Est.” Analyze the connotation of at least two specific words in the poem as your evidence.
B. Using your term charts, identify the most prominent literary device and explain briefly:
Tom Buchanan showing the narrator around his house in The Great Gatsby:
“I’ve got a nice place here,” he said, his eyes flashing about restlessly.
Turning me around by one arm, he moved a broad flat hand along the front vista, including in its sweep a sunken Italian garden, a half-acre of deep, pungent roses, and a snub-nosed motorboat that bumped the tide offshore.
C. Review your notes for the “Broken Heart” sample. Overall, what did the student do well? What could they improve?
Schedule—Bellringer and homework check (“Broken Heart” TPCASTT and annotations), pair/share, review and discussion,
Homework A. “The Landlady”—TPCASTT the poem prompt (with annotations) and then annotate the student sample--2 per paragraph. Consider--What could they add/improve? B. Q2 Novel annotations: midpoint check due November 12th
Bellringer-- A. In a TEXAS, explain the irony of the title in “Dulce Et Decorum Est.” Analyze the connotation of at least two specific words in the poem as your evidence.
B. Using your term charts, identify the most prominent literary device and explain briefly:
Tom Buchanan showing the narrator around his house in The Great Gatsby:
“I’ve got a nice place here,” he said, his eyes flashing about restlessly.
Turning me around by one arm, he moved a broad flat hand along the front vista, including in its sweep a sunken Italian garden, a half-acre of deep, pungent roses, and a snub-nosed motorboat that bumped the tide offshore.
C. Review your notes for the “Broken Heart” sample. Overall, what did the student do well? What could they improve?
Schedule—Bellringer and homework check (“Broken Heart” TPCASTT and annotations), pair/share, review and discussion,
Homework A. “The Landlady”—TPCASTT the poem prompt (with annotations) and then annotate the student sample--2 per paragraph. Consider--What could they add/improve? B. Q2 Novel annotations: midpoint check due November 12th
Tuesday, October 15th
Grab your novel from the counter.
Bellringer-- A. Using your terms charts, identify the most applicable term for each example along with a brief explanation for your answer.
1. “I have to have this operation. It isn’t very serious. I have this tiny little tumor on the brain.”
(J.D. Salinger, Catcher in the Rye)
2. “Better to reign in Hell than serve in Heaven.”
(John Milton, Paradise Lost)
3. “Why, then, O brawling love! O loving hate!
O any thing, of nothing first create!
O heavy lightness! serious vanity!”
(William Shakespeare, Romeo and Juliet)
4. Charlotte Brontë’s Victorian novel Jane Eyre uses the classic three-part structure and begins with Jane as a young girl. As the reader watches Jane go from penniless orphan to mistress of an estate, the reader sees that Jane only prevails over hardship by relinquishing the idea that she can control her environment.
Schedule—Bellringer and homework check (“Blind Man’s Mark" Sample 2 annotations per paragraph), pair/share, review and discussion, “Dulce et Decorum Est” discussion
Homework A. “The Broken Heart” PMSA Student Sample—TPCASTT the poem and then annotate the student sample 2 per paragraph. Consider--What could they add/improve? B. Q2 Novel annotations: midpoint check due November 12th
Grab your novel from the counter.
Bellringer-- A. Using your terms charts, identify the most applicable term for each example along with a brief explanation for your answer.
1. “I have to have this operation. It isn’t very serious. I have this tiny little tumor on the brain.”
(J.D. Salinger, Catcher in the Rye)
2. “Better to reign in Hell than serve in Heaven.”
(John Milton, Paradise Lost)
3. “Why, then, O brawling love! O loving hate!
O any thing, of nothing first create!
O heavy lightness! serious vanity!”
(William Shakespeare, Romeo and Juliet)
4. Charlotte Brontë’s Victorian novel Jane Eyre uses the classic three-part structure and begins with Jane as a young girl. As the reader watches Jane go from penniless orphan to mistress of an estate, the reader sees that Jane only prevails over hardship by relinquishing the idea that she can control her environment.
Schedule—Bellringer and homework check (“Blind Man’s Mark" Sample 2 annotations per paragraph), pair/share, review and discussion, “Dulce et Decorum Est” discussion
Homework A. “The Broken Heart” PMSA Student Sample—TPCASTT the poem and then annotate the student sample 2 per paragraph. Consider--What could they add/improve? B. Q2 Novel annotations: midpoint check due November 12th
Friday, October 11th
Timed Essay #5: Thou Blind Man's Mark
Homework due Tuesday: A. "Blind Man's" Student Sample Essay--2 annotation per paragraph (of the student essay) and scoring w/explanation
B. "Dulce" TPCASTT and intro paragraph in notebook
Timed Essay #5: Thou Blind Man's Mark
Homework due Tuesday: A. "Blind Man's" Student Sample Essay--2 annotation per paragraph (of the student essay) and scoring w/explanation
B. "Dulce" TPCASTT and intro paragraph in notebook
Thursday, October 10th
Grab your notebook from the counter. Indicate the new quarter (quarter 2)
Bellringer--A. Explain the difference between “satire” and “parody.” Use your examples to defend your assertion.
B. Using your terms chart, choose the most applicable term for the poetic excerpts below. Explain each:
1. “All love is wonder; if we justly do/
Account her wonderful, why not lovely, too?”
(John Donne, “Elegy II” 1896)
2. In Oscar Wilde's, The Importance of Being Earnest only Algernon and the audience know that Jack and Ernest are really one and the same person (or, rather, that Jack has invented Ernest). Algernon's amusement at the mishaps that ensue from this lie mirrors the audience's delight.
Schedule—Return charts/bellringer, pair/share, review/discussion, go over Terms Test II
Homework “Dulce et Decorum Est”TPCASTT and introduction paragraph (poem linked on the website
Grab your notebook from the counter. Indicate the new quarter (quarter 2)
Bellringer--A. Explain the difference between “satire” and “parody.” Use your examples to defend your assertion.
B. Using your terms chart, choose the most applicable term for the poetic excerpts below. Explain each:
1. “All love is wonder; if we justly do/
Account her wonderful, why not lovely, too?”
(John Donne, “Elegy II” 1896)
2. In Oscar Wilde's, The Importance of Being Earnest only Algernon and the audience know that Jack and Ernest are really one and the same person (or, rather, that Jack has invented Ernest). Algernon's amusement at the mishaps that ensue from this lie mirrors the audience's delight.
