Thursday, May 20th JUNIORS
Final Exam Prep/College Application Essay Previewing & Practice
Introduction Techniques Practice Document
Conclusion Techniques Practice Document
Final Exam Prep/College Application Essay Previewing & Practice
Introduction Techniques Practice Document
Conclusion Techniques Practice Document
Monday, May 17th JUNIORS
I am proctoring the computer science AP exam. You will be asynchronous at home. Those who are in-person will have a sub.
You will use our period to select a Common App Prompt in which you are most interested in addressing. You will complete a page of brainstorming/planning based on what we've discussed so far. Use the outline and samples (see last class below) to guide your work. Your planning/brainstorming may be a formal structure, a freewriting response, or a graphic organizer.
You will submit this document to Schoology.
I am proctoring the computer science AP exam. You will be asynchronous at home. Those who are in-person will have a sub.
You will use our period to select a Common App Prompt in which you are most interested in addressing. You will complete a page of brainstorming/planning based on what we've discussed so far. Use the outline and samples (see last class below) to guide your work. Your planning/brainstorming may be a formal structure, a freewriting response, or a graphic organizer.
You will submit this document to Schoology.
Thursday, May 13th JUNIORS
Schedule --
Post-AP Exam: Thinking Ahead to the College Application Essay
Common App Prompts
Mrs. Kane's Narrative Essay Outline
Sample A
Sample B
Schedule --
Post-AP Exam: Thinking Ahead to the College Application Essay
Common App Prompts
Mrs. Kane's Narrative Essay Outline
Sample A
Sample B
Tuesday, May 11th SENIORS
Schedule --
Post-AP Exam: Thinking Ahead to College!
FINISH: University Exploration--Mrs. Kane’s (In?)Famous University Website Scavenger Hunt. Select a university that you are potentially interested in or that you already plan on attending. Respond to each question in the document (underneath each question) using your selected university's website. DUE AT THE END OF THE PERIOD.
Coming up: College Success Tips
Schedule --
Post-AP Exam: Thinking Ahead to College!
FINISH: University Exploration--Mrs. Kane’s (In?)Famous University Website Scavenger Hunt. Select a university that you are potentially interested in or that you already plan on attending. Respond to each question in the document (underneath each question) using your selected university's website. DUE AT THE END OF THE PERIOD.
Coming up: College Success Tips
Monday, May 10th JUNIORS
I am proctoring an AP exam. Follow the bellringer and schedule below.
Welcome! Continue in the document from last class (5/3)
Bellringer--How did the AP exam go? You cannot talk about the specific wording of the prompts or questions aloud in class, but feel free to write privately about them. When we share next as a class, we will just generalize our overall experience with the timing, expectations (how you thought it would go vs. how it did), and of, course, how you felt about the writing and reading portions of the exam overall.
Schedule — Bellringer, Our Post-AP Exam World: Thinking Ahead to College!
University Exploration--Mrs. Kane’s (In?)Famous University Website Scavenger Hunt. Select a university that you are potentially interested in or that you already plan on attending. Respond to each question in the document (underneath each question) using your selected university's website. Due Wednesday.
Coming up: College Application Essay Prep (juniors)
I am proctoring an AP exam. Follow the bellringer and schedule below.
Welcome! Continue in the document from last class (5/3)
Bellringer--How did the AP exam go? You cannot talk about the specific wording of the prompts or questions aloud in class, but feel free to write privately about them. When we share next as a class, we will just generalize our overall experience with the timing, expectations (how you thought it would go vs. how it did), and of, course, how you felt about the writing and reading portions of the exam overall.
Schedule — Bellringer, Our Post-AP Exam World: Thinking Ahead to College!
University Exploration--Mrs. Kane’s (In?)Famous University Website Scavenger Hunt. Select a university that you are potentially interested in or that you already plan on attending. Respond to each question in the document (underneath each question) using your selected university's website. Due Wednesday.
Coming up: College Application Essay Prep (juniors)
Monday, May 3rd and Tuesday, May 4th
Welcome! Open up a new document for today.
NOTICE: Late work will not be accepted for full credit after the AP exam on Wednesday. Maximum points will be 60%.
Bellringer A. Submit annotated quarter 4 novel/play evidence into Schoology.
B. Using the poetic excerpt 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
Schedule — Bellringer, bellringer review, AP exam multiple choice practice—answers (#s 13-44—how did you do?), multiple choice strategies tutorial continued (video, notes in today’s document)
https://youtu.be/CRYtLfF6LnQ?t=1285
Homework All makeup/late work is due by Tuesday at 3:15 pm for full credit (including AP novel/play annotations).
THIS WEDNESDAY, May 5th! 7:30 am-12pm (cafeteria)--AP Exam
Welcome! Open up a new document for today.
NOTICE: Late work will not be accepted for full credit after the AP exam on Wednesday. Maximum points will be 60%.
Bellringer A. Submit annotated quarter 4 novel/play evidence into Schoology.
B. Using the poetic excerpt 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
Schedule — Bellringer, bellringer review, AP exam multiple choice practice—answers (#s 13-44—how did you do?), multiple choice strategies tutorial continued (video, notes in today’s document)
https://youtu.be/CRYtLfF6LnQ?t=1285
Homework All makeup/late work is due by Tuesday at 3:15 pm for full credit (including AP novel/play annotations).
THIS WEDNESDAY, May 5th! 7:30 am-12pm (cafeteria)--AP Exam
Thursday, April 29th and Friday, April 30th
Welcome! Open up the document from last class (beginning with 4/21 or 4/22).
NOTICE: Late work will not be accepted for full credit after the AP exam next week (Wednesday at 7:30 am). Maximum points will be 60%.
Bellringer A. Using the attachment on our class website, locate the tercets and the quatrain in the poem “Do Not Go Gentle into that Good Night” by Dylan Thomas. Which lines repeat? In your response, explain how this poem fits the villanelle structure.
