AP English Literature
Attleboro High School AP English Instructor
http://www.attleboroschools.com
 
English: AP Literature

The full-year Advanced Placement Literature and Composition (English 12 AP) course is designed to be an intensive college level study of representative works from various genres and periods, concentrating on works of recognized literary merit from the 16th through the 21st centuries. The course will provide intellectual challenges and a workload consistent with a typical university English literature/Humanities course.

The course will teach beginning-college writing through the fundamentals of rhetorical theory, and follows the curricular requirements described in the AP English Course Description. It will engage students in the careful reading and critical analysis of literature, where students will consider a work’s artistry and its embodiment of social and historical values. Writing class time (at least weekly) can be thought of as a kind of writer’s workshop where students will test certain kinds of writing and attempt to assimilate a larger cultural experience, eventually to be recognized as historical literature through the voice of our ancestors. In critical writing a literary piece must be evaluated for effectiveness, but to be an effective evaluator, understanding and explanation are key elements. The quintessence of true scholarship is the combination of these three approaches to writing. Oral and written feedback from the teacher and peers will focus on insight, evidence, and fluency. Student anonymity for group analysis will be ensured by using computer-copied essays.

Papers will be examined for effective and college-level word choice, original sentence structure, scholarly overall organization, and clear and erudite emphasis, especially for the distinctive argument, which includes supportive textual evidence (i.e. quotations) with a lucid, persuasive, and elegant connection to the original argument. Students will have frequent opportunities to write, rewrite, and polish formal, extended analyses and timed, in-class responses. Literary elements such as figurative language, imagery, symbolism, and tone will be accentuated.

A reflective statement (PS Statement) of the student's own writing performance will be attached to every formal and informal essay (its presence and how pertinent the reflection) and will be graded. It will be used by the student to focus on a particular direction such as syntax, thesis, diction, or evidence. It’s an opportunity for students to vent about frustrations encountered while researching prior to the essay or while writing it, or to exhibit a sense of pride and accomplishment over a well-written paper.

Students will focus on SAT multiple-choice test taking strategies and timed writing strategies in order to apply those lessons to the AP exam. Examples of previous AP exams will be given for practice.

Providing intellectual challenges and a workload consistent with a typical university English literature/Humanities course, this course will deepen the students’ understanding of the ways writers use language to provide both meaning and pleasure, thus preparing students for the AP Literature and Composition Examination in May (required). The primary methods used will include thoughtful discussions, extensive writing about the selected works, and practice in answering objective and subjective items that have appeared on prior AP examinations. The class will often utilize a “teach-in” format wherein students are expected to teach various works to one another.

A student’s grade will be determined by some or all of the following: tests, quizzes, homework assignments, class participation, group work and presentations, course notebook/journal, projects, essays, writing portfolio, oral presentations, and commitment. Commitment may include, but is not limited to: attention to self-knowledge and self-improvement, handing in work on time, being in class and participating, and filling in any personal knowledge gaps through independent study. Motivation is a key requirement. College courses are not only about rigor, but also about responsibility and accepting one’s self as a mature student. The more difficult the assignment, the harder a student should push showing both fortitude and grit. Students will be encouraged to choose a quote (mantra) such as Winston Churchill’s - “Never give in. Never give in. Never, never, never, never -- in nothing, great or small, large or petty -- never give in, except to convictions of honor and good sense” or Ralph Waldo Emerson’s – “Our greatest glory is not in never failing, but in rising up every time we fail," as their personal motivator.

Participation in the summer reading assignments is requisite. An exam on these readings will be given during the first week of school (first Thursday).



Summer Reading:
The Policeman by Ben Winters (Summer 2015)
Required Reading:
On Writing by Stephen King
The Glass Menagerie by Tennessee Williams
Read 1 of the following: Bronte, Charlotte. Jane Eyre by Charlotte Bronte
or
Great Expectations by Charles Dickens
To be Read during the Year:
Frankenstein by Mary Shelley
The Stranger by Albert Camus
Heart of Darkness by Joseph Conrad
Invisible Man by Ralph Ellison
The Sun Also Rises by Ernest Hemingway
Crime and Punishment (Prestuplenie i Nakazanie) by Fyodor Dostoevsky
Drama:
Death of a Salesman by Arthur Miller
Hamlet by William Shakespeare
Waiting for Godot by Samuel Beckett

This course addresses the following expectations for student learning: critical and creative thinking, demonstrating technological skills, and demonstrating a sense of responsibility.

Assignments:
Do #1!
Assignments on syllabus
Do #2!
JOURNALS: You will be required to keep a Journal, which should be saved to your school file on the computer (so it can be sent electronically to me three times a year - end of each trimester). It should be computer generated, but anything handwritten can be typed up before submission. Date every Journal entry. "Journal item #A: your choice from my Writing Journal site: http://www.quia.com/pages/abee/page3 or from the This I Believe essays on the AP G-drive;
Journal item #B: List what you expect to learn in AP Literature; list what you want to learn in AP Literature, and list what you already know. Don't forget to date this. Be truthful!

Do #3 Due Monday!: Choose three topics for your first essay, the "proverbial" college essay (if already written, choose another topic). Research college "admission essay questions" from a school you want to apply to before you make a choice. Include the question you will be answering at the top of the list. Always check with the schools you are interested in attending and see if they have a specific question/s that you must write an essay on. Print out a hard copy of these college essay topics and keep it/them in a binder for further class discussion. IMPORTANT: consider seriously a topic you are passionate about. Staying away from super controversial topics is probably a good idea. You never know who will be reading that all-important essay.

Do #4 before Tuesday, Sept. 8!
Database of Works Read (Introduction on first Friday/Tuesday): An example/template will be on the computer; if not make up one of your own using Word. Include the title, author, genre, year written, quick overview and website if applicable. Make a file and put it in your own folder. Begin the database with all of your assigned summer reading.
(Note: a file is a single item and goes into a folder, which holds many items usually dealing with one topic. Please ask if you're not sure how to use the computer system. Better to be safe than sorry!) The database is to be kept up at all times. It will include everything you read, both in and outside of class that deals with literature in any way. That includes novels, plays, poetry, short stories, and essays.

Writing Journal #2B: Choose one writing journal topic from the online list or from the This I Believe MP3s every week (http://www.quia.com/pages/writingjournal.html) and write at least half a page or more for each (1/4 page typed). Don't forget to write which Journal entries they are and date them. (Extra credit: if you bring in a writing journal item and I include it on this site...you receive extra credit added to your homework grade.) I may also give you prompts in class, which will supplement your Journal. Again, don't forget to date each entry. Also be sure to copy and paste the prompt at the top of your response. Additional journal responses equal extra credit.
(I.e. If I give you one, then you can add one more from the website.)

Essay Writing There will be class essays and department essays periodically. Collins writing (AHS Writing Program) will be used in all writing assignments. Be familiar with Type I (generate and capture ideas), Type II (content understanding checkoff), Type III (FCAs included for feedback), Type IV (Peer editing), and Type V (publishable material) writing. Essays will be mostly Type 3 and Type 4.



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Week I
    Supplies needed for class by Tuesday: 2 inch 3-ring binder, college ruled paper, separators, post-its (various sizes for notes when reading novels/short stories), journal/file, pen, USB/flash drive, email or Icloud account. The syllabus (given on first day) and first novel (given out during the first week: please cover ASAP) will be the first assignments.
    Department Pre-test will be on Wednesday and Thursday
    The Summer Reading test will be given on Thursday. This equals 5% of your grade for the trimester. Be sure to review the books you read.


DAY 1 Sept. 1

Wednesday: Mastery Objective (MO) Students will understand what is expected of them during the course of AP Lit by taking notes on their syllabus during an overview of the class.
AGENDA: Warm-up (sit next to someone with a close birthday). Read the syllabus quietly to yourself. Ask someone near you one question about the expectations. Class discussion about the information and first assignments.
Wrap-up: Answer any questions and remind students to email the teacher with the appropriate information tonight.
HMWK: Pre-test on Wed./Thursday. Summer Reading Tests on Thursday.
Supplies by Tuesday. NOTE: Always back up anything completed on the computer at least twice! Back-up a flash drive to your school or classroom "space."

Sept. 2-3 - Wed./Thursday: Mastery Objective (MO) Students will take a pre-test and Summer Reading test to show their base line knowledge as they begin AP Lit.
AGENDA: Warm-up (find a seat NOT next to someone else in either the computer lab area or desk area ... skip seats wherever possible) Pre-test, email teacher with information and reason the first assignment wasn't already completed.
First novel should be handed out: The Stranger by Albert Camus. Read the novel by Wednesday. There are two Parts. Take brief notes on each chapter in each part. Briefly summarize each Part in your own words. Bring to class on Wednesday for discussion. Don't forget the essay topic is due Tuesday.


Sept. 4 - Friday: Mastery Objective (MO) Students will be introduced to the database and journal writing.
AGENDA: Warm-up (tell a partner something about The Stranger). Database explanation and Journal explanation + a This I Believe MP3 (Gardner-Quinn - environment). Q & A plus "B" Board.
HMWK Finish novel by Wednesday, 3 essay topics by Tuesday, supplies.


Sept. 8 - Tuesday: Mastery Objective (MO) Students will begin writing their college essay using their homework and peers' comments.

AGENDA: Warm-up: In groups of three or four discuss the examples for the essay choice.
Essay discussion: What are the college readers looking for in an essay? Why is it your handshake?
Independent college essay writing.
Dénouement: Finish rough draft for homework: due Wednesday.
Proof a peer's work. Exchange phone numbers/emails and proof again (Use email or Google docs/ICloud Wednesday night). (If additional time in class this week, swap papers, if not, please finish for homework.)

Sept. 9 -Wednesday: Mastery Objective (MO) In pairs students will use their notes from The Stranger and Internet research on Albert Camus to make connections between Camus's philosophy and the novel.
AGENDA: Mantra, Journal #2 and #3, and 3 prompts for novel.
Continue Author Database. Turn in rough drafts.
The book review of The Stranger at (http://www.nytimes.com/books/97/12/14/home/camus-stranger.html) will be read in class. Class discussion of the novel compared to the review and Housman's poem (in the review).
Pairs research, discussion, conclusions about Camus and his novel. List together every connection you can make, i.e. political, but explain it. Dive for the layers.
Present your findings in class on Thursday. Finish with your partner for homework if not done in class.
Turn in the three prompts you created about The Stranger.
HMWK: Choose a mantra for yourself, type it up and make it "speak." These will be placed on the bulletin board on Tuesday. Be sure to know why you chose this particular mantra.

Sept. 10 - Thursday: Mastery Objective (MO) Students will orally present in pairs their conclusions about Camus/novel (The Stranger) connections.

AGENDA: Warm-up: 1. Turn in RD for college essay. 2. Create an essay prompt for The Stranger Share Mantras and then staple your "attractive" Mantra on the blue bulletin board.
1. Give brief presentations. Students should take notes.
2. Arrange the essay prompts in order of "interest" and AP formatting. Class discussion around essay prompts(Q&A). Students should take notes, then chose one prompt and write a thesis for it. Be sure to include all parts of the prompt "answer" in the thesis.
HMWK: 1. Finalize the thesis and list at least three effective examples that could be used to enlighten a reader about the essay prompt based on the thesis. (Remember, there should be approximately three paragraphs after the introductory one going into detail with interesting and supportive examples.)
2. Continue working on your college essay with your partner. Due Monday!