Schedule—Return charts/bellringer, pair/share, review/discussion, go over Terms Test II
Homework “Dulce et Decorum Est”TPCASTT and introduction paragraph (poem linked on the website
Wednesday, October 9th
No bellringer- Quarter 2 bellringers will begin tomorrow.
Schedule- Terms Set III Chart:
Irony (situational, dramatic, verbal), hyperbole/overstatement, bildungsroman, understatement, syntax, parody, satire, syllogism, antithesis, euphemism, sublime, an aside (in theater), Jove, Olympus, Adam & Eve
Homework –Completed Terms Set III chart due tomorrow (including allusions)
No bellringer- Quarter 2 bellringers will begin tomorrow.
Schedule- Terms Set III Chart:
Irony (situational, dramatic, verbal), hyperbole/overstatement, bildungsroman, understatement, syntax, parody, satire, syllogism, antithesis, euphemism, sublime, an aside (in theater), Jove, Olympus, Adam & Eve
Homework –Completed Terms Set III chart due tomorrow (including allusions)
Tuesday, October 8th
Terms Test II,
Quarter One AP Novel collection,
&
Notebook Collection:
Terms Test II,
Quarter One AP Novel collection,
&
Notebook Collection:
- Your name must be CLEARLY visible on the front or inside cover. No name=no points. Shake your notebook; make sure there are no loose papers. Get rid of the old sticky note.
- Highlight the date of each completed bellringer (absent bellringers should have been made up). No highlighted date=no points.
- Place a sticky note on the first page of your first bellringer for the quarter (August 20th) and have it sticking out of the notebook slightly.
- On the sticky note, write your name and circle the number of bellringers that you have. Do not concern yourself with the number of bellringers you “should” have. Simply count what is there. It may be wise to count and then recount.
- Once you are finished, you should be reading your independent reading book until we catch up with you.
Monday, October 7th
Timed Essay #4 "Blackberry Picking"
Timed Essay #4 "Blackberry Picking"
Friday, October 4th
New books checked in today
Sign in myap.collegeboard.org & take the Unit 1 Progress Check: MCQ before Mon. Books collected Mon.
Homework-“Blackberry Picking” introduction paragraph, finished book collection: 10/7 (Monday), prepare for upcoming Terms Test II (Tuesday)
New books checked in today
Sign in myap.collegeboard.org & take the Unit 1 Progress Check: MCQ before Mon. Books collected Mon.
Homework-“Blackberry Picking” introduction paragraph, finished book collection: 10/7 (Monday), prepare for upcoming Terms Test II (Tuesday)
Thursday, October 3rd
Bellringer-- A. Using Shakespeare’s “Sonnet 130” and the Theme Checklist (handout) create a TEXAS argument where a quote you select demonstrates the implicit subject of the poem through connotation. Remember—implicit subject=meaning between the lines, theme.
T=indicate the part of the poem you are analyzing (stanza or line) and indicate the main idea or tone.
E=Elaborate
X=Introduce your quote. If your quote contains a line break, use a / to indicate where that is. Remember our firefly strategy!
A= Remember to use ANALYSIS for the A, not paraphrasing or translating English to English. You should be analyzing how something is said that illuminates the implicit meaning/theme, not telling us what is said or what the author “means.” If you use more than one connotative word, break down each separately in your analysis.
S=This should be a connection to the overall theme/implicit message of the poem. You must follow the THEME CHECKLIST (handout)
Schedule--Bellringer (HW check—“Blackberry Picking” TPCASTT and line-by-line annotations), pair/share, discussion, “Blackberry Picking” walk-through
Homework—“Blackberry Picking” introduction paragraph, New Quarter 2 AP Novel (to be checked in—must have with you in class) tomorrow, Finished book collection: 10/7 (Monday), prepare for upcoming Terms Test II (Tuesday)
Bellringer-- A. Using Shakespeare’s “Sonnet 130” and the Theme Checklist (handout) create a TEXAS argument where a quote you select demonstrates the implicit subject of the poem through connotation. Remember—implicit subject=meaning between the lines, theme.
T=indicate the part of the poem you are analyzing (stanza or line) and indicate the main idea or tone.
E=Elaborate
X=Introduce your quote. If your quote contains a line break, use a / to indicate where that is. Remember our firefly strategy!
A= Remember to use ANALYSIS for the A, not paraphrasing or translating English to English. You should be analyzing how something is said that illuminates the implicit meaning/theme, not telling us what is said or what the author “means.” If you use more than one connotative word, break down each separately in your analysis.
S=This should be a connection to the overall theme/implicit message of the poem. You must follow the THEME CHECKLIST (handout)
Schedule--Bellringer (HW check—“Blackberry Picking” TPCASTT and line-by-line annotations), pair/share, discussion, “Blackberry Picking” walk-through
Homework—“Blackberry Picking” introduction paragraph, New Quarter 2 AP Novel (to be checked in—must have with you in class) tomorrow, Finished book collection: 10/7 (Monday), prepare for upcoming Terms Test II (Tuesday)
Wednesday, October 2nd
Bellringer-- A. Using your copy of “When I Consider…” (Sonnet XIX), mark the stressed (/) and unstressed (u) syllables (“scanning”) directly on the poem. Which type of sonnet does it most closely resemble? Why? In your notebook, copy the title/author of the poem and identify other applicable terms using both of your term charts.
B. Using Shakespeare’s “Sonnet 130,” create 3 open-ended questions (not yes/no, not fact-based) that would require textual evidence as support. These questions should be based on “AP Lit-isms”—literary terms, tone, speaker, shift, text features, explicit subject vs. implicit meaning, literary guideposts (Foster), etc.
Schedule--Bellringer (HW check— “Convergence” sample), pair/share, graded discussion (“Sonnet 130”)
Homework--“Blackberry Picking” TPCASTT with line-by-line annotation, New Quarter 2 AP Novel (to be checked in—must have with you in class) 10/4, Finished book collection: 10/7, prepare for upcoming Terms Test II
Bellringer-- A. Using your copy of “When I Consider…” (Sonnet XIX), mark the stressed (/) and unstressed (u) syllables (“scanning”) directly on the poem. Which type of sonnet does it most closely resemble? Why? In your notebook, copy the title/author of the poem and identify other applicable terms using both of your term charts.