B. 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
Schedule — Bellringer, bellringer review, AP exam multiple choice strategies tutorial (video, take notes in today’s document), AP multiple choice practice (practice questions linked on website, complete #s 13-44). In a separate document, respond with the letter of the answer as well as a brief note/phrase as evidence (from the passage or poem).
Submit bellringer document from today to Schoology (beginning with 4/21 or 4/22)
Homework--Due MONDAY, May 3rd: finish multiple choice practice as needed, annotated quarter 4 novel/play (completed)
Wednesday, May 5th 7:30 am-12pm--AP Exam, Cafeteria
Welcome! Open up the document from last class (beginning with 4/21 or 4/22).
NOTICE: Late work will not be accepted for full credit after the AP exam next week (Wednesday at 7:30 am). Maximum points will be 60%.
Bellringer A. Using the attachment on our class website, locate the tercets and the quatrain in the poem “Do Not Go Gentle into that Good Night” by Dylan Thomas. Which lines repeat? In your response, explain how this poem fits the villanelle structure.
B. 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
Schedule — Bellringer, bellringer review, AP exam multiple choice strategies tutorial (video, take notes in today’s document), AP multiple choice practice (practice questions linked on website, complete #s 13-44). In a separate document, respond with the letter of the answer as well as a brief note/phrase as evidence (from the passage or poem).
Submit bellringer document from today to Schoology (beginning with 4/21 or 4/22)
Homework--Due MONDAY, May 3rd: finish multiple choice practice as needed, annotated quarter 4 novel/play (completed)
Wednesday, May 5th 7:30 am-12pm--AP Exam, Cafeteria
Wednesday, April 28th--TIMED ESSAY (40 minutes)
Requirements for this essay: Read me first!
Prompt: Sacrifice
Requirements for this essay: Read me first!
Prompt: Sacrifice
Monday, April 26th and Tuesday, April 27th
Welcome! Open up the document from last class (beginning with 4/20 or 4/21).
AP Exam: Wednesday, May 5th 7:30 am-12pm
Bellringer A. Which AP literary term best applies to the excerpt from As You Like It by William Shakespeare below? Briefly explain.
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....
...Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
B. Pull up your two annotated student samples to Schoology (for the Question 3 essay--"intentional deception” and “a mind torn asunder”).
Schedule — Bellringer, bellringer review, Question 3 essay continued--samples: review and discuss, compare and contrast essays—literal/figurative gift (brief reading period, including rereading the prompt) and discussion groups, written comparison of strengths/areas for improvement for the literal/figurative gift essays
Homework due Wednesday for submission--
Written comparison of strengths/areas for improvement for the literal/figurative gift essays--about two-three paragraphs.
Timed essay on Wednesday—check class website for prompt and submission instructions
Due May 3rd--annotated quarter 4 novel/play
Welcome! Open up the document from last class (beginning with 4/20 or 4/21).
AP Exam: Wednesday, May 5th 7:30 am-12pm
Bellringer A. Which AP literary term best applies to the excerpt from As You Like It by William Shakespeare below? Briefly explain.
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....
...Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
B. Pull up your two annotated student samples to Schoology (for the Question 3 essay--"intentional deception” and “a mind torn asunder”).
Schedule — Bellringer, bellringer review, Question 3 essay continued--samples: review and discuss, compare and contrast essays—literal/figurative gift (brief reading period, including rereading the prompt) and discussion groups, written comparison of strengths/areas for improvement for the literal/figurative gift essays
Homework due Wednesday for submission--
Written comparison of strengths/areas for improvement for the literal/figurative gift essays--about two-three paragraphs.
Timed essay on Wednesday—check class website for prompt and submission instructions
Due May 3rd--annotated quarter 4 novel/play
Wednesday, April 21st and Thursday, April 22nd
Welcome! Open up the document from last class (4/19 or 4/20).
AP Exam: Wednesday, May 5th 7:30 am-12pm
Bellringer A. Before beginning today’s work, submit your brainstorming and thesis statements for the Question 3 open novel/play essay to Schoology.
B. Using the Emily Dickinson poem linked on the class website (“Fly”), identify instances of slant rhyme, synesthesia, synecdoche, enjambment, and meter. Record these examples in your response.
Schedule — Bellringer, bellringer review, Question 3 essay introduction continued—sharing of thesis statements, samples (intentional deception, mind torn asunder): reading and discuss in assigned groups
Homework due by next class in a separate document --
Annotate each sample (intentional deception and a mind torn asunder) per paragraph focusing on strengths, connections to our notes on Question 3
Due May 3rd--annotated quarter 4 novel/play
Welcome! Open up the document from last class (4/19 or 4/20).
AP Exam: Wednesday, May 5th 7:30 am-12pm
Bellringer A. Before beginning today’s work, submit your brainstorming and thesis statements for the Question 3 open novel/play essay to Schoology.
B. Using the Emily Dickinson poem linked on the class website (“Fly”), identify instances of slant rhyme, synesthesia, synecdoche, enjambment, and meter. Record these examples in your response.
Schedule — Bellringer, bellringer review, Question 3 essay introduction continued—sharing of thesis statements, samples (intentional deception, mind torn asunder): reading and discuss in assigned groups
Homework due by next class in a separate document --
Annotate each sample (intentional deception and a mind torn asunder) per paragraph focusing on strengths, connections to our notes on Question 3
Due May 3rd--annotated quarter 4 novel/play
Monday, April 19th
Welcome! Open up a new document for today’s work.
AP Exam: Wednesday, May 5th 7:30 am-12pm
Bellringer A. Before beginning today’s work, submit your work for 4/1-4/15 to Schoology if you have not done so already.
B. Based on the literary terms we’ve learned so far, which devices best apply to the poetic excerpts below? Briefly explain.