Sept. 11 - Friday: Mastery Objective (MO) Students will be able to revise their college essays using teacher comments and student input, along with notes from class.

AGENDA: Warm-up: Log on. Print Mantras.
Mantra discussion. Staple to bulletin board. (Be sure they are attractive!)
Discussion of essay expectations. Students take notes from easel.
Return college essay rough drafts.
Independent work.
HmWk: Finish college essay for Monday.


Sept. 14 - Monday: Mastery Objective (MO) Students will respond to at least two the following questions through an essay to show their knowledge of the novel, The Stranger.
AGENDA: Warm-up: Turn to a partner and review the novel by Camus.
Go to the Weebly site at http://attleboroaplit.weebly.com/blog and click on comments, fill out your name and email address and begin the answer to one of the questions. Finish for homework if you don't finish in class.
HMWK: 1. Blog 2. Define the following Elements of Fiction: Theme/idea, symbolism/allegory, character, point of view, structure, and setting.
Teacher choice: Read the short story "The Story of an Hour" by Kate Chopin. It can be found at http://www.vcu.edu/engweb/webtexts/hour/.
AND
Read the short story "Eleven" by Sandra Cisneros. This can be found at: http://julieteacher.pbworks.com/w/page/12607400/Eleven.
Take notes keeping in mind the elements of fiction. Be sure to print out a hard copy.

Dénouement: Be sure your college essay rough draft is being revised. It should be double spaced, typed in Times New Roman, and not much longer than 500-650 words or so. (350 is too short, over 650 is too long.)

Sept. 15 - Tuesday: Mastery Objective (MO) Students will be able to discuss the elements of fiction within the Chopin short story.
AGENDA: MP3 for Journal by Kamal Majeed.

Small group discussion, then overall discussion re elements of fiction in the two short stories.
Verbally discuss examples in the short story to support the element.

HmWk:
1. After listening to the following trailers jot down some ideas about how the author created "mood" in "The Story of an Hour" and "Eleven." Watch the following movie trailers to analyze how filmmakers depict mood.
Go to https://www.youtube.com/watch?v=GNarV_3P4oM&index=3&list=PLwRF5bRIjrMxOuA_2Wp2lmObjQot3XHfo and watch the original trailer for Willy Wonka.
Then go to https://www.youtube.com/watch?v=o9Cby33ZR98&index=4&list=PLwRF5bRIjrMxOuA_2Wp2lmObjQot3XHfo and watch the trailer. What is the difference? How does mood play in each?
2. Take notes as you watch re mood.
3. Find two "excellent" essays on each of the short stories "Eleven" and "The Story of an Hour." Analyze them by finding the elements of fiction the author used to complete the essays. Prove you did this by printing out the essay and taking notes on the side of each essay. Turn it in to the teacher on Thursday.

Sept. 16 - Wednesday: Mastery Objective (MO) Students will be able to take a test on the AP Summer Reading.
AGENDA: Warm-up: Find a comfortable place to sit, at least one seat away from your neighbor.
AP Summer Reading Test, MC and essay
HmWk: Respond to two of your classmates on the Weebly blog. Remember to include at least two citations.

Sept. 17 - Thursday: Mastery Objective (MO) Students will be able to share examples of the elements of fiction from the two assigned short stories and incorporate "mood" into their analysis.
AGENDA: Warm-up: Read at least two of your peer's responses (which you have not already read) to the The Stranger Blog. Jot down 2 main points from each.
Discussion of responses to the Blog.
Student sharing of elements of fiction from "The Story of an Hour" and "Eleven."
Discussion of the essays on the stories.

Sept. 18 - Friday 1/2 day: Mastery Objective (MO) Students will be able to examine the AP web site for help when studying what is important to know for the AP Exam (College Board.com)
AGENDA: Warm-up:
Log-on and go to College Board.com (https://apstudent.collegeboard.org/apcourse)
Click on AP Literature and Composition. Click on "View Writing Skills" on the right. Read the page. Click on "Taking the Exam." Then click on "AP Literature and Composition." Scroll down to "Free Response Questions and Scoring Guidelines." Click on "2012 Free Response Questions." Read through the three response questions. What novel would you use for the final question? Sign in to see other exams.
Check out pages 54-77 under Exam Resources in the pdf.
HmWk Study for The Stranger multiple choice test on Monday. Finish college essays.


Sept. 21 - Monday: Mastery Objective (MO) Students will be able to identify the theme in each of following short stories: “The First Day” by Edward Jones (see Z drive) and “A Very Old Man with Enormous Wings: A Tale for Children” by Gabriel Garcia (https://www.ndsu.edu/pubweb/~cinichol/CreativeWriting/323/MarquezManwithWings.htm) and write a thesis based on "theme" for one of the stories.
AGENDA: Warm-up: Read "Theme" handout. Read the short stories. Identify the theme in each short story as a small group. Individually write a detailed thesis statement for one of the short stories.
HmWk: Choose three books you've read and write down the theme/s for each.
HmWk: Finish college essay by Wednesday.

Sept. 22 - 23 Tuesday-Wednesday: Mastery Objective (MO) Students will be able to identify the structure in two short stores and one novella.
AGENDA: Warm-up: Definition: "structure" -the arrangement and placement of materials in a work. Listen to the YouTube video by Kurt Vonnegut (https://www.youtube.com/watch?v=oP3c1h8v2ZQ) in pairs or threesomes. Write a one sentence definition of what you believe "structure" to be based on this video.
Read the following short stories and novella (Tuesday night for homework), taking notes on structure and theme as you go.
1. "A Worn Path" by Eudora Welty (http://www.theatlantic.com/magazine/archive/1941/02/a-worn-path/376236/)
2. "Saboteur" by Ha Jin (http://faculty.deanza.edu/simesalan/discuss/msgReader$23?mode=topic)
3. Address Unknown by Katherine Kressman Taylor (http://www.acobas.net/teaching/textbook/address/addressunknown.pdf)
See the Journalism drive. Click on AP English, Short Stories, then Assignment. Save as to whatever source you use, so you have access at home.
HmWk Finals for college essays and short stories + notes.

Sept. 24 Thursday: Mastery Objective (MO) Students will be able to write an essay on the novella Address Unknown emphasizing structure and theme.
AGENDA: Warm-up:
Log on
Type an essay to the prompt re Address Unknown . Proof your work. Kick up your vocabulary, no I's or me's, paragraph structure, check to ensure the thesis is proved and that there are enough details to support your analysis.
HmWk: 1. Read handout. 2. Find two examples of a short story or novel with unusual structure. 3. Send them as attachments to your peers. No one may use the same examples, so watch the time stamp. :-) 4. Begin playing the AP Literary Java Game and the Language Workout quiz #1. You will have numerous times to get it right. Good luck. Both links are below. Sign in with your first name then last name and 737 - no spaces. Password is last name.

Sept. 25 Friday: Mastery Objective (MO) Students will be able to discuss "A Worn Path" and "Saboteur" by identifying theme and structure in small groups.
AGENDA: Warm-up: Journal - #39 "39. Human dignity involves a moral obligation to speak the truth... - Pope John Paul II."

Small group work re "A Worn Path" and "Saboteur." discuss the answers to your questions. As a group create a new question that speaks to either theme or structure.
Large group "Report-out."


Sept. 28 Monday: Mastery Objective (MO) Students will be able to identify symbolism and allegory through the short stories of "The Rocking Horse Winner" by D.H. Lawrence, "The Jilting of Granny Weatherall" by Katherine Anne Porter and "A Hunger Artist" by Franz Kafka.
AGENDA: Warm-up: Define symbolism and allegory with a peer. Then look the words up and confirm your assumptions/knowledge. Write them in your notebook.
Read: 1. "The Rocking Horse Winner" by D.H. Lawrence (http://readytogoebooks.com/DHL-rock1.htm). Listen to: You-Tube clip: http://www.youtube.com/watch?v=wbgsMDtSucs.
2. "The Jilting of Granny Weatherall" by Katherine Anne Porter. The website is (http://people.morrisville.edu/~whitnemr/html/The%20Jilting%20of%20Granny%20Weatherall.htm). Listen to the U-Tube interview with the author at http://www.youtube.com/watch?v=k6SUfHOn3W0.
3. Read for homework: "A Hunger Artist" by Franz Kafka (http://www.zwyx.org/portal/kafka/kafka_hunger_artist.html).

Sept. 29 Tuesday: Mastery Objective (MO) Students will be able to discuss the symbolism and allegory through the short stories of "The Rocking Horse Winner" by D.H. Lawrence, "The Jilting of Granny Weatherall" by Katherine Anne Porter and "A Hunger Artist" by Franz Kafka.
AGENDA: Warm-up: Describe one of the videos you watched including at least five details.Be sure that symbolism and allegory are a part of the response.
Read and highlight the handout re symbolism and allegory.
Discussion of the three short stories in small groups.
Answer the questions in small groups.
Report out to large group.
HmWk: Take notes on each of the following two poems for homework. Include theme, structure, symbolism and allegory.
Read "Up-Hill" (http://www.poetryfoundation.org/poem/174268) by Christina Rossetti (HmWk: Note the details of action and pattern of meaning on the left of the poem using margin notes.) and "The Road Not Taken" (http://www.poetryfoundation.org/poem/173536) by Robert Frost.

Sept. 30 Wednesday: Mastery Objective (MO) Students will be able to identify and discuss the symbolism and allegory in the two poems "Up-Hill" by Rossetti and "The Road Not Taken" by Frost.
AGENDA: Warm-up: Read one poem orally to a peer, then have the other person read the second poem orally.
Individually answer the following questions about "The Road Not Taken."
1. What does the road represent?
2. Explain how day and night are used along the journey.
3. How does the question and answer structure of the poem give it a reassuring tone?
4. What type of allegory might you say this is? Why?
5. Find an allegory not discussed already in class and rewrite it with a modern twist. Bring the original and new version in to share with your peers on Thursday. Explain their meaning. This can be a poem, short story, myth, parable, or fable. Be sure to have enough copies of the original and the "twist" for everyone in the class or post it online so everyone can have access.

Oct. 1 Thursday: Mastery Objective (MO) Students will be able to share their allegories with a twist and explain the symbolism in the piece of work.
AGENDA: Warm-up: Read The Giving Tree by Shel Silverstein. Explain its symbolism in a short paragraph.
Student presentations.
Study your notes on symbolism and allegory. Essay on Friday.

Oct. 2 Friday: Mastery Objective (MO) Students will be able to write an essay focusing on symbolism and allegory.
AGENDA: Warm-up: Find a comfortable place in the class.
Take the essay by hand.


Oct. 5 Monday: Mastery Objective (MO) Students will be able to identify a list of character traits for the main characters in three short stories by working in small groups.
AGENDA: Warm-up: Vocab literature matching game on Quia
Discussion of two attachments sent to students: Sample Character Traits and Character.
Read short stories: "Cathedral" by Raymond Carver (http://www.giuliotortello.it/ebook/cathedral.pdf), "A Jury of Her Peers" by Susan Glaspell (http://www.learner.org/interactives/literature/story/fulltext.html), and "The Cask of Amontillado" by Edgar Allen Poe (http://xroads.virginia.edu/~hyper/POE/cask.html).
Take notes on each main character; use the handouts sent and the packet in class. Draw a picture of each major character based on their descriptions, then list all of their character traits on the back of the pictures. Do not name the character.