B. Using Shakespeare’s “Sonnet 130,” create 3 open-ended questions (not yes/no, not fact-based) that would require textual evidence as support. These questions should be based on “AP Lit-isms”—literary terms, tone, speaker, shift, text features, explicit subject vs. implicit meaning, literary guideposts (Foster), etc.
Schedule--Bellringer (HW check— “Convergence” sample), pair/share, graded discussion (“Sonnet 130”)
Homework--“Blackberry Picking” TPCASTT with line-by-line annotation, New Quarter 2 AP Novel (to be checked in—must have with you in class) 10/4, Finished book collection: 10/7, prepare for upcoming Terms Test II
Tuesday, October 1st
Bellringer--A. Using your homework from last night, circle the ANALYSIS section and label it using the analysis menu (with # and type of analysis from the board).
B. Using your copy of “I Died for Beauty,” mark the stressed (/) and unstressed (u) syllables (“scanning”) directly on the poem. In your notebook, copy the title/author of the poem and identify any applicable terms using both of your term charts.
C. Grab a highlighter from the purple bucket (if you need one) and your essay portfolio. Highlight wherever you used a piece of evidence from the text (that is in quotes) in your essay. It can be a word, phrase, or sentence—as long as it is in quotes and directly from the text, highlight it. Then, in your notebook, reflect on your use of textual evidence. Some questions to consider—how does it look visually? Does it reflect analysis (breaking down into many small parts)?
Schedule--Bellringer (HW check—independent reading passage for analysis), pair/share, discussion
Homework—“The Convergence of the Twain” Student Sample—two annotations per paragraph and evaluation paragraph at the end, new book for quarter four due in class THIS FRIDAY (to be checked in) 10/4; Finished book collection: 10/7
Bellringer--A. Using your homework from last night, circle the ANALYSIS section and label it using the analysis menu (with # and type of analysis from the board).
B. Using your copy of “I Died for Beauty,” mark the stressed (/) and unstressed (u) syllables (“scanning”) directly on the poem. In your notebook, copy the title/author of the poem and identify any applicable terms using both of your term charts.
C. Grab a highlighter from the purple bucket (if you need one) and your essay portfolio. Highlight wherever you used a piece of evidence from the text (that is in quotes) in your essay. It can be a word, phrase, or sentence—as long as it is in quotes and directly from the text, highlight it. Then, in your notebook, reflect on your use of textual evidence. Some questions to consider—how does it look visually? Does it reflect analysis (breaking down into many small parts)?
Schedule--Bellringer (HW check—independent reading passage for analysis), pair/share, discussion
Homework—“The Convergence of the Twain” Student Sample—two annotations per paragraph and evaluation paragraph at the end, new book for quarter four due in class THIS FRIDAY (to be checked in) 10/4; Finished book collection: 10/7
Independent Reading AP Novel/Play Options for Quarter 2 <- Click
Monday, September 30th
Bellringer—A. Copy the excerpt below and mark the stressed (/) and unstressed (u) syllables (“scanning”). Then, identify the meter:
The woods decay, the woods decay and fall,
The vapours weep their burthen to the ground,
Man comes and tills the field and lies beneath,
And after many a summer dies the swan.
--From “Tithonus” by Alfred, Lord Tennyson
B. Using your literary guideposts cheat sheet (Foster), what guideposts might you analyze using the selection above? Why?
C. Grab your essay portfolio and put together Friday’s essay: STAPLING ORDER:
ON TOP 1. MINI GRADING CHECKLIST
2. PROMPT (TEXT W/ TPCASTT)
3. GUIDELINES SHEET
ON BOTTOM 4. ESSAY
Schedule--Bellringer (homework check—intro for student-selected beauty poem), pair/share, discussion, “Sonnet 130” partner intros and discussion
Homework— choose a passage from your independent reading book for ANALYSIS (TEXAS format), new book for quarter four due in class THIS FRIDAY (to be checked in) 10/4; Finished book collection: 10/7
Bellringer—A. Copy the excerpt below and mark the stressed (/) and unstressed (u) syllables (“scanning”). Then, identify the meter:
The woods decay, the woods decay and fall,
The vapours weep their burthen to the ground,
Man comes and tills the field and lies beneath,
And after many a summer dies the swan.
--From “Tithonus” by Alfred, Lord Tennyson
B. Using your literary guideposts cheat sheet (Foster), what guideposts might you analyze using the selection above? Why?
C. Grab your essay portfolio and put together Friday’s essay: STAPLING ORDER:
ON TOP 1. MINI GRADING CHECKLIST
2. PROMPT (TEXT W/ TPCASTT)
3. GUIDELINES SHEET
ON BOTTOM 4. ESSAY
Schedule--Bellringer (homework check—intro for student-selected beauty poem), pair/share, discussion, “Sonnet 130” partner intros and discussion
Homework— choose a passage from your independent reading book for ANALYSIS (TEXAS format), new book for quarter four due in class THIS FRIDAY (to be checked in) 10/4; Finished book collection: 10/7
Friday, September 27th
Bellringer—None. Grab your essay portfolio. Read through the materials on your desk. Then, grab your prompt from the table by the lamp and begin in blue or black pen.
STAPLING ORDER:
ON TOPà 1. MINI GRADING CHECKLIST
2. PROMPT (TEXT)
3. GUIDELINES SHEET
4. TPCASTT
ON BOTTOMà 5. ESSAY
Schedule—Rhetorical Analysis Essay #3—"Convergence of the Twain,” Homework Check—Beauty Poem Intro
Homework—Prepare for partner work on Monday—“Sonnet 130” should be annotated (line-by-line) and ready to discuss, new book for quarter four due in class (to be checked in) 10/4; Finished book collection: 10/7
Bellringer—None. Grab your essay portfolio. Read through the materials on your desk. Then, grab your prompt from the table by the lamp and begin in blue or black pen.
STAPLING ORDER:
ON TOPà 1. MINI GRADING CHECKLIST
2. PROMPT (TEXT)
3. GUIDELINES SHEET
4. TPCASTT
ON BOTTOMà 5. ESSAY
Schedule—Rhetorical Analysis Essay #3—"Convergence of the Twain,” Homework Check—Beauty Poem Intro
Homework—Prepare for partner work on Monday—“Sonnet 130” should be annotated (line-by-line) and ready to discuss, new book for quarter four due in class (to be checked in) 10/4; Finished book collection: 10/7
Thursday, September 26th
Bellringer—A. Copy the excerpt below and indicate the stressed (/) and unstressed (u) syllables (“scanning”). Then identify the meter.