1. 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”)
2. “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?” (From “When Lilacs in the Doorway Bloomed” by Walt Whitman)
Schedule — Bellringer, bellringer review, Question 3 essay introduction—notes, sample prompts: Literal or Figurative Gift, A Mind Torn Asunder, Intentional Deception, and Mysterious Origins
Homework due by next class in a separate document-- annotate/brainstorm/prewrite using each prompt provided: thoroughly mark up each prompt text, brainstorm evidence (bulleted lists, webs, etc.), and craft a thesis statement for each that follows our notes from today (TAG, element required by the prompt, and universal theme).
Due May 3rd--annotated quarter 4 novel/play
Welcome! Open up a new document for today’s work.
AP Exam: Wednesday, May 5th 7:30 am-12pm
Bellringer A. Before beginning today’s work, submit your work for 4/1-4/15 to Schoology if you have not done so already.
B. Based on the literary terms we’ve learned so far, which devices best apply to the poetic excerpts below? Briefly explain.
1. 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”)
2. “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?” (From “When Lilacs in the Doorway Bloomed” by Walt Whitman)
Schedule — Bellringer, bellringer review, Question 3 essay introduction—notes, sample prompts: Literal or Figurative Gift, A Mind Torn Asunder, Intentional Deception, and Mysterious Origins
Homework due by next class in a separate document-- annotate/brainstorm/prewrite using each prompt provided: thoroughly mark up each prompt text, brainstorm evidence (bulleted lists, webs, etc.), and craft a thesis statement for each that follows our notes from today (TAG, element required by the prompt, and universal theme).
Due May 3rd--annotated quarter 4 novel/play
Thursday, April 15th and Friday, April 16th
Welcome! Open up the document beginning with April 1st/2nd.
AP Exam: Wednesday, May 5th 7:30 am-12pm
Bellringer Based on the literary terms we’ve learned so far, which device best applies to the poetic excerpt below? Briefly explain.
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them.
(From “Ozymandias” by Percy Bysshe Shelley)
Schedule — Bellringer, bellringer review, AP Lit terms set IV--finish
Homework due by next class-- Submit document for 4/1-4/15 (includes bellringers AND literary terms--Finish definition, example in context (AP quality texts), and purpose/effect for each term (in today’s document)
Welcome! Open up the document beginning with April 1st/2nd.
AP Exam: Wednesday, May 5th 7:30 am-12pm
Bellringer Based on the literary terms we’ve learned so far, which device best applies to the poetic excerpt below? Briefly explain.
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them.
(From “Ozymandias” by Percy Bysshe Shelley)
Schedule — Bellringer, bellringer review, AP Lit terms set IV--finish
Homework due by next class-- Submit document for 4/1-4/15 (includes bellringers AND literary terms--Finish definition, example in context (AP quality texts), and purpose/effect for each term (in today’s document)
Thursday, April 8th
Welcome! Continue in the document beginning with April 1st.
AP Exam: Wednesday, May 5th 7:30 am-12pm
Bellringer A. Reread your prose analysis essay (Question 2). What are your strengths and areas for improvement? Explain while making specific references to your work.
B. Read the student sample essay for The Mayor of Casterbridge (linked on class website). What are the strengths and areas for improvement for this essay?
Schedule — Bellringer, submit prose essay--The Mayor of Casterbridge (Schoology Turnitin submission), AP Lit terms set IV
Homework-- Definition, example in context (AP quality texts), and purpose/effect for each term covered so far (in today’s document)
Welcome! Continue in the document beginning with April 1st.
AP Exam: Wednesday, May 5th 7:30 am-12pm
Bellringer A. Reread your prose analysis essay (Question 2). What are your strengths and areas for improvement? Explain while making specific references to your work.
B. Read the student sample essay for The Mayor of Casterbridge (linked on class website). What are the strengths and areas for improvement for this essay?
Schedule — Bellringer, submit prose essay--The Mayor of Casterbridge (Schoology Turnitin submission), AP Lit terms set IV
Homework-- Definition, example in context (AP quality texts), and purpose/effect for each term covered so far (in today’s document)
Monday, April 5th and Tuesday, April 6th
Welcome! Continue in the document from April 1st/2nd.
AP Exam: Wednesday, May 5th 7:30 am-12pm
Bellringer A. Address each of the following for the passage from Thomas Hardy’s The Mayor of Casterbridge:
1. TAG (title, author, genre)
2. Explicit subject (basic, what’s literally being described)
3. the implicit meaning of the passage (addressing what the prompt asks—What is the complex relationship of the two characters?)
Schedule — Bellringer, bellringer review, prose essay introduction continued-- (notes), application of continued notes to the Mayor of Casterbridge prompt (write essay based on guidelines learned about the prose essay)
Homework
By next class:
Welcome! Continue in the document from April 1st/2nd.
AP Exam: Wednesday, May 5th 7:30 am-12pm
Bellringer A. Address each of the following for the passage from Thomas Hardy’s The Mayor of Casterbridge:
1. TAG (title, author, genre)
2. Explicit subject (basic, what’s literally being described)
3. the implicit meaning of the passage (addressing what the prompt asks—What is the complex relationship of the two characters?)
Schedule — Bellringer, bellringer review, prose essay introduction continued-- (notes), application of continued notes to the Mayor of Casterbridge prompt (write essay based on guidelines learned about the prose essay)
Homework
By next class:
- Complete full essay for The Mayor of Casterbridge prompt using prose analysis essay guidelines
Wednesday, March 31st and Thursday, April 1st
Welcome! Open a new document for today.
Bellringer A. Using the “Sisters” prose prompt and sample student essay (linked on class website), what observations can you make about what the student did well? What might they improve?
B. Using the condensed Foster/How to Read Literature cheat sheet (linked on website), connect one of the guideposts/archetypes to your quarter 4 novel/play. Analyze the connection.