Oct. 6 Tuesday: Mastery Objective (MO) Students will be able to create an AP prompt focusing on character.
AGENDA: Warm-up: Share pictures and see if a peer can guess who it is. AP Literary Vocab practice.
Discuss packet in more detail. Work with a peer to create a really good AP-style prompt for character. Individually write a thesis statement, compare with your peer, choose the best one, revise thesis to reflect the conversation, and then list the evidence you would use to support the chosen thesis statement.
HmWk: Characterize Jane Eyre or Pip. Once finished, use SHMOOP to see how well you did. Add notes at the bottom of your characterization.

Oct. 7 Wednesday: Mastery Objective (MO) Students will be able to create an AP prompt focusing on character.
AGENDA: Warm-up: Read excerpt from Othello.
Underline everything that would give the reader a clue as to Iago's character.
Look up Othello online (Sparknotes, Pink Monkey, Shmoop) and read the overview of the play and the character outlines. How close were you in nailing Iago's character? Revise based on the excerpt.
Discussion of AP-style prompts created. One chosen/revised for Friday's essay.

Oct. 8 Thursday: Mastery Objective (MO) Students will be able to identify the characters in Invisible Man, the premise of the novel, and do some research into the setting.
AGENDA: Warm-up: Pass out novels and set up a reading timeline.
Invisible Man discussion.

Oct. 9 Friday (1/2 day): Mastery Objective (MO) Students will be able to research the Invisible Man, the premise of the novel, its historical setting and its main characters
AGENDA: Warm-up: log-on
Do the research focusing on the historical setting: time, place, politics, social norms.
Critically read the novel. Take notes on characters, symbolism, theme, setting, structure, tone, and point-of-view on post-its. Include your own thoughts as you read and any questions you may have. Post-its strategically placed in the novel may be helpful when finding supporting evidence for an essay prompt.

HmWk: Read the Invisible Man
Invisible Man Timeline
Read Chapters 1-2 by 10/13 Pages 3-70
Chapters 3-4 by 10/15 Pages 71-108
Chapters 5-7 by 10/19 Pages 109-161
Chapters 8-9 by 10/21 Pages 162-195
Chapter 10 by 10/23 Pages 196-230
Chapters 11-13 by 10/26 Pages 231-295
Chapters 14-16 due 10/28 Pages 296-355
Chapters 17-20 due Nov. 3 Pages 356-444
Respond to Question #1 on AttleboroAPLit.weebly.com blog by Nov. 5 at midnight.
Respond to at least 2 peers by Nov. 8 at midnight.
Chapters 21-22 due Nov. 10 Pages 445-478
Chapter 23 due Nov. 12 Pages 479-512
Chapters 24-25 due Nov. 16 Pages 513-571
Nov. 17 we will read the Epilogue orally in class. Pages 572-581
Respond to Question #2 on AttleboroAPLit.weebly.com blog by Nov. 21 before class.
Respond to at least two peers on Nov. 24 in class.





Oct. 13 Tuesday: Mastery Objective (MO) Students will be able to write an essay focusing on character from a class-generated prompt.
AGENDA: Warm-up: Find a comfortable place in the class.
Write the essay by hand.
Prompt: In literary works, characters often encounter someone or something that causes a change in their beliefs or perspective. "Choose a character from a novel or short story whose beliefs were changed by an experience or individual. Then write a well-developed essay analyzing the character prior to and after his/her life-changing experience and show how this change relates to the work as a whole."

Oct. 14 Wednesday: Mastery Objective (MO) Students will be able to discuss the historical context of the novel, the Invisible Man by Ralph Ellison and discuss invisibility in today's society.
AGENDA:
Warm-up: Log on to computers.
Class discussion re historical context and invisibility in today's society.
Watch the YouTube clip: https://www.youtube.com/watch?v=xBNWMRRz6IU
Describe your feelings as you watched this "Battle Royal."
Watch at home: https://www.youtube.com/watch?v=LgC0zZ30kh8.
After watching the video, list at least five things you learned from his interview that might hqve something to do with how he wrote this novel.
HmWk: Read novel.


Thursday, Oct. 15: Mastery Objective (MO) Students will be able to discuss race, gender, and sexual orientation in context to the Invisible Man by Ralph Ellison.
AGENDA:
Warm-up: Log on to the computers.
Share thoughts about the You Tube homework video.
Read for fifteen minutes about gender, race, or sexual orientation with a partner. Choose different topics, so you can share.
Discuss gender, race, and sexual orientation in context to the term invisibility in our society today. HmWk: Read Invisible Man (See timeline).
Dénouement: Define "invisibility," as Ellison portrays it, on a sheet of paper and turn it in.
Extra Credit: With one partner, research into the life of a negro during the setting of this novel. Be prepared to share your conclusions and facts on Monday.


Friday, Oct. 16: Mastery Objective (MO) Students will be able to read the handouts on "point of view" and then identify the point of view in "The Lottery" by Shirley Jackson and "How to Become a Writer" by Lorrie Moore.
AGENDA: Warm-up: Read handouts.
Log-on and read the two short stories.
"The Lottery":
(http://www.cusd200.org/cms/lib7/IL01001538/Centricity/Domain/361/jackson_lottery.pdf)
Answer the questions at the end of the story.
"How to Become a Writer" by Lorrie Moore: (http://www.massey.ac.nz/massey/fms/Colleges/College%20of%20Humanities%20and%20Social%20Sciences/EMS/Readings/139.105/Additional/How%20to%20Become%20a%20Writer%20-%20Lorrie%20Moore.pdf)
Answer handout questions.



Monday, Oct. 19: Mastery Objective (MO) Students will be able to analyze how the authors utilized the "point of view" in "The Lottery" by Shirley Jackson and "How to Become a Writer" by Lorrie Moore.
AGENDA: Warm-up: Explain what first person point of view, second person point of view and third person point of view is in a Type 2.
In small groups, discuss the answers to the questions after the short stories.
Go over definitions of point of view.
Find a partner and complete the point of view handout.
HmWk:Individually write the following scene from three different points of view.
A 1987 Ford Mustang was hit by a 2005 Toyota Corrola at the intersection of Main street and Washington Street. The driver of the Mustang immediately jumped out of his car. The Corrola driver sat in his car staring straight ahead with tears running down his face until the police arrived. Write the scene from three different points of view.

Tuesday-Wednesday, Oct. 20-21: Mastery Objective (MO) Students will be able to orally read the Invisible Man.
AGENDA: Warm-up: Explain in your journal why you think this novel is called Invisible Man.

Read the novel orally. Take notes as the chapter is read.
Dénouement: Why do you think the "invisible man" backed away from the office door? Analyze why the author (Ellison) chose to give so many details in the classroom reading (pages 162-165). Predict what you think will happen in the meetinsgs. Wednesday: Literary circles.
Warm-up: Share the answers to the final questions from yesterday's dénouement with your group. Complete Literary Circles for chapters 8-9.
Dénouement: Recreate the conversation that took place in Mr. Emerson's office but use an "invisible" person from today and a business professional. Finish for homework.
HmWk: Research the background on the title for "Araby." What is Araby?Then answer the following question: "What is the best gift you have ever given to someone? The gift does not have to be a physical gift. Whether figurative or physical, what made the gift special?
Then read Cynthia Ozick's "The Shawl" (http://www.newyorker.com/magazine/1980/05/26/the-shawl) and James Joyce's "Araby" (http://betterlesson.com/community/document/99606/araby-full-text).
Take notes on setting.

Thursday, Oct. 22: Mastery Objective (MO) Students will be able to identify the setting in two short stories: "The Shawl" and "Araby."
AGENDA: Warm-up: Describe your feelings after reading "The Shawl." How do you know what the setting of this story is?
Complete the five questions for "The Shawl" with a partner and the four questions for "Araby."
Write an AP-style prompt that involves setting and one other literary element with your partner. Outline how you would write the essay.
HmWk The Invisible Man reading and post-its timeline.

Friday, Oct. 23: Mastery Objective (MO) Students will be able to describe settings including types, time, mood, and how it influences character.
AGENDA: Warm-up: Share answers to The Setting of a story handout.
Create a one page story that focuses on setting. Be sure to include all parts of "setting." Think Halloween!
List the type of setting, the time of the setting, the mood and how it affects the characters on the back of the story. Share stories in small groups and ask group members to fill out the "setting" form including the "proof."
Share "BEST" stories.
HmWk The Invisible Man reading and post-its, see timeline.


Monday, Oct. 26: Mastery Objective (MO) Students will be able to write an AP-style essay focusing on setting and character.
AGENDA: Warm-up: Find a quiet place to write. Have paper and a pen.
Write the essay (40 minutes), then write a detailed PS statement (10 minutes).
HmWk The Invisible Man reading and post-its, see timeline.

Tuesday, Oct. 27: Mastery Objective (MO) Students will be able to present their setting short story focusing a type of setting, the time, the tone and the reinforced qualities of characters thanks to this setting.
AGENDA: Warm-up: Review worksheet on Setting.
Share stories. Decide what the style, time, tone and character qualities are in each story as it is read. List at least 2 examples of evidence per item.
Best stories read aloud to whole group. Discussion of handout responses.
HmWk The Invisible Man reading and post-its, see timeline. Rewrite the setting thesis.

Chapters 14-16 due 10/28 Pages 296-355.
Check out Scariest Two Sentences ever ... http://justsomething.co/20-terrifying-two-sentence-horror-stories-that-will-make-you-hold-your-breath/


Timeline Reminder: Chapters 11-13 by 10/26 Pages 231-295
Chapters 14-16 due 10/28 Pages 296-355
Chapters 17-20 due Nov. 3 Pages 356-444
Respond to Question #1 for the Invisible Man on AttleboroAPLit.weebly.com blog by Nov. 5 at midnight.
Respond to at least 2 peers by Nov. 8 at midnight.
Chapters 21-22 due Nov. 10 Pages 445-478
Chapter 23 due Nov. 12 Pages 479-512
Chapters 24-25 due Nov. 16 Pages 513-571
Nov. 17 we will read the Epilogue orally in class. Pages 572-581
Respond to Question #2 on AttleboroAPLit.weebly.com blog by Nov. 21 before class.
Respond to at least two peers on Nov. 24 in class.




Wednesday-Thursday, Oct. 28-29: Mastery Objective (MO) Students will be able to evaluate the relationship between the Invisible Man and Mary and the Invisible Man and the Brothers through dialogue analysis.
AGENDA: Warm-up: a. Turn in the rewrite of the setting thesis. b. Read the dialogue handout. c. Fill out the KWL handout.
In pairs 1. Evaluate the relationship between Mary and the Invisible Man by decoding their dialogue. What kind of relationship do you think will evolve between them?
2. Evaluate the relationship between the Invisible Man and the Brothers (pages 298-313). What role does Emma play with the Brothers and ultimately with the Invisible Man in this chapter? Provide proof for any conclusions.
3. In Chapter 15 the cast-iron figure of a "very black, red-lipped and wide-mouthed Negro" bank became a symbol. What did that symbol represent? Why couldn't he get rid of the broken bank?
4. Continue evaluating Mary's relationship with the Invisible Man through their dialogue in chapter 15.
5. Literary Circles for chapter 16. Include in your discussion the group's impressions of Brother Jack.