No night is now with hymn or carol blesst.
Therefore the moon, the governess of floods,
Pale in her anger, washes the air,
That rheumatic diseases do abound
B. Grab your essay portfolio and review the peer feedback you received. Based on these comments as well as your own reflection, fill out the grading checklist (assigning 0-5 for each category). Write directly on the checklist and tally up your score. Be candid—this score will not be put into the gradebook.
Schedule--Bellringer, pair/share, discussion, “Sonnet 130” TPCASTT and partner intros
Homework-- Homework–poem selection (topic: beauty or the antithesis of it) and intro paragraph in notebook, independent reading with annotations, new book for quarter four due in class (to be checked in) 10/4; Finished book collection: 10/7
Bellringer—A. Copy the excerpt below and indicate the stressed (/) and unstressed (u) syllables (“scanning”). Then identify the meter.
No night is now with hymn or carol blesst.
Therefore the moon, the governess of floods,
Pale in her anger, washes the air,
That rheumatic diseases do abound
B. Grab your essay portfolio and review the peer feedback you received. Based on these comments as well as your own reflection, fill out the grading checklist (assigning 0-5 for each category). Write directly on the checklist and tally up your score. Be candid—this score will not be put into the gradebook.
Schedule--Bellringer, pair/share, discussion, “Sonnet 130” TPCASTT and partner intros
Homework-- Homework–poem selection (topic: beauty or the antithesis of it) and intro paragraph in notebook, independent reading with annotations, new book for quarter four due in class (to be checked in) 10/4; Finished book collection: 10/7
Wednesday, September 25th
Bellringer—A. Using the literary guideposts cheat sheet and TEXAS format, argue what you believe is a potential theme of your Quarter One novel now that you are further along. Make sure it is a universal theme, not a topic:
For your example (X), choose a specific quote/passage from your novel that supports your argument. Quote the text with a lead-in. In the eXample below, “For example, Gatsby states that” is the lead-in:
For example, Gatsby states that “this is my quote” (Fitzgerald 98).
In your analysis (A), connect to a literary guidepost that illuminates the meaning of the work as a whole.
B. Grab your essay portfolio from the organizer. Once you have your portfolio, you should be reading and annotating your independent reading book until we catch up with you.
Schedule--Bellringer and HW check (Terms Set II), pair/share, discussion, peer review rounds: “The Century Quilt” and self-assess (grading checklist)
Homework-- Homework–independent reading with annotations, new book for quarter four due in class (to be checked in) 10/4; Finished book collection: 10/7
Bellringer—A. Using the literary guideposts cheat sheet and TEXAS format, argue what you believe is a potential theme of your Quarter One novel now that you are further along. Make sure it is a universal theme, not a topic:
For your example (X), choose a specific quote/passage from your novel that supports your argument. Quote the text with a lead-in. In the eXample below, “For example, Gatsby states that” is the lead-in:
For example, Gatsby states that “this is my quote” (Fitzgerald 98).
In your analysis (A), connect to a literary guidepost that illuminates the meaning of the work as a whole.
B. Grab your essay portfolio from the organizer. Once you have your portfolio, you should be reading and annotating your independent reading book until we catch up with you.
Schedule--Bellringer and HW check (Terms Set II), pair/share, discussion, peer review rounds: “The Century Quilt” and self-assess (grading checklist)
Homework-- Homework–independent reading with annotations, new book for quarter four due in class (to be checked in) 10/4; Finished book collection: 10/7
Tuesday, September 24th
Bellringer—A. Grab your essay folder from the back table (in the metal organizer) and reflect on “The Century Quilt” essay from Friday using the guidelines sheet and checklist. Give your essay a score using the scoring guide in our sample essay packet (9-8-7-6-5-4-3-2-1). Include strengths and weaknesses from your essay as support. What will you work on as a goal for next time?
B. Quietly grab colored markers from the purple bucket on the back table to decorate/personalize your folder until we catch up with you.
Schedule--Bellringer, pair/share, return essay folders to organizer, Terms Set II Part B—tetrameter, octave, sestet, sestina, ode, quatrain, manifest, serene, Helen of Troy, Achilles, St. Peter
Homework-- Homework –independent reading, Terms Test II Chart w/ examples in context (quotes from real texts)—all terms. Finished book collection: 10/7
Bellringer—A. Grab your essay folder from the back table (in the metal organizer) and reflect on “The Century Quilt” essay from Friday using the guidelines sheet and checklist. Give your essay a score using the scoring guide in our sample essay packet (9-8-7-6-5-4-3-2-1). Include strengths and weaknesses from your essay as support. What will you work on as a goal for next time?
B. Quietly grab colored markers from the purple bucket on the back table to decorate/personalize your folder until we catch up with you.
Schedule--Bellringer, pair/share, return essay folders to organizer, Terms Set II Part B—tetrameter, octave, sestet, sestina, ode, quatrain, manifest, serene, Helen of Troy, Achilles, St. Peter
Homework-- Homework –independent reading, Terms Test II Chart w/ examples in context (quotes from real texts)—all terms. Finished book collection: 10/7
Monday, September 23rd
Bellringer—(none) We will begin the test right away. Remove everything from your desk except a writing utensil and your independent reading book.
Schedule—AP Literary Terms Test I, new terms intro (Set II) and chart setup:
Elizabethan/Shakespearean Sonnet, Italian/Petrarchan Sonnet, iambic pentameter, heroic epic, tetrameter, octave, sestet, sestina, ode, quatrain, manifest, serene, Helen of Troy, Achilles, St. Peter
Homework –independent reading, Terms Test II Chart w/ examples in context (quotes from real texts)--terms covered so far
Bellringer—(none) We will begin the test right away. Remove everything from your desk except a writing utensil and your independent reading book.