Schedule — Bellringer, bellringer review, prose essay introduction (basic overview/notes, DIDLS strategy), DIDLS (“handout”—type directly in document): application to the “Mayor of Casterbridge” prompt
Homework By the end of class today:
By next class:
Welcome! Open a new document for today.
Bellringer A. Using the “Sisters” prose prompt and sample student essay (linked on class website), what observations can you make about what the student did well? What might they improve?
B. Using the condensed Foster/How to Read Literature cheat sheet (linked on website), connect one of the guideposts/archetypes to your quarter 4 novel/play. Analyze the connection.
Schedule — Bellringer, bellringer review, prose essay introduction (basic overview/notes, DIDLS strategy), DIDLS (“handout”—type directly in document): application to the “Mayor of Casterbridge” prompt
Homework By the end of class today:
- Submit evidence of access to quarter 4 novel
- Submit poetry analysis essay vs. prose analysis reflection
By next class:
- Finish DIDLS handout for “Mayor of Casterbridge” prompt
Monday, March 29th and Tuesday, March 30th
Welcome! Continue in the previous document from last class (starting with Monday, March 15th)
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. Pull up annotated PMSA Student Sample (2 per paragraph) for “The Convergence of the Twain.” Be prepared to discuss.
Schedule — Bellringer, bellringer review, “Sisters” prompt—reflect and compare/contrast prose prompt to poetry analysis
Homework By 3:15 pm today:
By next class:
Welcome! Continue in the previous document from last class (starting with Monday, March 15th)
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. Pull up annotated PMSA Student Sample (2 per paragraph) for “The Convergence of the Twain.” Be prepared to discuss.
Schedule — Bellringer, bellringer review, “Sisters” prompt—reflect and compare/contrast prose prompt to poetry analysis
Homework By 3:15 pm today:
- Submit work to Schoology—today’s document (beginning with March 15th)
- Submit to Schoology--annotated PMSA Student Sample (2 per paragraph) for “The Convergence of the Twain” from last class
By next class:
- “Sisters” prompt—reflection/compare and contrast (2 paragraph response). What skills from poetry analysis could you still apply (separate document)? How might you adjust your approach?
Wednesday, March 17th and Thursday, March 18th
Welcome! Continue in the previous document from last class (starting with Monday, March 15th)
Bellringer Literary terms practice with explanations:
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.
B. 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, bellringer review, “The Convergence of the Twain” review and introduction sharing (partner writing), quarter 4 novel directions
Homework --
DUE WHEN WE RETURN:
Annotated PMSA Student Sample (2 per paragraph) for “The Convergence of the Twain”
Quarter 4 independent reading novel due (and in your possession/accessible to you--PDF, online text, or hard copy book) when we return
Welcome! Continue in the previous document from last class (starting with Monday, March 15th)
Bellringer Literary terms practice with explanations:
- Tom Buchanan showing the narrator around his house in The Great Gatsby:
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.
B. 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, bellringer review, “The Convergence of the Twain” review and introduction sharing (partner writing), quarter 4 novel directions
Homework --
DUE WHEN WE RETURN:
Annotated PMSA Student Sample (2 per paragraph) for “The Convergence of the Twain”
Quarter 4 independent reading novel due (and in your possession/accessible to you--PDF, online text, or hard copy book) when we return
Monday, March 15th and Tuesday, March 16th
Open a new document.
Bellringer A. 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!”
(William Shakespeare, Romeo and Juliet)
Schedule— Bellringer, bellringer review, AP exam review, “The Convergence of the Twain”—partner TPCASTT and intro paragraph using template
Homework --Annotated PMSA Student Sample, “The Convergence of the Twain” (2 per paragraph)
Monday, March 8th
Open a new document.
Bellringer A. 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. What AP literary term best applies to the story Jane Eyre? Briefly explain why.
B. Practice timing—(10 minutes). TPCASSTT “The Broken Heart" as a prewriting step for a poetry analysis essay.
Schedule— Bellringer, bellringer review, Poetry Analysis Wrap-up: “The Broken Heart” and PMSA Student Sample (annotate the student sample 2 per paragraph. Consider--What could they add/improve?
Homework -- Asynchronous day on Wednesday: submit Q3 independent novel annotations. Assignment opens today.
Open a new document.
Bellringer A. 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. What AP literary term best applies to the story Jane Eyre? Briefly explain why.
B. Practice timing—(10 minutes). TPCASSTT “The Broken Heart" as a prewriting step for a poetry analysis essay.
Schedule— Bellringer, bellringer review, Poetry Analysis Wrap-up: “The Broken Heart” and PMSA Student Sample (annotate the student sample 2 per paragraph. Consider--What could they add/improve?
Homework -- Asynchronous day on Wednesday: submit Q3 independent novel annotations. Assignment opens today.
Thursday, March 4th
Continue in same document. Add today’s bellringer and add to terms.
Bellringer A. Explain the difference between “satire” and “parody” in your own words. Use the examples you found to defend your assertion.
B. Using the brief summary below, what literary term best applies? Why?
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— Bellringer, bellringer review, terms introduction—Terms Set III (finish three allusions) SUBMIT TO SCHOOLOGY—2/25, 3/2, ¾ (one document and include terms)
Homework — A. Definitions, examples in context, and effects for Term Set III in today’s document (but copy and paste into document where you collect your terms for your own easy reference/access), submit today's document
SUBMIT TO SCHOOLOGY—2/25, 3/2, ¾ (one document and include terms)
B. independent reading novel annotations (see annotation guidelines)—book completed March 8th
Continue in same document. Add today’s bellringer and add to terms.
Bellringer A. Explain the difference between “satire” and “parody” in your own words. Use the examples you found to defend your assertion.