Friday, Oct. 30: Mastery Objective (MO) Students will be able to present their scariest stories and the class will be able to identify the theme, setting, characters, point of view, structure, and symbolism.
AGENDA: Warm-up: Swap stories and read your partner's silently.
Identify the theme, setting, characters, point of view, structure, and symbolism in the story.
Orally read the scariest or uniquest stories.


Monday-Tuesday, Nov. 2-3: Mastery Objective (MO) Students will be able to understand how the multiple choice questions are laid out and take a poetry and a prose quiz, then defend their answers.
AGENDA: Warm-up: Read handouts closely.
Discussion of stems and ways to work through the questions. Read the questions, then read the excerpt, then do the questions. Annotate!
Take one poetry and one prose MC quiz.
Defend your answers in assigned groups.
Discussion and answers.
Plot overview.
Definition: Plot is a literary term used to describe the events that make up a story or the main part of a story. These events relate to each other in a pattern or a sequence. The structure of a novel depends on the organization of events in the plot of the story.
There are five main elements in a plot. The first is the exposition or the introduction. This is known as the beginning of the story where characters and setting are established. The conflict or main problem is introduced as well. The second element of a plot is known as the rising action, which occurs when a series of events build up to the conflict. It is during this part of a story that excitement, tension or crisis is encountered.
The third element of a plot is known as the climax or the main point of the plot. This is the turning point of the story and is meant to be the moment of highest interest and emotion.
The fourth element of a plot is known as falling action or the winding up of the story. Events and complications begin to resolve.
The fifth and last element of a plot is the resolution or the conclusion. It is the end of a story and ends either happily or tragically.
At what point in your reading are you in the novel?
What is the perceived conflict in the Invisible Man. Summarize chapter 17 in Invisible Man. Why didn't Ras kill Clifton? What was their angry conversation about? How did it affect the narrator? When the narrator flashes on the battle royal, what do you think he's considering? What do you believe is their (Ras and the narrator) relationship?

Wednesday-Thursday-Tuesday, Nov. 4-5: Mastery Objective (MO) Students will be able to complete Literary Circles for chapters 18-19.
AGENDA: Warm-up: Wed.: Literary groups and Thursday: MC poetry

Invisible Man discussion. Literary Circles for Chapters 18-19. Report out.
HmWk
Respond to Question #1 for the Invisible Man on AttleboroAPLit.weebly.com blog by Nov. 4.
Respond to at least 2 peers by Nov. 8 at midnight.

Friday, Nov. 6: Mastery Objective (MO) Students will be able to write an AP-style essay focusing on plot.
AGENDA: Warm-up: Find a comfortable place and have paper and a pen with you.
Essay.
HmWk
Respond to two (2) peers' for Question #1 re the Invisible Man on AttleboroAPLit.weebly.com blog by Nov. 8 at midnight.


Monday, Nov. 9-10: Mastery Objective (MO) Students will be able to use TCASTT and DIDLS to analyze a poem.
AGENDA: Warm-up: Read and annotate "The Raven" by Edgar Allan Poe
Summarize what each poem is about.
Introduction to TPCASTT and DIDLS. Class discussion.
Teacher models TPCASTT with "The Raven" by Edgar Allan Poe
Read: "The Passionate Shepherd to His Love " by Christopher Marlowe and "The Nymph's Reply to the Shepherd" by Sir Walter Raleigh. Fill out TPCASTT for the first poem and DIDLS for the second poem. Fill out the final worksheet for Shakespeare's "winter" and "spring" poems. 1. Which graphic organizer made life easier? Why?
2. Which parts were the hardest to complete? Why?
Which parts were the easiest to complete? Why?
HmWk Invisible Man
Thursday, Nov. 12: Mastery Objective (MO) Students will be able to read and explain the elements within a poem using the TP-CASTT method of operation for poetry.
AGENDA: Warm-up: In pairs, students will read "There was a Boy" by William Wordsworth and "The Most of It" by Robert Frost Using the TPCASTT template (found on Journalism drive), paired students will explain the elements in the two poems.
Group report out on Friday.
Read novel.
HmWk: Invisible Man See timeline.

Friday, Nov. 13: Mastery Objective (MO) Students will be able to complete Literary circles for the appropriate chapter of Invisible Man.
AGENDA: Warm-up: Pick up graded poetry TPCASTTs. Review. Revise if necessary.
Invisible Man: Lit. circles.
Group discussion.
HmWk: Invisible Man See timeline.


Monday, Nov. 16: Mastery Objective (MO) Students will be able to summarize the final chapters of the Invisible Man.
AGENDA: Warm-up: finalize group Literary circles.
Present out! Discussion of final chapters in preparation for Blog, which is due by class on Wednesday, the 18th.

Tuesday, Nov. 17: Mastery Objective (MO) Students will be able to read orally the Epilogue to the Invisible Man and compare it with the Prologue.
AGENDA: Warm-up: Write down in your Journal what you think the invisible man learned.
Orally read the Prologue.
Now add your thoughts to your Journal article after hearing his final thoughts.
Q and A
Begin working on your Blog. Finish for homework.

Wednesday, Nov. 18: Mastery Objective (MO) Students will be able to respond to at least two of their peers through the Weebly blog.
AGENDA: Warm-up: Read at least five of your peers' responses to the questions on Invisible Man at the Weebly site.:
Respond to two of your peers using at minimum two citations.
Go back and reread responses to your own original blog.
Create ten multiple choice and fill in the blank questions from the novel. Turn in the "test" and a key to your test.

Thursday, Nov. 19: Mastery Objective (MO) Students will be able to study for the novel test using their peers' questions.
AGENDA: Warm-up: Small group sharing of questions/answers.
Take at least three of your peers' tests. Discuss answers with the test creator.
Large group discussion of test questions.
Use the tests to study for a final on Friday.

Friday, Nov. 20: Mastery Objective (MO) Students will be able to take an online test for Invisible Man with at least 70% accuracy.
AGENDA: Warm-up: Log-on.
Take test.
Check out Frankenstein. This novel should be read by Monday, Nov. 30.


Monday, Nov. 23: Mastery Objective (MO) Students will be able to take two multiple choice Ap-Style quizes and defend their answers.
AGENDA: Warm-up: Take two MC quizzes (24 minutes)
Defend your answers in small groups.
Large group discussions.

Tuesday, Nov. 24: Mastery Objective (MO) Students will be able to use TPCASTT or SOAPSTone to analyze two poems.
AGENDA: Warm-up: 15 minutes to read current novel -- Frankenstein.
TPCASTT of two poems.
Paired discussion to large group discussion.


Monday, Nov. 30: Mastery Objective (MO) Students will be able to analyze Frankenstein through Literary circles.
AGENDA: Warm-up: Essay review + discussion of YouTube videos re literary terminology.
Groups work together to use literary circles to jigsaw puzzle the novel. Presentations on Tuesday.
Pairs choose a topic for research. Sign up on door.

Tuesday, Dec. 1: Mastery Objective (MO) Students will be able to present a thorough analysis of Frankenstein through Literary Circles.
AGENDA: Warm-up: Groups decide who will present what.
Presentations.
Begin researching topic.

Wednesday, Dec. 2: Mastery Objective (MO) Students will be able to take an AP-style exam including one essay and multiple choice questions.
AGENDA: Warm-up: Find a comfortable place. Pen and paper.
Ap-Style Exam.

Friday, Dec. 4 (1/2 day): Mastery Objective (MO) Students will be able to finish analyzing the novel Frankenstein through Literary Circles, take-aways and Q&As in preparation for a test on Tuesday.
AGENDA: Warm-up: Group organization.
Students take notes. Add one take-away per person.
Final Q&As
HmWk: Review novel. Blogg to the Weebly question. Due Monday.


Monday, Dec. 7: Mastery Objective (MO) Students will be able to grade the AP-Style exam and analyze their mistakes.
AGENDA: Warm-up: Return exam.
Review and analysis.
Group decision re printed students' essays for a score. Discussion.

Tuesday, Dec. 8: Mastery Objective (MO) Students will be able to take a multiple choice and short answer final on Frankenstein by Mary Shelley with at least 70% accuracy.
AGENDA: Warm-up: Log-on
Take Final.

Wednesday, Dec. 9: Mastery Objective (MO) Students will be able to respond to two peers on the Weebly blog re Frankenstein by Mary Shelley, using cited evidence.
AGENDA: Warm-up: Log-On. Read at least five of your peers' responses.

Thursday, Dec. 10: Mastery Objective (MO) Students will be introduced to William Shakespeare's time and language in preparation for reading the play Hamlet.
AGENDA: Warm-up: Write down three facts you know about William Shakespeare. Now, write down three facts you know about his play Hamlet.
~Introduction to Shakespeare, his language, and humor. Students take notes.
Read one essay in novel and take notes. Be prepared to comment on it in class on Friday. Set up timeline for reading the play. Finish for homework if needed.
HmWk:Find five "fascinating" facts about Hamlet online. Print or use your phone to take notes. Bring in on Friday.

Friday, Dec. 11: Mastery Objective (MO) Students will be able to discuss the first scene of Hamlet and predict the outcome and why the ghost is roaming. Students will be orally read the parts in the play Hamlet, incorporating the iambic pentameter and "contraction-style" use into their readings.
AGENDA: Warm-up: 1. Write five (5) things you took away from the overnight essay reading. and two (2) fascinating facts about Hamlet from your research.
Share with a partner. Turn in.
Read orally Act I, i
After reading scene i, students will predict why the ghost is roaming in their notes.
Orally read Act I, ii-iv
Assign parts for Monday's reading.
Ticket to leave: Predict the play's outcome.
HmWk: Finish reading Act I through scene v. Write a brief summary of each scene about what is happening. Write down which quotes you feel are the "golden nuggets."
Orally read the play.


Monday, Dec. 14: Mastery Objective (MO) Students will be able to review the first act of Hamlet using their notes (summary and "golden nugget" quotes) and begin orally reading the second act.
AGENDA:
Warm-up: Depict in a "tableau vivant" the last scene in Act I with three peers. Orally read Act II.
Ticket to leave: Describe Hamlet's actions with the king and queen. What tone is being set?
HmWk: Summarize Act II and include "golden nugget" quotes. Read Act III, scenes i-ii. Write a brief summary of each scene. Incorporate "golden nugget" quotes.

Tuesday, Dec. 15: Mastery Objective (MO) Students will be able to review the second act of Hamlet and orally finish reading Act III, scenes iii and iv.
AGENDA:
Warm-up: Depict in a "tableau vivant" Act III, i (7); III iii (5); IIIiv (3) - 2 groups.
Finish reading Act III. Students should be taking notes as quotable quotes are discussed along with notes on the scenes.
Ticket to Leave: Describe what the King has asked Guildenstern and Rosencrantz to do. Since they are Hamlet's friends, why, in your opinion, did they agree to the King's request?
HmWk: Read Act IV, scenes i-v. Write a brief summary of each scene plus quotes.