Schedule—AP Literary Terms Test I, new terms intro (Set II) and chart setup:
Elizabethan/Shakespearean Sonnet, Italian/Petrarchan Sonnet, iambic pentameter, heroic epic, tetrameter, octave, sestet, sestina, ode, quatrain, manifest, serene, Helen of Troy, Achilles, St. Peter
Homework –independent reading, Terms Test II Chart w/ examples in context (quotes from real texts)--terms covered so far
Friday, September 20th
Schedule--"The Century Quilt:" Poetry Analysis Timed Essay #2 to be included in portfolio. Absent? This essay needs to be made up by the end of the day on Tuesday. Email Mrs. Kane to schedule. Homework check: Term flashcards
Homework--Study for Terms Test I on Monday, independent reading and annotations (collected on 10/7)
Schedule--"The Century Quilt:" Poetry Analysis Timed Essay #2 to be included in portfolio. Absent? This essay needs to be made up by the end of the day on Tuesday. Email Mrs. Kane to schedule. Homework check: Term flashcards
Homework--Study for Terms Test I on Monday, independent reading and annotations (collected on 10/7)
Thursday, September 19th
Bellringer—A. Using your chart, analyze the most prominent literary device that applies to each excerpt below (different terms). Explain its effect:
“No! I am not Prince Hamlet, nor was meant to be;
Am an attendant lord, one that will do
To swell a progress, start a scene or two,
Advise the prince...
there.”
—From “The Love Song of J. Alfred Prufrock” by T.S. Eliot
“Amen. So be it. Welcome, O life! I go to encounter for the millionth time the reality of experience and to forge in the smithy of my soul the uncreated conscience of my race.”
—From Portrait of the Artist as a Young Man by James Joyce,)
Schedule—Bellringer, college essays returned, check homework (selected poem—TPCASTT and intro), pair/share and discussion, “Myth of Music” competition w/score reveal
Homework—Terms Set 1 flashcards (visual check), Poetry Analysis Timed Essay #2 tomorrow (bring tone bank, essay notes, Foster cheat sheet), Terms Test Set 1: Mon. Finished book collection: 10/7
Bellringer—A. Using your chart, analyze the most prominent literary device that applies to each excerpt below (different terms). Explain its effect:
“No! I am not Prince Hamlet, nor was meant to be;
Am an attendant lord, one that will do
To swell a progress, start a scene or two,
Advise the prince...
there.”
—From “The Love Song of J. Alfred Prufrock” by T.S. Eliot
“Amen. So be it. Welcome, O life! I go to encounter for the millionth time the reality of experience and to forge in the smithy of my soul the uncreated conscience of my race.”
—From Portrait of the Artist as a Young Man by James Joyce,)
Schedule—Bellringer, college essays returned, check homework (selected poem—TPCASTT and intro), pair/share and discussion, “Myth of Music” competition w/score reveal
Homework—Terms Set 1 flashcards (visual check), Poetry Analysis Timed Essay #2 tomorrow (bring tone bank, essay notes, Foster cheat sheet), Terms Test Set 1: Mon. Finished book collection: 10/7
Tuesday, September 17th
Bellringer—A. Using your chart, analyze the most prominent literary device that applies to each excerpt below. Explain its effect:
“The time was to come, when that wine too would be spilled on the street-stones, and when the stain of it would be red upon many there.”
–Charles Dickens, from A Tale of Two Cities
“A little more than kin, and less than kind.”
–William Shakespeare, from Hamlet
Schedule—Bellringer, check homework (“Myth” packet annotations), pair/share and discussion, “Myth of Music” team scoring, competition on Thursday when we return (after SAT day)
Homework—poem of your choice with TPCASTT notes and introduction paragraph (using template and tone bank), Terms Test Set 1: September 23rd. Finished book collection: Monday, October 7th
Bellringer—A. Using your chart, analyze the most prominent literary device that applies to each excerpt below. Explain its effect:
“The time was to come, when that wine too would be spilled on the street-stones, and when the stain of it would be red upon many there.”
–Charles Dickens, from A Tale of Two Cities
“A little more than kin, and less than kind.”
–William Shakespeare, from Hamlet
Schedule—Bellringer, check homework (“Myth” packet annotations), pair/share and discussion, “Myth of Music” team scoring, competition on Thursday when we return (after SAT day)
Homework—poem of your choice with TPCASTT notes and introduction paragraph (using template and tone bank), Terms Test Set 1: September 23rd. Finished book collection: Monday, October 7th
Monday, September 16th
Bellringer—A. Using your chart, analyze the most prominent literary device that applies to each excerpt below. Explain its effect:
Of princes, shall outlive this powerful rhyme;
But you shall shine more bright in these contents…
– William Shakespeare, “Sonnet 55”
Stem end and blossom end,
And every fleck of russet showing clear
--Robert Frost, “After Apple-Picking”
Schedule—Bellringer, collect AP novel #1 for midpoint check, pair/share and discussion, poetry essay strategies continued: body, conclusion, and general guidelines, homework intro
Homework--*Annotate “Myth of Music” sample packet (per paragraph) and record scores (9-8-7-6-5-4-3-2-1) in NOTEBOOK with rationale for each. Terms Test, Set 1: September 23rd.
Bellringer—A. Using your chart, analyze the most prominent literary device that applies to each excerpt below. Explain its effect:
Of princes, shall outlive this powerful rhyme;
But you shall shine more bright in these contents…
– William Shakespeare, “Sonnet 55”
Stem end and blossom end,
And every fleck of russet showing clear
--Robert Frost, “After Apple-Picking”
Schedule—Bellringer, collect AP novel #1 for midpoint check, pair/share and discussion, poetry essay strategies continued: body, conclusion, and general guidelines, homework intro
Homework--*Annotate “Myth of Music” sample packet (per paragraph) and record scores (9-8-7-6-5-4-3-2-1) in NOTEBOOK with rationale for each. Terms Test, Set 1: September 23rd.
Friday, September 13th
Bellringer—A. Using the poem you selected for today and the tone bank (handout), complete a TEXAS addressing the speaker’s tone. Be sure to pick a strong tone word from the tone bank.
T=Main idea (addressing the speaker’s tone and identifying the section of the poem you are analyzing.
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of this section of the poem? You can also address why the speaker chose this tone.
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, the speaker states that “This is my quote.”
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s purpose/implicit message/theme
Schedule—Bellringer, pair/share, collect KR/Foster passage, Poetry Essay strategies continued: General Tips and Intro Template
Homework—apply intro template to “Un-National Monument” in your notebook. AP Independent Reading ½ way book collection: Monday. Terms Test, Set 1: September 23rd.
Bellringer—A. Using the poem you selected for today and the tone bank (handout), complete a TEXAS addressing the speaker’s tone. Be sure to pick a strong tone word from the tone bank.
T=Main idea (addressing the speaker’s tone and identifying the section of the poem you are analyzing.
E=Elaborate, explain further—what would lead the reader to see that this is indeed the tone of this section of the poem? You can also address why the speaker chose this tone.