B. Using the brief summary below, what literary term best applies? Why?
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— Bellringer, bellringer review, terms introduction—Terms Set III (finish three allusions) SUBMIT TO SCHOOLOGY—2/25, 3/2, ¾ (one document and include terms)
Homework — A. Definitions, examples in context, and effects for Term Set III in today’s document (but copy and paste into document where you collect your terms for your own easy reference/access), submit today's document
SUBMIT TO SCHOOLOGY—2/25, 3/2, ¾ (one document and include terms)
B. independent reading novel annotations (see annotation guidelines)—book completed March 8th
Tuesday, March 2nd
Bellringer A. Pull up the condensed Foster/How to Read Literature cheat sheet. Using your independent reading novel for quarter 3, connect one of the guideposts/archetypes to your novel. Use a quote from your novel as well as a specific quote from your cheat sheet. Analyze the connection.
Schedule— Bellringer, bellringer review, terms introduction—Terms Set III continued
Homework — Definitions, examples in context, and effects for Term Set III in today’s document (but copy and paste into document where you collect your terms for your own easy reference/access)
independent reading novel annotations (see annotation guidelines)—book completed March 8th
Bellringer A. Pull up the condensed Foster/How to Read Literature cheat sheet. Using your independent reading novel for quarter 3, connect one of the guideposts/archetypes to your novel. Use a quote from your novel as well as a specific quote from your cheat sheet. Analyze the connection.
Schedule— Bellringer, bellringer review, terms introduction—Terms Set III continued
Homework — Definitions, examples in context, and effects for Term Set III in today’s document (but copy and paste into document where you collect your terms for your own easy reference/access)
independent reading novel annotations (see annotation guidelines)—book completed March 8th
Thursday, February 25th and Friday, February 26th
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Bellringer A. Watch the short clip on Helen of Troy (https://www.youtube.com/watch?v=RqMZWL4Xc0U&feature=emb_title)
Record at least one question (open-ended), one connection, and one reaction (something interesting, surprising, thought-provoking)
Schedule—Bellringer, bellringer review, terms introduction—Terms Set III
Homework—Definitions, examples in context, and effects for Term Set III in today’s document (but copy and paste into document where you collect your terms for your own easy reference/access)
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Bellringer A. Watch the short clip on Helen of Troy (https://www.youtube.com/watch?v=RqMZWL4Xc0U&feature=emb_title)
Record at least one question (open-ended), one connection, and one reaction (something interesting, surprising, thought-provoking)
Schedule—Bellringer, bellringer review, terms introduction—Terms Set III
Homework—Definitions, examples in context, and effects for Term Set III in today’s document (but copy and paste into document where you collect your terms for your own easy reference/access)
Monday, February 22nd
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Bellringer A. Reread your timed essay from Friday. Evaluate your essay with a score for each grading category (attached). Include strengths and weaknesses from your essay for each item as support. What will you work on as a goal for next time?
Schedule—Bellringer, essay discussion, poetry analysis practice continued—explication and discussion of sonnets— “Sonnet XIX” (Shakespeare), “The New Colossus” (Lazarus), and “For That He Looked Not Upon Her”(Gascoigne—from the timed essay)
Homework—independent reading novel annotations (see annotation guidelines)—book completed March 8th
Asynchronous day Wednesday—check class website for directions.
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Bellringer A. Reread your timed essay from Friday. Evaluate your essay with a score for each grading category (attached). Include strengths and weaknesses from your essay for each item as support. What will you work on as a goal for next time?
Schedule—Bellringer, essay discussion, poetry analysis practice continued—explication and discussion of sonnets— “Sonnet XIX” (Shakespeare), “The New Colossus” (Lazarus), and “For That He Looked Not Upon Her”(Gascoigne—from the timed essay)
Homework—independent reading novel annotations (see annotation guidelines)—book completed March 8th
Asynchronous day Wednesday—check class website for directions.
Thursday, February 18th
Read through handouts and materials below before writing:
Essay Prompt (this is the poem you will be analyzing)
TPCASSTT (prewriting)
Grading Checklist (use this to check your work)
Poetry Analysis Essay Notes/Intro
and Body/Conclusion Notes
(review both before writing)
Give yourself 40 minutes to write. Submit essay to Schoology by 3:15 pm.
Read through handouts and materials below before writing:
Essay Prompt (this is the poem you will be analyzing)
TPCASSTT (prewriting)
Grading Checklist (use this to check your work)
Poetry Analysis Essay Notes/Intro
and Body/Conclusion Notes
(review both before writing)
Give yourself 40 minutes to write. Submit essay to Schoology by 3:15 pm.
Thursday, February 18th
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Bellringer A. Using the sonnet practice bellringer, copy/paste each sonnet into your bellringer for today and label each according to its type of sonnet (Elizabethan/Shakespearean or Italian/Petrarchan).
B. Work through a fast and brief TPCASSTT for each. Imagine you are prewriting for a timed essay.
Schedule—Bellringer, bellringer review, poetry analysis practice continued—explication and discussion of the two sonnets
Homework—independent reading novel annotations (see annotation guidelines)—book completed March 8th
Asynchronous day tomorrow—self-timed (40 minutes) poetry analysis essay. Prompt and directions will be posted on the class website. You may submit any time between 8 am and 3:15 pm.
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Bellringer A. Using the sonnet practice bellringer, copy/paste each sonnet into your bellringer for today and label each according to its type of sonnet (Elizabethan/Shakespearean or Italian/Petrarchan).
B. Work through a fast and brief TPCASSTT for each. Imagine you are prewriting for a timed essay.
Schedule—Bellringer, bellringer review, poetry analysis practice continued—explication and discussion of the two sonnets
Homework—independent reading novel annotations (see annotation guidelines)—book completed March 8th
Asynchronous day tomorrow—self-timed (40 minutes) poetry analysis essay. Prompt and directions will be posted on the class website. You may submit any time between 8 am and 3:15 pm.