Wednesday, Dec. 16: Mastery Objective (MO) Students will be able to review the third act of Hamlet and orally finish reading Act IV, scenes vi and vii.
AGENDA:
Warm-up: With a partner, share your summaries and quotes. Add to your own notes.
Orally read Act IV, scenes vi-vii
Ticket-to-leave: Briefly describe how Hamlet feels about his father, sister, and mother?
HmWk: Read Act V, scene i and scene ii. Bring in a fake type of sword and costume that might be applicable to the play.


Thursday, Dec. 17: Mastery Objective (MO) Students will be able to review the fourth act and discuss the final act of Hamlet and prepare for the presentation of the sword play.
AGENDA:
Warm-up: Depict in a "tableau vivant" Act IV, ii (4); IViii (3); IViv (4); IVv (7)
In small groups, students will create a fight scene using fake swords; (Vii), scenes vi-vii
Ticket to Leave: a) What happened to Ophelia? Why? How did Hamlet react to this?
b) Describe the setting for the final act of the play (lines 255-361)
HmWk: Create an insanity chart using poster board or a computer program (PowerPoint, Weeebly, etc). Due Dec. 22.
Warning:
Friday, Dec. 18: Mastery Objective (MO) Students will be able to explain the significance of specific quotes from Hamlet including who said it and to whom.

AGENDA:
Warm-up: Choose a group of 3. Choose two of the following quotes. Finish acting out the sword scene (Vii).
In your group explain the quote's significance, who said it and to whom. 1. "Something is rotten in the state of Denmark."
2. "To be or not to be: that is the question."
3. "Frailty, thy name is woman!"
4. "The lady doth protest too much, methinks." 5. "This above all: to thine own self be true."
6. "Now cracks a noble heart. Good night, sweet prince, ..."
7. "“Brevity is the soul of wit.”
8. “God hath given you one face, and you make yourself another.”
9. "Give every man thy ear, but few thy voice.”

HmWk: Presentations on Dec. 22 and Dec. 23. Create an insanity chart using poster board or a computer program (PowerPoint, Weeebly, etc)
Read one novel from the AP list.


Monday, Dec. 21: Mastery Objective (MO) Students will be able to finalize their Insanity Charts and focus on their thesis.
AGENDA:
Warm-up: Share ideas for conclusions with a partner to flesh out a thesis.
Critique handout + peer assigned critiques using rubric. Explanation.
Independent work on the Insanity Chart

Tuesday-Wednesday, Dec. 22-23: Mastery Objective (MO) Students will be able to present their Insanity Charts along with their thesis while peers use a teacher-generated rubric to grade them.
AGENDA:
Warm-up: Load projects if you used technology.
Presentations.
Discussion of essay based on research questions. Write down your thesis based on the chart data from your research question culled from Hamlet.
Closing: Share thesis with a partner. Kick it up!! :-) Leave me a copy! (Be sure the author and title are included in the thesis plus the "what" you are proving, the "how" you are proving, and the universal connection)
.



***** Happy Holidays ***** Happy Holidays ***** Happy Holidays *****


Monday, January 4, 2016: Mastery Objective (MO) Students will be able to blog to one of the Weebly questions for Hamlet.
AGENDA:
Warm-up: Go to the website and choose one of the prompts from http://attleboroaplit.weebly.com/blog.
Respond to one of the prompts. This is due by Tuesday, Jan. 6 if not finished in class.
HmWk: Complete Hamlet take-home test by Wednesday at 8 a.m.

Tuesday, January 5, 2016: Mastery Objective (MO) Students will be able to blog to two of their peers using cited evidence from Hamlet.
AGENDA:
Warm-up: Read at least five of your peers' responses to the Weebly Blog question on the play.
Respond two at least two of your peers.
HmWk: Complete Hamlet take-home test by Wednesday at 8 a.m.


Wednesday, January 6, 2016: Mastery Objective (MO) Students will be able to hand write an essay to an AP style prompt focusing on Hamlet within 40 minutes.
AGENDA:
Warm-up: Choose a comfortable place and have a pen and at least three sheets of clean paper.
Write essay - 40 minutes.
Write PS Statement: 15 minutes.
HmWk: Students will write an AP-style essay that focuses on their Fever Chart thesis and the proven evidence. This is due on Thursday.

Thursday, January 7, 2016: Mastery Objective (MO) Students will be able to critique AP essays online and make a list of things to focus on when writing their own essays.
AGENDA:
Warm-up: log-on. Go to
Critique with a partner two essays. Add comments to the poster paper re what is most important to focus on.
Class consensus re things to focus on.
MC quizes.
HmWk: Type an essay to the following prompt:
The eighteenth-century British novelist Laurence Sterne wrote, "No body,
but he who has felt it, can conceive what a plaguing thing it is to have a
man's mind torn asunder by two projects of equal strength,
both obstinately pulling in a contrary direction at the same time."
From a novel or play choose a character (not necessarily the protagonist)
whose mind is pulled in conflicting directions by two compelling desires,
ambitions, obligations, or influences. Then, in a well-organized essay,
identify each of the two conflicting forces and explain how this conflict
within one character illuminates the meaning of the work as a whole.
Use a novel or play of literary quality!

The typed essay is due Friday at the start of class.

Friday, January 8, 2016: Mastery Objective (MO) Students will be able to take a MC quiz and defend their answers.
AGENDA:
Warm-up: Turn in essay from prompt
MC quiz.
Defend answers and reach consensus.
HmWk: Saturday morning MOCK exam. Get a good night's rest and eat a protein filled breakfast! :-) See you there. We will meet in Room 331B. Be on time if you want to get out on time! I will not start until everyone is there. Text me if you have a problem.
If you are not taking the Mock Exam, be sure to get a copy of a Mock Exam from me on Friday and take it over the weekend. Be sure to time yourself! Turn it in on Monday.


Monday, January 11, 2016: Mastery Objective (MO) Students will be able to take notes as they research Crime and Punishment through its historical significance.
 AGENDA:
Warm-up: Drop off Hamlet and sign out Crime and Punishment by Feodor Dostoevsky
Bubble in your answers for the Mock Exam.
Timeline for Crime and Punishment
Introduction, Part One Chapters 1-2 (pages 1-23) Due 1/12/2016
Part I Chapters 3-7 (pages 23-74) Due Jan. 15
Part Two Chapters 1-3 (pages 75-111) Due 1/19/2016
Part Two Chapters 4-7 (pages 111-165) Due 1/21/2016
Part Three Chapters 1-3 (pages 167-199) Due Jan. 25
Part Three Chapter 4-6 (pages 199-235), Due Jan. 27
Part Four Chapters 1-2 (pages 235-259) Due Jan. 29
Part Four Chapters 3-4 (pages 259-280) Due Feb. 1
Part Four Chapters 5-6 (pages 280-303), Part Five Chapters 1-2 (pages 304 -330 Due Feb. 3
Part Five Chapters 3-5 (pages 330-369) Due Feb. 5
Part Six Chapters 1-2 (pages 369-390) Due Feb. 8
Part Six Chapters 3-8 (pages 390-450) Due Feb. 10
Epilogue to be read in class (pages 451-465) on Feb. 10 (Homework due to Snow cancellations)


Pre-assignment. On Journalism /AP Drive under C&P also.
Pre-Assignment: Crime and Punishment by Feodor Dostoevsky
1. Research the Nietzschean "Superman" theory. Write a brief summary of it.
2. Research St. Petersburg. Copy and paste two pictures of it, one from the nineteenth century and a current one. Cite where you found them. (Add hyperlink)
3. What is the setting for Crime and Punishment? Time and places
4. How was Crime and Punishment originally published?
5. Read three opinions about Feodor Dostoevsky. Summarize and cite.
HmWk: Crime and Punishment

Tuesday, January 12, 2016: Mastery Objective (MO) Students will be able to finalize a plan for the next four weeks that summarizes their strong points and pinpoints their weak points after taking the Mock AP Exam.
 AGENDA:
Warm-up: What score do you think you will make on the Mock Exam? What was the easiest, the hardest? Did you complete each section? If not, why not? What do you focus on for the next two weeks, then the two weeks after that? Share Plan with 2-3 peers. Revise based on suggestions and turn in.
Crime and Punishment and pre-assignment review.
Read quietly if time.
HmWk: Crime and Punishment See timeline.
Poem analysis due Wednesday. (see email re "Linens").
Wednesday, January 13, 2016: Mastery Objective (MO) Students will be able to create a four week plan based on their Mock AP experience.
 AGENDA:
Warm-up: Poem "Linens" analysis - compare to peers.
Students set up their 4 week plan re essays and multiple choice.
C&P - read orally.
Class discussion
HmWk: Crime and Punishment . See timeline.


Thursday, January 14, 2016: Mastery Objective (MO) Students will be able to write a Q3 essay from an AP prompt in class and earn at least a 4.
 AGENDA:
Warm-up: quiet place plus paper and pen.
Write essay and PS statement.
Discuss Hamlet essay prompts.
HmWk: Crime and Punishment


Friday, January 15, 2016 1/2 day: Mastery Objective (MO) Students will be able finalize their personal PLAN, sign it and turn it in.
 AGENDA:
Warm-up: Peer Essay grade - 2 things the student needs to work on andone thing done really well (compliment). Return to student. Homework - type the essay up adding anything that would improve it. Due Tuesday.
Part I questions. Complete by Tuesday. Independent work on C&P.
HmWk: Crime and Punishment . Change in reading assignment. Only read Chapters 1-3, through page 111.
Monday is a vacation day! :-)


Tuesday and Thursday, January 19 and 21, 2016: Mastery Objective (MO) Students will be able to discuss Crime & Punishment and complete Part II chapter questions (1-7) with a partner.
 AGENDA:
Warm-up: Log-on to Quia. 10 minutes for AP Vocabulary.
Students should work with assigned partner. Computer work re chapters (1-3 on Tuesday) (4-7 on Thursday) questions with partner. As students work they should share/discuss the information with their partner.
Part II, all chapters (1-7) are due at the end of Thursday and should be put in the box. Every student is responsible for all of the questions, so be sure both partners have access to the answers through Google Docs. Turn one set of answers in with both student names. Be sure to label which questions were done by which partner.
HmWk: Crime and Punishment and Personal Plan. See C&P timeline.
HmWk: Crime and Punishment . See timeline.

Wednesday and Friday, January 20 and 22, 2016: Mastery Objective (MO) Students will be able to work on their individual (4 week) PLAN. (Days 1 and 2)
 AGENDA:
Warm-up: Log-on or decide which MC to take.
Students will work on individualized plans. Some will work quietly, others may defend MC answers. Others may share thesis with a peer for feedback.
HmWk: Crime and Punishment . See timeline.


Monday, January 25 and 27, 2016: Mastery Objective (MO) Students will be able to work on their individual (4 week) PLAN. (Days 3 and 4)
 AGENDA:
Monday Warm-up: Log-on. discuss the two poems from your email on Friday with a partner. "Robert Frost at Eighty" and God's Grandeur using TPDASTT.
Wednesday Warm-up: Close Reading of Robert Penn Warren's "Evening Hawk" example and John Updike's "The Great Scarf of Birds" in groups of 3-4.
Students will work on individualized plans. Some will work quietly, others may defend MC answers. Others may share thesis with a peer for feedback. Use the crate. Correct your own MCs. See Ms. Bee. KEEP everything! If using freerice.org, keep a log of time.
HmWk: Crime and Punishment . See timeline.