X=Pull a SHORT quote or phrase that demonstrates this tone.
For example, the speaker states that “This is my quote.”
A=Break down the quote further for tone signifiers diction/connotation. Why this word/device/phrase?
S=Connect how this analysis illuminates the speaker’s purpose/implicit message/theme
Schedule—Bellringer, pair/share, collect KR/Foster passage, Poetry Essay strategies continued: General Tips and Intro Template
Homework—apply intro template to “Un-National Monument” in your notebook. AP Independent Reading ½ way book collection: Monday. Terms Test, Set 1: September 23rd.
Thursday, September 12th
Bellringer A. Using your chart, analyze the most prominent literary device(s) in the excerpt below. Explain its effect and connect it to author’s purpose/meaning in a TEXAS:
“Love looks not with the eyes, but with the mind;
And therefore is winged Cupid painted blind.”
William Shakespeare, from A Midsummer Night’s Dream
B. Using your laptop, navigate to myap.collegeboard.org
Log in using your AP/CollegeBoard account. Do not create a new account! Join our class using this code: 2ZGGMM
Close your laptop and begin reading/annotating once you finish.
Schedule—Bellringer and HW check (TPCASTT “Un-National),” pair/share, bellringer discussion and “Un-National” discussion, Poetry Essay strategies continued: General Tips and Intro Template, tone bank handout
Homework--apply TPCASTT to a poem of your choice in your notebook. Revised KR/Foster passage and analysis—due tomorrow. AP Independent Reading ½ way book collection: Monday.
Bellringer A. Using your chart, analyze the most prominent literary device(s) in the excerpt below. Explain its effect and connect it to author’s purpose/meaning in a TEXAS:
“Love looks not with the eyes, but with the mind;
And therefore is winged Cupid painted blind.”
William Shakespeare, from A Midsummer Night’s Dream
B. Using your laptop, navigate to myap.collegeboard.org
Log in using your AP/CollegeBoard account. Do not create a new account! Join our class using this code: 2ZGGMM
Close your laptop and begin reading/annotating once you finish.
Schedule—Bellringer and HW check (TPCASTT “Un-National),” pair/share, bellringer discussion and “Un-National” discussion, Poetry Essay strategies continued: General Tips and Intro Template, tone bank handout
Homework--apply TPCASTT to a poem of your choice in your notebook. Revised KR/Foster passage and analysis—due tomorrow. AP Independent Reading ½ way book collection: Monday.
Wednesday, September 11th
Bellringer Using your chart, analyze the most prominent literary device(s) in the excerpt below. Explain its effect and connect it to author’s purpose/meaning in a TEXAS:
“Up the aisle, the moans and screams merged with the sickening smell of woolen black clothes worn in summer weather and green leaves wilting over yellow flowers.”
Maya Angelou, I Know Why the Caged Bird Sings
Schedule—Bellringer (and Terms Set One chart check), pair/share, Poetry Essay Strategy: TPCASTT (notes)
Homework—Apply TPCASTT in your notebook to “Un-National Monument." Revised KR/Foster passage and analysis—due Friday. AP Independent Reading ½ way book collection: September 16th. Finished book collection: October 7th.
Bellringer Using your chart, analyze the most prominent literary device(s) in the excerpt below. Explain its effect and connect it to author’s purpose/meaning in a TEXAS:
“Up the aisle, the moans and screams merged with the sickening smell of woolen black clothes worn in summer weather and green leaves wilting over yellow flowers.”
Maya Angelou, I Know Why the Caged Bird Sings
Schedule—Bellringer (and Terms Set One chart check), pair/share, Poetry Essay Strategy: TPCASTT (notes)
Homework—Apply TPCASTT in your notebook to “Un-National Monument." Revised KR/Foster passage and analysis—due Friday. AP Independent Reading ½ way book collection: September 16th. Finished book collection: October 7th.
Tuesday, September 10th
Bellringer Using your chart, analyze the most prominent literary device(s) in each excerpt below. Explain its effect:
“Is this a dagger which I see before me,
The handle toward my hand?
Come, let me clutch thee!
I have thee not, and yet I see thee still.”
William Shakespeare, MacBeth
“This latest Leisure equal lulls
The Beggar and his Queen
Propitiate this Democrat
A Summer's Afternoon.” (5-8)
Emily Dickinson, “Not Any Higher Stands the Grave”
Schedule—Bellringer, pair/share, summer reading returned, AP Lit Terms Set One—continued (second half)
Homework—Terms Chart with examples from AP quality novels, plays, or poems. Revise on KR/Foster passage and analysis—due Friday. AP Independent Reading ½ way book collection: September 16th. Finished book collection: October 7th.
Bellringer Using your chart, analyze the most prominent literary device(s) in each excerpt below. Explain its effect:
“Is this a dagger which I see before me,
The handle toward my hand?
Come, let me clutch thee!
I have thee not, and yet I see thee still.”
William Shakespeare, MacBeth
“This latest Leisure equal lulls
The Beggar and his Queen
Propitiate this Democrat
A Summer's Afternoon.” (5-8)
Emily Dickinson, “Not Any Higher Stands the Grave”
Schedule—Bellringer, pair/share, summer reading returned, AP Lit Terms Set One—continued (second half)
Homework—Terms Chart with examples from AP quality novels, plays, or poems. Revise on KR/Foster passage and analysis—due Friday. AP Independent Reading ½ way book collection: September 16th. Finished book collection: October 7th.
Monday, September 9th
Bellringer A. Take out your condensed Foster How to Read Literature Guideposts cheat sheet and turn to your presentation notes. What guidepost applies to your current AP novel that you have not applied before? Respond in a TEXAS:
T=Guidepost with Novel Title and Author. E=Elaborate, explain where this occurs. X= For example, Gatsby states that “This is my quote” (Fitzgerald 98). A=Analysis (Do not translate English to English)—instead examine significance or assess how something is said. S=tie analysis and guidepost to a potential theme of the novel. How does this guidepost illuminate a theme of the novel?
Schedule—Bellringer, pair/share, summer reading returned, AP Lit Terms Set One
Homework—Terms Chart with examples from AP quality novels, plays, or poems. Revise on KR/Foster passage and analysis—due Friday. AP Independent Reading ½ way book collection: September 16th. Finished book collection: October 7th.