Wednesday, February 17th
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Bellringer A. Using “When I Consider…” (Sonnet XIX), make note of the stressed (/) and unstressed (u) syllables (“scanning”). Which type of sonnet does it most closely resemble? Why? In your response, copy the title/author of the poem and identify other applicable terms using both of your term sets.
Schedule—Bellringer, bellringer review, poetry analysis practice continued—group sharing of student-selected poems, submit today's document in Schoology
Homework—independent reading novel annotations (see annotation guidelines)—book completed March 8th
Asynchronous day on Friday—self-timed poetry analysis essay. Essay prompt and materials will be posted on class website. You will submit the essay in Schoology.
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Bellringer A. Using “When I Consider…” (Sonnet XIX), make note of the stressed (/) and unstressed (u) syllables (“scanning”). Which type of sonnet does it most closely resemble? Why? In your response, copy the title/author of the poem and identify other applicable terms using both of your term sets.
Schedule—Bellringer, bellringer review, poetry analysis practice continued—group sharing of student-selected poems, submit today's document in Schoology
Homework—independent reading novel annotations (see annotation guidelines)—book completed March 8th
Asynchronous day on Friday—self-timed poetry analysis essay. Essay prompt and materials will be posted on class website. You will submit the essay in Schoology.
Thursday, February 11th
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Bellringer A. Using the poem “I Died for Beauty,” make note of the stressed (/) and unstressed (u) syllables (“scanning”). Identify any applicable terms using both sets of our AP literary terms.
B. Select a connotative word or device from “Sonnet 130” for analysis. Follow TEXAS format as a body paragraph for the poetry analysis essay.
Schedule—Bellringer, bellringer review, poetry analysis practice continued: “Sonnet 130” by William Shakespeare—analysis discussion groups, check-in
Homework— poem selection (topic: beauty or the antithesis of it) and intro paragraph; independent reading novel annotations (see annotation guidelines)—book completed March 8th
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Bellringer A. Using the poem “I Died for Beauty,” make note of the stressed (/) and unstressed (u) syllables (“scanning”). Identify any applicable terms using both sets of our AP literary terms.
B. Select a connotative word or device from “Sonnet 130” for analysis. Follow TEXAS format as a body paragraph for the poetry analysis essay.
Schedule—Bellringer, bellringer review, poetry analysis practice continued: “Sonnet 130” by William Shakespeare—analysis discussion groups, check-in
Homework— poem selection (topic: beauty or the antithesis of it) and intro paragraph; independent reading novel annotations (see annotation guidelines)—book completed March 8th
Wednesday, February 10th
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Bellringer Note the stressed (/) and unstressed (u) syllables (“scanning”) in the excerpt below. 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, what guideposts might you analyze using the selection above? Why?
Schedule—Bellringer, bellringer review, poetry analysis practice continued: “Sonnet 130” by William Shakespeare--TPCASSTT groups, check-in
Homework—"Sonnet 130" TPCASSTT in today's document, independent reading novel annotations (see annotation guidelines)—book completed March 8th
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Bellringer Note the stressed (/) and unstressed (u) syllables (“scanning”) in the excerpt below. 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, what guideposts might you analyze using the selection above? Why?
Schedule—Bellringer, bellringer review, poetry analysis practice continued: “Sonnet 130” by William Shakespeare--TPCASSTT groups, check-in
Homework—"Sonnet 130" TPCASSTT in today's document, independent reading novel annotations (see annotation guidelines)—book completed March 8th
Monday, February 8th and Tuesday, February 9th
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Bellringer-- Watch Amanda Gorman’s reading at the Super Bowl here: https://www.si.com/nfl/2021/02/07/amanda-gorman-super-bowl-lv-poem-video
You will need to scroll further down the page to view the video (posted on Twitter by the NFL).
Read the full text of the poem (“Chorus of the Captains” handout). Consider our TPCASST prewriting exercise, focusing on the “C,” “S,” and “S” specifically. What connotative words and devices does she use? What sound elements? Where is there a shift?
Schedule—Bellringer, bellringer review, Terms Set II continued (part C).
Homework—AP Lit Terms Set II part C (Term/definition, literary example in context, and effect/purpose) in today’s continued document, independent reading novel annotations (see annotation guidelines)—book completed March 8th
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Bellringer-- Watch Amanda Gorman’s reading at the Super Bowl here: https://www.si.com/nfl/2021/02/07/amanda-gorman-super-bowl-lv-poem-video
You will need to scroll further down the page to view the video (posted on Twitter by the NFL).
Read the full text of the poem (“Chorus of the Captains” handout). Consider our TPCASST prewriting exercise, focusing on the “C,” “S,” and “S” specifically. What connotative words and devices does she use? What sound elements? Where is there a shift?
Schedule—Bellringer, bellringer review, Terms Set II continued (part C).
Homework—AP Lit Terms Set II part C (Term/definition, literary example in context, and effect/purpose) in today’s continued document, independent reading novel annotations (see annotation guidelines)—book completed March 8th
Thursday, February 4th and Friday, February 5th
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Bellringer Using the literary guideposts cheat sheet and TEXAS format, argue what you believe is a potential theme of your Quarter Three novel so far. 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.
Schedule—Bellringer, bellringer review, Shakespearean sonnet review as needed, Terms Set II continued (part B)
Homework—AP Lit Terms Set II part B (Term/definition, literary example in context, and effect/purpose) in today’s continued document, independent reading novel annotations (see annotation guidelines)—book completed March 8th
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Bellringer Using the literary guideposts cheat sheet and TEXAS format, argue what you believe is a potential theme of your Quarter Three novel so far. 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.