Tuesday, January 26 and Thursday 28, 2016: Mastery Objective (MO) SWBAT discuss Crime & Punishment and answer chapter III questions with a partner.
 AGENDA:
Warm-up: log-on to Quia.
Assigned paired workers and questions by teacher.
Computer work re chapter questions with partner. Due Friday at the beginning of the class.
HmWk: Crime and Punishment . See timeline.


Friday, Jan. 29: Mastery Objective (MO) Students will be able to complete a department AP-style essay.
 AGENDA:
Warm-up: Find a comfortable palce with a pen and paper.
Take the essay.
HmWk: Crime and Punishment . See timeline.


Monday-Wednesday, February 1-3, 2016: Mastery Objective (MO) Students will be able to discuss Crime and Punishment and in pairs respond to Pat IV questions.
 AGENDA:
Warm-up: Discussion of Ezra Pound's "In a Station of the Metro."

The apparition of these faces in the crowd;
Petals on a wet, black bough.

Monday class discussion of the analysis of poem.
Tuesday and Wednesday warm-up - Vocabulary.com

Students will work in pairs to complete questions for Part IV. Due Thursday at the beginning of class.
HmWk: Crime and Punishment . See timeline.

Thursday, Feb. 4 2016: Mastery Objective (MO) Students will be able to work independently or in small groups on their PLANs, with an interview with the teacher to analyze first half of PLAN. (Day 5.)
 AGENDA:
Warm-up: Log-on and complete 10 m inutes of Quia AP Vocabulary.
Students will work on individualized plans. Some will work quietly, others may defend MC answers. Others may share thesis with a peer for feedback.
HmWk: Crime and Punishment discussion on Thursday.
HmWk: See timeline.

Friday, Feb. 5, 2016 - SNOW - school cancelled

Monday, Feb. 8, 2016 - SNOW - school cancelled
Friday, Feb. 5, 2016: Mastery Objective (MO) Students will be able to work independently or in small groups on their PLANs. (Day 6.)
 AGENDA:
Warm-up: Log-on and do 10 minutes on Vocabulary.com.
Students will work on individualized plans. Some will work quietly, others may defend MC answers. Others may share thesis with a peer for feedback.
HmWk: Crime and Punishment . See timeline.


Monday, Feb. 8, 2016: Mastery Objective (MO) Students will be able to create six questions/answers for Part 5 of Crime and Punishment emphasizing open ended and multiple choice questions.
 AGENDA:
Warm-up: Find a quiet place with your assigned partner to create 3 multiple choice and 2 open ended questions per pair.
Independent work. Type and save to each person's file and to the C&P file on the Z drive.
In groups of 4 (two pairs each), test each other's knowledge based on the questions.
HmWk: See C&P timeline.


Tuesday, Feb. 9 Mastery Objective (MO) Students will be able to work independently or in small groups on their PLANs. (Days 6 from Friday snow day.)
 AGENDA:
Warm-up: Log-on for Vocabulary practice or decide which MC to take.
Students will work on individualized plans. Some will work quietly, others may defend MC answers. Others may share thesis with a peer for feedback or write an essay.
HmWk: 1. Read two epilogues (pages 451-465).
2. Crime and Punishment: Individually create and type three multiple choice questions questions/answers for Part 5 of the novel emphasizing literary elements. Then create one more multiple choice question from any of the other parts of the novel. One page with the four questions and one page with both the questions and answers.
HmWk: Be sure to have finished the novel by Wednesday.

Wednesday, Feb. 10, 2016: Mastery Objective (MO) Students will be able to choose a part in Raskolnikov's trial in Crime and Punishment and research their role preparing for the trial to commence on Thursday.
 AGENDA:
Warm-up: Turn in multiple choice question/answer homework by uploading to appropriate folder. Bookmark http://www.literatureproject.com/crime-punish/index.htm or http://www.gutenberg.org/files/2554/2554-h/2554-h.htm for character reference.
Discussion of roles
Class generated list of which characters will be in the trial.
Each individual chooses a role (some may have two roles) and researches how to play their part by referring to the parts of the novel their character is in.
Students who are not in school on Wednesday will be assigned roles.
Handouts: read.
HmWk: Prepare for trial!
NOTE: The C&P Blog must be completed by this Sunday, but then you have until the following Friday to respond to two peers.

Thursday - Friday, Feb. 11-12, 2016: Mastery Objective (MO) Students will be able to enact a trial to decide if Raskolnikov is guilty or not guilty and if guilty, which punishment he will receive based on the degree of murder or mental insanity.
 AGENDA:
Warm-up: Set class up for trial. Day 1 Trial: Introduce characters. Prosecuting and defense attorney teams swap lists of those they plan to call to the stand.
Prosecution begins questioning. Half hour.
Defense begins questioning. Half hour.

Day 2 Trial: Final questions = no more than 20 minutes.
5 minute summation each by prosecution and defense.
Jury deliberates behind closed doors and presents its conclusion to the judge.
Judge's final statement

HmWk: NOTE: The C&P Blog must be completed by this Sunday (Feb. 14), but then you have until the following Friday (Feb. 19) at midnight to respond to two peers. Don't forget to use cited evidence for ALL blogs.



GO TO https://www.remind.com/join/4ga8e TO JOIN THE REMIND APP FOR AP Lit. Your parents can do this also. Thank you Brandon!

HAPPY VACATION



Monday, Feb. 22, 2016: Mastery Objective (MO) Students will be able to create an in-depth presentation based on the book/play read over the holiday for their peers. Technology is seriously suggested.
AGENDA:
Warm-up: Catch up and answer final questions re C&P
Independent/group work on novel/play presentations due Thursday.
Closing: Any questions?

Tuesday, Feb. 23 Mastery Objective (MO) Students will be able to work independently or in small groups on their PLANs. (Day 7 from Monday snow day.)
AGENDA:
Warm-up: Log-on for Vocabulary practice.
Students will work on individualized plans. Some will work quietly, others may defend MC answers. Others may share thesis with a peer for feedback or write an essay.
Closing: Novel/Play coordination with group time (10 minutes)

Wednesday, Feb. 24 Mastery Objective (MO) Students will be able to take a multiple choice test on the novel Crime and Punishment.
 AGENDA:
Warm-up: Go to a computer and log in to Quia.com.
Take the test.

Thursday, Feb. 25-Friday February 26 Mastery Objective (MO) Students will be able to present their novel/play to their peers in a creative way.
 AGENDA:
Warm-up: 10 minutes to finalize parts.
Presentations.
Studdnts will take notes on any novel/play presented to include: characters, setting, themes, analysis (symbolism, imagery, allegory, etc), tone, point of view, genre, and plot)
Presenters will make available through the class drive their notes and technology utilized to create the presentation.


Monday, Feb. 29, 2016: Mastery Objective (MO) Students will be able to critique the multiple choice and essay parts of their MC 2009 Mock Exams.
Warm-up: Return 2009 Mock Exams.
Agenda: Compare MC answers. Highlight those questions that more than 50% of the students missed; analyze and categorize them.
Discuss the beginning of the play Waiting for Godot
HmWk: Read through page 10 of the play.

Tuesday, March 1, 2016: Mastery Objective (MO) Students will be able to critique the multiple choice part of their 2004 Mock Exams.
AGENDA:
Warm-up: Return Mock Exams. Compare MC answers.
Students will categorize after analysis those questions more than 50% of the students missed.
Waiting for Godot handouts. Discussion.
HmWk: Read through page 17, just to where Pozzo enters the act.

Wednesday, March 2, 2016: Mastery Objective (MO) Students will be able to work independently or in small groups on their PLANs. (Day 8.)
AGENDA:
Warm-up: Organize your 7 days of work (10 minutes). Be sure there is evidence or proof for every day. This includes homework!
Work on the final day of your individualized plan. Last 10 minutes: Share with a peer what you have completed. Check off the rubric! Turn in your work!
HmWk: After watching the following You-Tube videos, list the characteristics of the main characters from Waiting for Godot (Vladimir and Estragon).

A. Look up the following videos: 1. https://www.youtube.com/watch?v=TazBIiAJtb0 (Robin Williams and Steve Martin) (first 2 minutes 46 seconds only), 2. https://www.youtube.com/watch?v=MUXtzkLTABI (IAN McKELLEN, PATRICK STEWART), 3. https://www.youtube.com/watch?v=dyKnLGT74TQ (McKellen and Stewart) and 4. Hat Swapping Scene: https://www.youtube.com/watch?v=1gnZN4SEhjA
Watch each and take notes on the main characters: Vladimir and Estragon. Which scene is it? How do they behave? What are the props used? What do they look like physically? Are the two men friends or colleagues? How do you know? What is important in the scene/s? Which pair of actors is the best? Why?
B. Look up and read: ahttps://www.nytimes.com/books/97/08/03/reviews/beckett-.godot.html. Summarize the review.

Thursday-Friday, March 3-4, 2016: Mastery Objective (MO) Students will be able to perform scenes from Act I of the play Waiting for Godot.

AGENDA:
Warm-up (Thursday): Assign different groups of students scenes.
10 minutes to decide who will act out which part and become familiar with the parts.
Warm-up (Friday): How does the promise of tomorrow keep hope alive?
Performances to the entire class.
Thursday HmWK: Research "Theater of the Absurd." Write a one page single spaced cited paper on this genre. Include a bibliography in MLA format. Do NOT use Wikipedia. You must have at least four sources. Due Friday.
Friday HmWK:Watch the following U-Tube videos for Waiting for Godot for ten minutes. Focus only on the characters Lucky and Pozzo.
Type a character analysis for both Pozzo and Lucky. Turn it in on Monday.
1. https://www.youtube.com/watch?v=a-zhUBPDitk Lucky's scene Act I
2. https://www.youtube.com/watch?v=QhNvAFDuG48 Lucky's speech
3. The Curtain: https://www.youtube.com/watch?v=tu_4z0AGgKo


Monday, March 7, 2016: Mastery Objective (MO) Students will be able to perform scenes from Act II of the play Waiting for Godot.
Warm-up: Turn in character sketchs of Pozzo and Lucky. Extra Credit: Tell me what the poem was about by Updike and what you liked or disliked about it.
Spend ten minutes figuring out how to present your scene.
Presentations.
HmWk: Bring in "stuff" to build a set design for the play in class on Tuesday or use technology to complete it.

Tuesday, March 8, 2016: Mastery Objective (MO) Students will be able to design a stage with a partner for Waiting for Godot using any type of technology or physical prototype for the play.
Warm-up: Quick quiz: How is Waiting for Godot an excellent example of absurd theater? Turn in.
Work in pairs to create a scene using technology or building the set using prop stuff.
Due by the end of class. Set them up or print them out and post on the wall.
HMWK:
1. Watch the music video https://www.youtube.com/watch?v=6rNOnQ1ugB4, then write an essay comparing the video to the play.
2. Blog due Friday with cited evidence. Two peer responses with cited evidence due by class on Monday.

Wednesday, March 9, 2016: Mastery Objective (MO) Students will be able to take a test on the play Waiting for Godot with at least 70% accuracy.
Warm-up: Turn on computers. go to quia.com.
Take Test on play.
HmWk: Choose six sonnets you would like to analyze from the email I sent to you at the beginning of the week. List 10 facts about sonnets.
HmWk: Blog due Friday with cited evidence. Two peer responses with cited evidence due by class on Monday.