Bellringer A. Take out your condensed Foster How to Read Literature Guideposts cheat sheet and turn to your presentation notes. What guidepost applies to your current AP novel that you have not applied before? Respond in a TEXAS:
T=Guidepost with Novel Title and Author. E=Elaborate, explain where this occurs. X= For example, Gatsby states that “This is my quote” (Fitzgerald 98). A=Analysis (Do not translate English to English)—instead examine significance or assess how something is said. S=tie analysis and guidepost to a potential theme of the novel. How does this guidepost illuminate a theme of the novel?
Schedule—Bellringer, pair/share, summer reading returned, AP Lit Terms Set One
Homework—Terms Chart with examples from AP quality novels, plays, or poems. Revise on KR/Foster passage and analysis—due Friday. AP Independent Reading ½ way book collection: September 16th. Finished book collection: October 7th.
Friday, September 6th
Poetry Essay #1 (Q1): "Myth of Music"
Poetry Essay #1 (Q1): "Myth of Music"
Thursday, September 5th
How to Read Literature like an AP Student--finish presentations
Collect College Essays
Homework--AP Independent Reading progress (15-20 minutes) with annotations. ½ way book collection: September 16th. Finished book collection: October 7th.
How to Read Literature like an AP Student--finish presentations
Collect College Essays
Homework--AP Independent Reading progress (15-20 minutes) with annotations. ½ way book collection: September 16th. Finished book collection: October 7th.
Wednesday, September 4th
How to Read Literature like an AP Student--Presentations Continued
Homework--AP Independent Reading progress (15-20 minutes) with annotations. ½ way book collection: September 16th. Finished book collection: October 7th.
How to Read Literature like an AP Student--Presentations Continued
Homework--AP Independent Reading progress (15-20 minutes) with annotations. ½ way book collection: September 16th. Finished book collection: October 7th.
Tuesday, September 3rd
How to Read Literature like an AP Student--Presentations
Homework--AP Independent Reading progress (15-20 minutes) with annotations. ½ way book collection: September 16th. Finished book collection: October 7th.
How to Read Literature like an AP Student--Presentations
Homework--AP Independent Reading progress (15-20 minutes) with annotations. ½ way book collection: September 16th. Finished book collection: October 7th.
Friday, August 30th
Bellringer--Take out your condensed Foster How to Read Literature Guideposts cheat sheet. After viewing the clip from V for Vendetta, connect what you see to one of the literary guideposts. Explain (and include the guidepost’s thematic importance).
Schedule—Bellringer, pair/share, discussion, How to Read Lit like an AP Student Presentation info and instructions/workshop
Homework— Presentation due Tuesday, 9/3. Completed, typed college essay due Tuesday, 9/3. AP Independent Reading progress (15-20 minutes) with annotations. ½ way book collection: September 16th. Finished book collection: October 7th.
Bellringer--Take out your condensed Foster How to Read Literature Guideposts cheat sheet. After viewing the clip from V for Vendetta, connect what you see to one of the literary guideposts. Explain (and include the guidepost’s thematic importance).
Schedule—Bellringer, pair/share, discussion, How to Read Lit like an AP Student Presentation info and instructions/workshop
Homework— Presentation due Tuesday, 9/3. Completed, typed college essay due Tuesday, 9/3. AP Independent Reading progress (15-20 minutes) with annotations. ½ way book collection: September 16th. Finished book collection: October 7th.
Thursday, August 29th
Senior meeting with Ms. Paulus.
Homework—AP Independent Reading progress (15-20 minutes) with annotations. ½ way book collection: September 16th. Finished book collection: October 7th. Completed, typed essay due Tuesday, 9/3.
Senior meeting with Ms. Paulus.
Homework—AP Independent Reading progress (15-20 minutes) with annotations. ½ way book collection: September 16th. Finished book collection: October 7th. Completed, typed essay due Tuesday, 9/3.
Wednesday, August 28th
Bellringer A. Using the theme you created yesterday, revise to improve the wording and message. A good theme is both universal and profound (deep). Avoid clichés or unarguable truths.
B. In a TEXAS, connect your revised theme to one of Foster’s guideposts. How does this guidepost illuminate the potential theme? You should use a quote from your novel. You should indirectly reference a Foster guidepost in your analysis.
For example, Gatsby states that “this is my quote” (Fitzgerald 23).
Schedule—Bellringer, draft check, pair/share, peer review rounds, “banned words”
Homework—AP Independent Reading progress (15-20 minutes) with annotations. ½ way book collection: September 16th. Finished book collection: October 7th. Completed, typed essay due Tuesday, 9/3.
Bellringer A. Using the theme you created yesterday, revise to improve the wording and message. A good theme is both universal and profound (deep). Avoid clichés or unarguable truths.
B. In a TEXAS, connect your revised theme to one of Foster’s guideposts. How does this guidepost illuminate the potential theme? You should use a quote from your novel. You should indirectly reference a Foster guidepost in your analysis.
For example, Gatsby states that “this is my quote” (Fitzgerald 23).
Schedule—Bellringer, draft check, pair/share, peer review rounds, “banned words”
Homework—AP Independent Reading progress (15-20 minutes) with annotations. ½ way book collection: September 16th. Finished book collection: October 7th. Completed, typed essay due Tuesday, 9/3.
Tuesday, August 27th
Bellringer A. Using your laptop, navigate to our class website and review the linked theme checklist. What is a potential theme of your AP independent reading book so far? Provide your response in a TEXAS. Use the quote template below to support your assertion:
For example, Gatsby states that “this is my quote” (Fitzgerald 23).
Schedule—Bellringer, conclusion work check, pair/share, writer’s workshop
Homework—AP Independent Reading progress (15-20 minutes) with annotations. ½ way book collection: September 16th. Finished book collection: October 7th. Rough draft of essay—put all parts together (MUST BE HARD COPY—handwritten or printed)
Bellringer A. Using your laptop, navigate to our class website and review the linked theme checklist. What is a potential theme of your AP independent reading book so far? Provide your response in a TEXAS. Use the quote template below to support your assertion:
For example, Gatsby states that “this is my quote” (Fitzgerald 23).
Schedule—Bellringer, conclusion work check, pair/share, writer’s workshop
Homework—AP Independent Reading progress (15-20 minutes) with annotations. ½ way book collection: September 16th. Finished book collection: October 7th. Rough draft of essay—put all parts together (MUST BE HARD COPY—handwritten or printed)
Monday, August 26th
Bellringer(in your notebook)— A. In TEXAS format (using handout or the board), respond to the following:
Choose a new passage from your AP independent reading so far, and explain its importance connecting to a different Foster guidepost (handout). You do not have to write out the whole passage, but you should use a sandwiched quote from it:
For example, Gatsby states that “this is my quote” (Fitzgerald 23).