Schedule—Bellringer, bellringer review, Shakespearean sonnet review as needed, Terms Set II continued (part B)
Homework—AP Lit Terms Set II part B (Term/definition, literary example in context, and effect/purpose) in today’s continued document, independent reading novel annotations (see annotation guidelines)—book completed March 8th
Monday, February 1st and Tuesday, February 2nd
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Bellringer Watch the following short clip on the myth of Fortuna/Fortune: https://www.youtube.com/watch?v=JpX4yp0FPlQ
While viewing, write 3/3/3 notes—3 connections, 3 questions, and 3 points of interest
Schedule—Bellringer, bellringer review and “Hill We Climb” discussion questions (sharing out), Terms Set II part A
Homework—AP Lit Terms Set II part A (Term/definition, literary example in context, and effect/purpose) in today’s continued document, independent reading novel annotations (see annotation guidelines)—book completed March 8th
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Bellringer Watch the following short clip on the myth of Fortuna/Fortune: https://www.youtube.com/watch?v=JpX4yp0FPlQ
While viewing, write 3/3/3 notes—3 connections, 3 questions, and 3 points of interest
Schedule—Bellringer, bellringer review and “Hill We Climb” discussion questions (sharing out), Terms Set II part A
Homework—AP Lit Terms Set II part A (Term/definition, literary example in context, and effect/purpose) in today’s continued document, independent reading novel annotations (see annotation guidelines)—book completed March 8th
Thursday, January 28th and Friday, January 29th
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Bellringer Watch the following short clip on the myth of Sisyphus: https://www.youtube.com/watch?v=q4pDUxth5fQ
While viewing, write 3/3/3 notes—3 connections, 3 questions, and 3 points of interest
Schedule—Bellringer, bellringer review (sharing out), poetry analysis essay strategies continued: body paragraphs and conclusion (notes)
Homework—independent reading novel annotations (see annotation guidelines), copy/paste poetry essay strategies and notes into one useful document for future reference (TPCASSTT, intro paragraph template, and today’s notes)
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Bellringer Watch the following short clip on the myth of Sisyphus: https://www.youtube.com/watch?v=q4pDUxth5fQ
While viewing, write 3/3/3 notes—3 connections, 3 questions, and 3 points of interest
Schedule—Bellringer, bellringer review (sharing out), poetry analysis essay strategies continued: body paragraphs and conclusion (notes)
Homework—independent reading novel annotations (see annotation guidelines), copy/paste poetry essay strategies and notes into one useful document for future reference (TPCASSTT, intro paragraph template, and today’s notes)
Wednesday, January 27th
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Bellringer A. Using your device notes, analyze the most prominent literary device that applies to each excerpt below (different terms). Explain its effect:
“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)
“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...”
—From “The Love Song of J. Alfred Prufrock” by T.S. Eliot
B. Juniors-- https://forms.nationalmerit.org/alternateentry
Schedule—Bellringer, bellringer review, intro paragraph—good student example, annotation review for independent reading, discussion questions—sharing “The Hill We Climb”
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Bellringer A. Using your device notes, analyze the most prominent literary device that applies to each excerpt below (different terms). Explain its effect:
“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)
“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...”
—From “The Love Song of J. Alfred Prufrock” by T.S. Eliot
B. Juniors-- https://forms.nationalmerit.org/alternateentry
Schedule—Bellringer, bellringer review, intro paragraph—good student example, annotation review for independent reading, discussion questions—sharing “The Hill We Climb”
Monday, January 25th and Tuesday, January 26th
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Bellringer A. Using the terms we learned so far, 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 and attendance, bellringer review, poetry practice continued: “The Hill We Climb” Discussion Questions in discussion groups (add responses underneath today’s bellringer)
Homework—Schoology document (which includes last class and today) submitted by the end of the school day
WELCOME! 😊 Open up your previous document from last class and skip some space before recording today’s date
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Bellringer A. Using the terms we learned so far, 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 and attendance, bellringer review, poetry practice continued: “The Hill We Climb” Discussion Questions in discussion groups (add responses underneath today’s bellringer)
Homework—Schoology document (which includes last class and today) submitted by the end of the school day
Thursday, January 21st
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Bellringer A. Using the terms we learned so far, 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 and attendance, bellringer review, poetry practice continued: “Occasional Poetry”—Inaugural poet, Amanda Gorman’s “The Hill We Climb”
Background video and clip, poem listening/view (at the inauguration yesterday), TPCASSTT poem analysis of "The Hill We Climb"
Homework—Schoology document submitted next class
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Bellringer A. Using the terms we learned so far, 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 and attendance, bellringer review, poetry practice continued: “Occasional Poetry”—Inaugural poet, Amanda Gorman’s “The Hill We Climb”
Background video and clip, poem listening/view (at the inauguration yesterday), TPCASSTT poem analysis of "The Hill We Climb"
Homework—Schoology document submitted next class
Tuesday, January 19th
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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 and attendance, bellringer review, poetry essay strategies continued: Intro Template, Introduction paragraph for “Un-National Monument” using template. Record at the bottom of today’s document
Homework due tomorrow (asynchronous day) by the end of the school day (3:15)--
WELCOME! 😊 Open up a NEW document = and record today’s date:
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 and attendance, bellringer review, poetry essay strategies continued: Intro Template, Introduction paragraph for “Un-National Monument” using template. Record at the bottom of today’s document
Homework due tomorrow (asynchronous day) by the end of the school day (3:15)--
- Submit quarter 3 novel selection with evidence of access (pdf file/link/photo of book) in Schoology
- Introduction paragraph for “Un-National Monument” using template. Record at the bottom of today’s document.