Thursday-Friday, March 10-11, 2016: Mastery Objective (MO) Students will be able to analyze six of Shakepseare's sonnets and share them with the class.
Warm-up: Turn in the 10 sonnet facts and show teacher the 6 sonnets. Sjakespeare sonnet Introduction
Choose one sonnet from your list of 6 and analyze individually. Use SHMOOP or some other source to confirm your own analysis. Add to your notes anything of interest or fix your notes if you were off the mark. Teach it to your partner. Then have them teach you theirs. Stay with this partner and analyze four more sonnets together. Confirm your analysis. Turn in!
Thursday HmWk: Blog due Friday with cited evidence.
Friday HmWk: Peer blog responses due Monday.


Monday, March 14, and 16 2016: Mastery Objective (MO) Students will be able to present Shakespeare's sonnets with line-by-line and overall analysis.
Warm-up: Book/play Database. Get ready to present 1 of 4 sonnets. Prepare note-taking.
Presentations. Note-taking while presentations are being completed. Overall sonnet message to whom?
Discussion per sonnet.
Wednesday: Students will be able to work in small and large groups to analyze poetry worksheet re Shakespeare's Sonnet 100 (C). Discussion.
HmWk: Create a novel/play log for every book you've read this year.

Tuesday, March 15: Mastery Objective (MO) Students will be type a "no more than" 500-word essay using a Rockland Trust prompt re "Volunteers giving time - Touching hearts!".
AGENDA:
Warm-up: Pick up the hand-out! Log on and type the essay.
Have two of your peers edit it. Print out the edited versions or keep the handmarked versions. Their initials/names should be by their comments. Revise with suggestions and turn in on Wednesday with the rough draft.

HmWk: Research what a good conclusion looks like. List three facts/suggestions. Print out three essay conclusions with your own analysis for each one. Due Friday.


Thursday, March 17: Sonnets continued + edit of essay.
Due Monday.


Friday, March 18: Good Friday


Tuesday, March 22: Mastery Objective (MO) Students will be able to finalize their notes on the Shakespearean sonnets and analyze a sonnet individually.
AGENDA:
Warm-up: Turn in Edited versions of essay.
Sonnet presentation/notes/sonnet analysis.


Wednesday, March 23: Mastery Objective (MO) Students will be able to write a Q1 essay using an AP prompt
AGENDA:
Warm-up: Find a comfortable place with paper and pen.
Write the essay for 40 minutes, then write a PS statement including what you still need to learn re introductions/conclusions.

Thursday, March 24: Mastery Objective (MO) Students will be able to analyze good conclusions from AP Central using a class generated rubric.
AGENDA:
Warm-up: Class generated rubric based on conclusion strategies.suggestions/facts from research.
Conclusion analysis.
Class discussion.


Monday, March 28: Mastery Objective (MO) Students will be able to create a class generated rubric for effective essay conclusions.
AGENDA:
Warm-up: 15 minutes on AP literary terminology on Quia. Print homework re conclusions. Volunteer essay final draft due.
Class generated rubric based on conclusion research strategies. Conclusion analysis.
Class Q&A.
Poetry MC.
HmWk: Poetry MC creation. Ten questions with four answers each. Use literary terminology on at least three of the questions, include questions on tone, vocabulary, devices, subject, inferences, and motivation.

Tuesday, March 29- Wednesday March 30: Mastery Objective (MO) Students will be able to defend their answers re a poetry MC and test each other with their own MC questions re a poem/excerpt.
AGENDA:
Warm-up: 10 minutes on Quia Sonnet Vocabulary. (Winners of AP Lit Vocab: Brenna and Drew)
Poetry MC defense.
Swap MC questions re poem. Correct and analyze.
Class discussion.
HmWk: Poetry MC creation. Five questions with four answers for each of two works. Use literary terminology on at least two of the questions, include questions on tone, vocabulary, devices, subject, inferences, and motivation. Use your knowledge from the previous night's MC questions and the group discussions.
Volunteer essays due today at Sturdy.

Thursday, March 31: Mastery Objective (MO) Students will be able to write an essay to a Q2 prompt.
AGENDA:
Warm-up: Find a comfortable spot.
Essay + PS Statement
HmWk: Research and analyze the piece of literature the re essay. Critique your own thesis, devices used, list evidence (3 per device minimum), conclusion, and vocabulary (are there at least six college level words utilized? If not, where could you have substituted them and with what?).

Friday, April 1: Mastery Objective (MO) Students will be able to edit and revise the Q2 essay from Thursday's class and homework.
AGENDA:
Warm-up: 5 Experts share their knowledge.

Critique one of your peer's essays. Offer two specific suggestions as to how to improve it. Type, edit and revise the essay. Turn in Thursday's with the final copy.
HmWK: Work on your novel/play database. I will check to see how much is completed on Monday. At least 5 should be fully done.


Monday, April 4: Mastery Objective (MO) Students will complete a prose MC and defend their answers.
AGENDA:
Warm-up: Quia for 10 minutes.
5 Experts share their knowledge.
MC
Defend
HmWK: Work on your novel/play database.

Tuesday-Wednesday, April 5-6: Mastery Objective (MO) Students will complete four prose and poetry MC and defend their answers.
AGENDA:
Warm-up: 7 Experts share their knowledge.
MC tests.
Defend
Tuesday HmWk: Handwrite a Q3 prompt. Due Wednesday.

Thursday April 7: Mastery Objective (MO) Students will work on their databases. At the same time the teacher will give independent feedback re essays to students.
AGENDA:
Warm-up: Log on
Databases and independent feedback.

Friday April 8: Mastery Objective (MO) Students will be introduced to and brainstorm about topics for their final project.
AGENDA:
Warm-up: Finish "experts."
Project explanation.
Weebly exploration.
I will miss all of you. Please text me after the AP Exam and tell me how you think you did. I'll be rooting for you!


April 11-15, 25-29, May 1-4: Mr. Gorman will be your teacher for the review. Knock his socks off!


Wednesday, May 4: Mastery Objective (MO) Students will be able to take the AP Exam and earn at least a 3.
.
AGENDA: Warm-Up: Make sure you eat protein for breakfast, get a good night's sleep, and stop worrying. At this point, it is what it is! I'm very proud of each and every one of you! You guys are beyond awesome.


Monday, May 9- Wednesday, May 25: Mastery Objective (MO) Using Weebly, students will be able to create an in-depth research project after asking five specific questions, that they don't know the answers to) about a topic they are passionate about.
.
AGENDA: Warm-Up: Topic brainstorming. This is your chance to study something you have always been interested in, are passionate about, or just for exploration purposes. Have fun!
Discuss with peers. Choose one. Ask yourself five pertinent questions about the topic you don't know the answer to. Learn how to use Weebly. Now do the research, being sure to link all quotes and photos to their source. A MLA bibliography page should end the project. Present to your peers. Send me a link!


Thursday, May 26: Mastery Objective (MO) Students will be able to take the AP Final and pass with at least a 75.
.
AGENDA: Warm-Up: Final!
HAVE A GREAT SUMMER!




























































































































































































Alto! ***** HALT ***** Arrêtez! ***** STOP ***** Stad! ***** หยุด! ***** Ma! ***** रुको! ***** Στόπ

Monday, Sept. 15, 2014: Mastery Objective (MO) Students will peer edit a college essay, using critical analysis skills, then rewrite their own essays using three suggestions made by their peer editor.

AGENDA: Collect college essays. Student discussion of their strengths and weaknesses.
Teacher Lesson: An Introduction to Film Analysis and Film Techniques presentation
HMWK: Read "The Lottery" and answer the guided reading questions.


**Ignore** Warm-up:
In groups of 4-5, decide whether your personal scores for the Cisneros essays are the same as others. Come to an agreement among yourselves. Fight for what you believe! We will share with everyone on Monday.
Proof a peer's college essay for vocabulary, understanding, interest, spelling, grammar, etc. Write three constructive suggestions to improve their essay on their paper.
Rewrite your college essay using both your own thoughts and the peer editor's suggestions. A final rough draft is due first thing Monday morning.
Dénouement: Read "The Red Carpet" over the weekend. Go to http://www.theatlantic.com/magazine/archive/2003/12/the-red-carpet/302850/ for a copy of the short story. While reading, look for elements of fiction and mark them appropriately. Underline any vocabulary word you don't know and look it/them up. Write up your analysis of this short story. Don't forget to find out something about the author and include that in your comments if you find any connections.



Tuesday, Sept. 16, 2014: Mastery Objective: ?
Agenda: Class Discussion on "The Lottery"
Overview of the homework questions and the elements present within the story.
Students will create a storyboard if filming the ending of the short story "The Lottery."
HMWK: Finish storyboard if you do not complete it in class.




Sept. 22, 2014: Mastery Objective: Students will recognize strong test taking skills (for both essay and multiple choice questions) to prepare them for their AP exam.
Agenda:
1. Students will evaluate example paragraphs from their AP pretest and identify strengths and weaknesses within each example. We'll discuss as a class.
2. Students will receive their pretests, review them, and hand them back in.
3. Class discussion on strategies students used on the practice AP reading comprehension sections that were assigned for HmWk. What strategies have you already learned? What seems to work well? Where do you struggle/need more help?
4. Overview answers to AP Lit. practice test.
5. Hand back "Lottery" storyboards and discuss strong examples vs. weaker examples.
HmWk: Work on journal entries and updating your Database of Works Read log.


Tuesday, Sept. 23, 2014: Mastery Objective: Students will identify ways a film adaptation portrays setting, particular time and the passing of time.
Agenda:
1. Students will watch the film adaptation of "An Occurrence at Owl Creek Bridge" and answer the questions below.
2. Discuss the film and the techniques that were used to manipulate how the passage of time was perceived.
3. If permitting, start HmWk.
Film Link: https://www.youtube.com/watch?v=GuP5kUQro40
Film Questions: 1. Why do you think the man is being executed? (There is no right answer, just guess based on context clues).
2. Name some film techniques that you notice in this short film adaptation. Identify at least 5 different techniques and cite the moment when each occurs.
3. This film manipulates the passing of time consistently throughout. At what moments does time seem to be passing slowly? How is the film achieving this slow effect? At what moments does time seem to be passing quickly? How is the film achieving this fast effect?
HmWk: Read "An Occurrence at Owl Creek Bridge" and answer the analytical reading questions provided.
http://compositionawebb.pbworks.com/f/owl.pdf


Wednesday, Sept. 24: Mastery Objective: SWBAT recognize literary techniques used to manipulate the passing of time.
Agenda:
1. Students will share answers to their HW questions with a partner.
2. Review the answers as a class.
3. Focus on how Bierce's setting and narration affected our perception of this "Occurrence." What is the purpose of changing the speed of time passing? What is the purpose of breaking up the narrative in a nonconsecutive order?
4. Return college essays and have students write 4-6-sentenced reflection on where they plan to take their next draft.
HmWk: Edit college essay and have a new draft to bring into class Friday.