Schedule—Bellringer, AP novel check-in, body planning check, pair/share, conclusion techniques
Homework for tomorrow—AP Independent Reading progress (15-20 minutes), completed conclusion template
Homework for Wednesday-- rough draft of essay—just put all parts together (MUST BE HARD COPY—handwritten or printed)
Bellringer(in your notebook)— A. In TEXAS format (using handout or the board), respond to the following:
Choose a new passage from your AP independent reading so far, and explain its importance connecting to a different Foster guidepost (handout). You do not have to write out the whole passage, but you should use a sandwiched quote from it:
For example, Gatsby states that “this is my quote” (Fitzgerald 23).
Schedule—Bellringer, AP novel check-in, body planning check, pair/share, conclusion techniques
Homework for tomorrow—AP Independent Reading progress (15-20 minutes), completed conclusion template
Homework for Wednesday-- rough draft of essay—just put all parts together (MUST BE HARD COPY—handwritten or printed)
Friday, August 23rd
Bellringer(in your notebook)— A. In TEXAS format (using handout or the board), respond to the following:
Choose a passage from your AP independent reading so far, and explain its importance connecting to one of the Foster guideposts (handout). You do not have to write out the whole passage, but you should use a sandwiched quote from it:
For example, Gatsby states that “this is my quote” (Fitzgerald 23).
Schedule—Bellringer, intro template check, planner distribution, pair/share, body planning (handout) and workshop
Homework— official AP independent reading book DUE Monday, AP Independent Reading progress (15-20 minutes), completed body planning
Bellringer(in your notebook)— A. In TEXAS format (using handout or the board), respond to the following:
Choose a passage from your AP independent reading so far, and explain its importance connecting to one of the Foster guideposts (handout). You do not have to write out the whole passage, but you should use a sandwiched quote from it:
For example, Gatsby states that “this is my quote” (Fitzgerald 23).
Schedule—Bellringer, intro template check, planner distribution, pair/share, body planning (handout) and workshop
Homework— official AP independent reading book DUE Monday, AP Independent Reading progress (15-20 minutes), completed body planning
Thursday, August 22nd
Bellringer(in your notebook)— A. In TEXAS format (using handout or the board), respond to the following: consider both the “String” essay as well as the narrative template. What have you learned? In your analysis (A), examine the similarities and differences you notice. What choices did the author make that are effective?
B. What ideas and takeaways can you apply to your own essay?
Schedule—Bellringer/annotated samples check, pair/share, “Background/Italian” essay, intro (handout) brainstorming on back of handout, complete intro template
Homework—AP Independent Reading progress (15-20 minutes), completed intro template, AP independent reading book (borrowed copy for now is fine…must be owned/purchased, however, by Monday, 8/26)
Bellringer(in your notebook)— A. In TEXAS format (using handout or the board), respond to the following: consider both the “String” essay as well as the narrative template. What have you learned? In your analysis (A), examine the similarities and differences you notice. What choices did the author make that are effective?
B. What ideas and takeaways can you apply to your own essay?
Schedule—Bellringer/annotated samples check, pair/share, “Background/Italian” essay, intro (handout) brainstorming on back of handout, complete intro template
Homework—AP Independent Reading progress (15-20 minutes), completed intro template, AP independent reading book (borrowed copy for now is fine…must be owned/purchased, however, by Monday, 8/26)
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Wednesday, August 21st
Bellringer (in your notebook)— A. In TEXAS format (using handout), respond to the following:
Based on the prompts you looked at last night, which one might be most viable for you? Why? Considering your brainstorming from yesterday, what might be helpful to include in your essay?
Schedule—Bellringer, book/college prompts check, pair/share, Foster cheat sheet, brainstorming—personal writing exercises (finish last one), Kane Narrative Essay Template (handout), Johns Hopkins essays examples— “String Theory” and “Eyebrows”
Homework for Tomorrow—AP Independent Reading progress (15-20 minutes), Kane Narrative Template (w/ notes), annotated essay examples, AP independent reading book (borrowed copy for now is fine…must be owned/purchased, however, by Monday, 8/26)
Bellringer (in your notebook)— A. In TEXAS format (using handout), respond to the following:
Based on the prompts you looked at last night, which one might be most viable for you? Why? Considering your brainstorming from yesterday, what might be helpful to include in your essay?
Schedule—Bellringer, book/college prompts check, pair/share, Foster cheat sheet, brainstorming—personal writing exercises (finish last one), Kane Narrative Essay Template (handout), Johns Hopkins essays examples— “String Theory” and “Eyebrows”
Homework for Tomorrow—AP Independent Reading progress (15-20 minutes), Kane Narrative Template (w/ notes), annotated essay examples, AP independent reading book (borrowed copy for now is fine…must be owned/purchased, however, by Monday, 8/26)
Tuesday, August 20th
Bellringer— (first bellringer in your notebook)— What independent reading book did you select? Why? What do you already know about this book? What other selections did/are you considering? Why?
Schedule—Bellringer/collect course sheets/visual book check, pair/share, annotation guidelines, brainstorming--personal writing exercises
Homework for Tomorrow—AP Independent Reading progress (15-20 minutes), bring college app essay prompts from your top three universities (print or write out), AP independent reading book (borrowed copy for now is fine…must be owned/purchased, however, by Monday, 8/26)
Text the message: @kaneaplit to the number: 81010
You’ll receive a welcome text from Remind.
If you have trouble with 81010, try texting @kaneaplit to (708) 856-8574.
Bellringer— (first bellringer in your notebook)— What independent reading book did you select? Why? What do you already know about this book? What other selections did/are you considering? Why?
Schedule—Bellringer/collect course sheets/visual book check, pair/share, annotation guidelines, brainstorming--personal writing exercises
Homework for Tomorrow—AP Independent Reading progress (15-20 minutes), bring college app essay prompts from your top three universities (print or write out), AP independent reading book (borrowed copy for now is fine…must be owned/purchased, however, by Monday, 8/26)
Text the message: @kaneaplit to the number: 81010
You’ll receive a welcome text from Remind.
If you have trouble with 81010, try texting @kaneaplit to (708) 856-8574.