Thursday, January 14th
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Bellringer Review-- Using your list of terms, 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
Schedule—Bellringer and attendance, bellringer review, TPCASSTT discussion of “Un-National Monument,” poetry essay strategies: General Tips (notes)
Homework --
A. Prepare to submit today’s document on Schoology at the end of class
B. Select a poem (of your choice) and complete a TPCASSTT—due NEXT class
C. Quarter 3 AP independent novel selection (must obtain by Tuesday, January 21st)—see list of selections on class website
WELCOME! 😊 Open up the document from last class and record today’s date after skipping some space:
Bellringer Review-- Using your list of terms, 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
Schedule—Bellringer and attendance, bellringer review, TPCASSTT discussion of “Un-National Monument,” poetry essay strategies: General Tips (notes)
Homework --
A. Prepare to submit today’s document on Schoology at the end of class
B. Select a poem (of your choice) and complete a TPCASSTT—due NEXT class
C. Quarter 3 AP independent novel selection (must obtain by Tuesday, January 21st)—see list of selections on class website
Wednesday, January 13th
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Bellringer Review-- 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 attendance, bellringer review, TPCASST review, apply TPCASSTT to “Un-National Monument,” discussion and recap
Homework --Quarter 3 AP independent novel selection (must obtain by Tuesday, January 21st)—see list of selections on class website
WELCOME! 😊 Open up a new document and record today’s date before beginning your bellringer:
Bellringer Review-- 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 attendance, bellringer review, TPCASST review, apply TPCASSTT to “Un-National Monument,” discussion and recap
Homework --Quarter 3 AP independent novel selection (must obtain by Tuesday, January 21st)—see list of selections on class website
Monday, January 11th and Tuesday, January 12th
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Bellringer Review--Using your terms so far, 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 and attendance, bellringer review and feedback on last assignment, notes—AP literary terms Set I continued/example search
Homework --
Finish examples, submit today’s document (including previous class--bellringer response and terms notes with examples) on Schoology at the end of the period
Quarter 3 AP independent novel selection (must obtain by Tuesday, January 21st)—see list of selections on class website
WELCOME! 😊 Open up your most recent document and skip some space before recording today’s date.
Bellringer Review--Using your terms so far, 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 and attendance, bellringer review and feedback on last assignment, notes—AP literary terms Set I continued/example search
Homework --
Finish examples, submit today’s document (including previous class--bellringer response and terms notes with examples) on Schoology at the end of the period
Quarter 3 AP independent novel selection (must obtain by Tuesday, January 21st)—see list of selections on class website
Thursday, January 7th
WELCOME! 😊
Open up a new document and place today’s date at the top. You can use MS Word, Google Docs…your choice. Head to our class website: akpmsa.weebly.com
Bellringer--What guidepost applies to your previous independent AP novel that you did not apply yesterday? 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 and attendance, bellringer review, notes—AP literary terms Set I/example search
Terms so far--
apostrophe
enjambment
internal rhyme
slant rhyme
Homework —Finish examples, prepare to submit today’s document (bellringer response and terms notes with examples) on Schoology on Monday
WELCOME! 😊
Open up a new document and place today’s date at the top. You can use MS Word, Google Docs…your choice. Head to our class website: akpmsa.weebly.com
Bellringer--What guidepost applies to your previous independent AP novel that you did not apply yesterday? 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 and attendance, bellringer review, notes—AP literary terms Set I/example search
Terms so far--
apostrophe
enjambment
internal rhyme
slant rhyme
Homework —Finish examples, prepare to submit today’s document (bellringer response and terms notes with examples) on Schoology on Monday
Wednesday, January 6th
WELCOME! 😊
Open up a new document and place today’s date at the top. You can use MS Word, Google Docs…your choice. Head to our class website: akpmsa.weebly.com
Bellringer-- Open and review the How to Read Literature Guideposts cheat sheet. After viewing the clip from V for Vendetta (1:41-4:05), connect what you see to one of the literary guideposts. Explain (and include the guidepost’s thematic importance) in a brief TEXAS.
Schedule—Bellringer and attendance, bellringer review, strong examples from yesterday, writing practice—connecting theme, TEXAS, and guideposts: In a TEXAS, connect your revised theme to one of Foster’s guideposts. How does this guidepost illuminate the potential theme? (the answer to this question is your “T”).
Homework —Submit today’s document (bellringer response and writing practice) on Schoology by the end of the period
WELCOME! 😊
Open up a new document and place today’s date at the top. You can use MS Word, Google Docs…your choice. Head to our class website: akpmsa.weebly.com
Bellringer-- Open and review the How to Read Literature Guideposts cheat sheet. After viewing the clip from V for Vendetta (1:41-4:05), connect what you see to one of the literary guideposts. Explain (and include the guidepost’s thematic importance) in a brief TEXAS.
Schedule—Bellringer and attendance, bellringer review, strong examples from yesterday, writing practice—connecting theme, TEXAS, and guideposts: In a TEXAS, connect your revised theme to one of Foster’s guideposts. How does this guidepost illuminate the potential theme? (the answer to this question is your “T”).
Homework —Submit today’s document (bellringer response and writing practice) on Schoology by the end of the period
Monday, January 4th and Tuesday, January 5th
WELCOME! 😊
Open up a document and place today’s date at the top. You can use MS Word, Google Docs…your choice.
Bellringer--Respond to the following in your document under today’s date (be prepared to share your response):
What was one theme of your previous AP independent reading book last semester? Why do you believe this is a valid and relevant theme?
Schedule—Bellringer and attendance, introduction and course info—course website/general setup on Schoology, practice rewriting using theme checklist and TEXAS on course website, check-in and wrap-up
Homework —Submit today’s document (bellringer response, notes) on Schoology by the end of the period
WELCOME! 😊
Open up a document and place today’s date at the top. You can use MS Word, Google Docs…your choice.
Bellringer--Respond to the following in your document under today’s date (be prepared to share your response):
What was one theme of your previous AP independent reading book last semester? Why do you believe this is a valid and relevant theme?
Schedule—Bellringer and attendance, introduction and course info—course website/general setup on Schoology, practice rewriting using theme checklist and TEXAS on course website, check-in and wrap-up
Homework —Submit today’s document (bellringer response, notes) on Schoology by the end of the period