Thursday, Sept. 25, 2014: Mastery Objective: SWBAT write a creative essay (1.5-2 pages double spaced, Times New Roman) where they adopt similar literary techniques that we've observed in the three short stories that have been read thus far.
Agenda:
1. Student will go to the computers to write a 1.5-2 paged creative story following the instructions below:
Over the past few weeks, we have analyzed three different short stories and discussed the different techniques that each author used in their short stories. Now, you are going to write your own short story trying to use some similar techniques! Once finished, you must list the elements used.
You are going to write a short story built around an exciting experience. The experience can be positive (a good surprise, a fun amusement park ride, an unexpected gift, etc) or negative (getting scared, eating something gross, a minor injury, etc). Whether your story is based on a true story or completely fictional is entirely up to you! The emphasis of your story should be on a full, extended description of the experience itself that at some point in the story will be interrupted by a background/lead-up section.
Your story must include three different aspects:
1. Your story must use literary devices (imagery, symbolism, metaphors, etc) to indicate the mood of your story. For example, Kate Chopin’s use of imagery describing the spring weather in “The Story of an Hour” helped establish the excitement and freedom that her protagonist was about to feel.
2. Your story must also manipulate time in similar ways that Ambrose Bierce did in “An Occurrence at Owl Creek Bridge.” Your use of literary devices can help you speed up or slow down the narration of your story.
3. Your story must also model a narrative structure similar to Ambrose Bierce’s in “An Occurrence at Owl Creek Bridge.” Use the following model to help format your structure:
Analysis of Structure:
A1 B A2
(A = The experience itself)
A1= Get the reader into the experience as effectively/descriptively as you can. Stop right at the moment when the experience reaches its apex (highest point).
B= Background/Lead-up information. This gives the context for the experience, giving your reader ways of interpreting the descriptions given already.
A2= Return to the apex of your experience, and continue to effectively/descriptively involve the reader. Bring the experience to an end.

Other Suggestions: This is not a requirement, but you may also want your story to have a twist ending as in Shirley Jackson’s “The Lottery.” Think of the ways Jackson kept us in the dark and didn't inform the reader of the end results of the town’s lottery until the very end. Try some similar strategies and techniques to make the ending just as surprising!
HmWk: Finish creative story and the next draft of your college essay.


Friday, Sept. 26, 2014: Mastery Objective: SWBAT enhance their college essays through peer editing and recognizing strengths from exemplary college essays.
Agenda:
1. Guided peer editing with a partner: Underline/highlight 2 different lines that stick out as examples of intriguing/interesting writing. Circle 2-3 lines that can be improved through rephrasing or rewriting entirely. Overall, do you feel as if this essay is an effective introduction to your partner? Why/Why not?
2. After peer editing, students will listen to a few exemplary essays from 50 Successful Harvard Application Essays. We will discuss techniques that each example uses that make it considered a high-quality essay.
3. Students will individually read through and mark up their college essay for future improvements.
HmWk: Read Flannery O'Connor's "A Good Man is Hard to Find" and answer the questions provided.
https://pegasus.cc.ucf.edu/~surette/goodman.html



Monday 9/29/2014
Mastery Objective: SWBAT enhance their college essays through peer editing and recognizing strengths from exemplary college essays.
Agenda:
1. Guided peer editing with a partner: Underline/highlight two (2) different lines that stick out as examples of intriguing/interesting writing. Circle 2-3 lines that can be improved through rephrasing or rewriting entirely. Overall, do you feel as if this essay is an effective introduction to your partner? Why/Why not?
2. After peer editing, students will listen to a few exemplary essays from 50 Successful Harvard Application Essays. We will discuss techniques that each example uses that make it considered a high-quality essay.
3. Students will individually read through and mark up their college essay for future improvements.

HmWk: 1. Redraft college essay to be collected/regraded tomorrow.
2. Review "Good Man" questions that were answered over the weekend.


Tuesday 9/30
Mastery Objective: SWBAT recognize the significant role of character development in a short story.
 Agenda:
1. Collect college essays
2. Brief discussion on O'Connor's "A Good Man" story: What were your opinions? Did you foresee the ending? What do you think of the grandmother?
3. Review character notes that students will answer during their next assignment.
4. Students will pair off and be assigned a section of the story to closely read and analyze. Students will focus on how the grandmother's character is developed and how this development foreshadows the fateful ending.
5. Class discussion on close readings.
6. Assign an interpretative essay prompt for O'Connor's Story.
Prompt:
A major theme of O'Connor's "A Good Man Is Hard to Find" is morality. Focusing on the grandmother, how is the theme of morality conveyed? More specifically, do you believe the grandmother transforms from a petty, self-centered person into an unselfish, loving person before her death? Or do you believe she remains selfish until her death?
*There is no right or wrong answer. Your analysis will prove your answer properly.*

HmWk: 1. Students will begin writing their interpretive essays that will be collected on Friday.


Wednesday 10/1
Mastery Objective: SWBAT understand and recognize proper strategies used in an exemplary essay.
Agenda:
1. Overview of "Guidelines for Writing an Analytical Essay" and "Proper MLA Citations"
2. Model a proper intro and body paragraph of an interpretative essay. Students will take 5-10 minutes to reread the two paragraphs and 1). Identify the thesis statement, direct evidence and analysis and 2). assess whether or not the analysis of the direct evidence is supporting the thesis.
3. Class discussion on what constitutes effective analysis.

HmWk: 1. Continue writing interpretative essay on "A Good Man"
2. Read Cisneros' "Eleven" for tomorrow. This can be found at: http://julieteacher.pbworks.com/w/page/12607400/Eleven.
Take separate notes listing the elements of fiction and examples of each. Be sure to print out a hard copy.

Thursday 10/2
Mastery Objective: SWBAT recognize elements of fiction within a short story.
Agenda:
Warm-up: Each student will be assigned one of the elements of fiction and into a small group.
1.In groups of 3-5, students will work together to choose examples in the short story to support their element.
2. Students will present their examples while the other students take notes.
3. Assess example essays on the short story "Eleven" and analyze them by using the elements of fiction discussed in class. Prove you did this by taking notes on the side of each essay. Turn it in to the teacher.

HmWk: 1. Finish "Good Man" Essay for tomorrow
2. Finish assessing example essays for tomorrow

Oct. 3 - 24 Ms. Germain's assignments including "The Yellow Wallpaper" by Charlotte Perkins Gilman (http://www.gutenberg.org/files/1952/1952-h/1952-h.htm) vs "A Work of Artifice" by Marge Piercy (http://www.poemhunter.com/best-poems/marge-piercy/a-work-of-artifice/) essay and Frankenstein.



Monday, Oct. 27: Mastery Objective (MO) Students will be able to discuss their strengths and weaknesses since the beginning of the year and understand how the AP Lit Blog works.
AGENDA:
Warm-up: Log onto the computers.
Frank discussion about what strengths the students have gained and what skills they feel they are lacking.
Introduction of the AP Lit Blog. Students will answer one of the three prompts for Frankenstein by Thursday.


Tuesday, Oct. 28: Mastery Objective (MO) Students will be introduced to the Invisible Man by Ralph Ellison and discuss invisibility in our society.
Critically read the novel. Take notes on characters, symbolism, theme, setting, structure, tone, and point-of-view on post-its. Include your own thoughts as you read and any questions you may have. Post-its strategically placed in the novel may be helpful when finding supporting evidence for an essay prompt.

Introduction and Prologue due Wed., Oct. 29
Chapter 1 due Oct. 31
Chapters 2-3 due Nov. 3
Chapter 4 due Nov. 5
Chapters 5-6 due Nov. 7
Chapters 7-10 due Nov. 12
Chapters 11-13 due Nov. 14
Chapters 14-16 due Nov. 17
Chapters 17-20 due Nov. 19
Respond to Question #1 on AttleboroAPLit.weebly.com blog by Nov. 21 at midnight.
Respond to at least 2 peers by Nov. 24 at midnight.
Chapters 21-25 due Nov. 21
Epilogue to be read in class on Nov. 21
Respond to Question #2 on AttleboroAPLit.weebly.com blog by Nov. 26 before class.
Respond to at least two peers on Nov. 26 in class.


AGENDA:
Warm-up: Log on to computers.
Class discussion.
HmWk: Blog due Thursday


Wednesday, Oct. 29: Mastery Objective (MO) Students will be able to discuss race, gender, and sexual orientation in context to the Invisible Man by Ralph Ellison.
AGENDA:
Warm-up: Log on to the computers. Read for ten minutes.
Discuss gender, race, and sexual orientation in context to the term invisibility in our society today. Read Chapter 1 orally through the beginning of the Battle Royal. Students will look up the Battle Royal on UTube and watch it prior to reading the rest of the Invisible Manchapter.
HmWk: Read Invisible Man (See timeline) and complete the Blog.
Dénouement: Define "invisibility," as Ellison portrays it, on a sheet of paper and turn it in.
Extra Credit: With one partner, research into the life of a negro during the setting of this novel. Be prepared to share your conclusions and facts by the end of the week.


Thursday, Oct. 30: Mastery Objective (MO) Students will be able to take both a prose and poetry AP multiple choice test with at least 40% mastery.
AGENDA:
Warm-up: Pass out tests and answer sheet. Find a comfortable spot in the room at least one person away from your classmate/s.
Take tests. Students will be given 30 minutes.
Turn in the answer sheet. Keep the test.
Read student Frankenstein postings and decide which classmate you will respond to first. Begin responses. At least two are due by Monday.


Friday, Oct. 31: ***HAPPY HALLOWEEN *** Mastery Objective (MO) Students will be able to characterize Dr. Bledsoe by listing details from the chapters through the eyes of the protagonist.
AGENDA:
Warm-up: Log on to computers. Place one question post-it from the Invisible Man on the easel. In your Journals describe the "entertainment" scene from Chapter 1 in Invisible Man.
Class discussion of post-its.
Review multiple choice test. Students will continue their database of correct/incorrect responses with analysis of incorrect ones.
HMWK: Characterize Dr. Bledsoe (chapter 4) and Mr. Norton (chapters 3-4) in a list for Monday.
Continue critically reading Invisible Man.



Monday, Nov. 3: Mastery Objective (MO) Students will be able to explain the mood and how Ellison portrays it in the novel.
AGENDA:
Warm-up: Log on to the computers. Read Weebly.
Read classmates' posts to original prompts. Final Frankenstein discussion.
Begin research on Ralph Ellison. Keep a list of interesting points in his life. Discussion/sharing.
HMWK: Continue critically reading Invisible Man. Don't forget to take insightful notes as you read.



Tuesday, Nov. 4: Mastery Objective (MO) Students will be able to write an essay on invisibility or characterization supporting it with evidence from Invisible Man.
AGENDA:
Warm-up: Find a comfortable place to write. This essay will be typed.
Once the essay is completed, you may read Invisible Man by Ellison quietly.
Choice:
1. You have only read three chapters, but based on this,
do you believe all black people in the novel are invisible?
Or maybe, is everyone invisible, not just the narrator?
2. Are there similarities in the way that the narrator
is treated at the battle royal and in the way
that Mr. Norton is treated in the Golden Day?
What are the differences between the two situations?

HmWk: Invisible Man .


Wednesday, Nov. 5: Mastery Objective (MO) Students will be able to explain how race is a tool of characterization (based on the first few chapters of Invisible Man by Ralph Ellison) by working in pairs to research this era after the Civil War and before the Civil Rights Movement. The analysis of the "invisibility" of the narrator may play a prominent role in this assignment.
AGENDA:
Warm-up: Explain in your journal why you think this novel is called Invisible Man.
Paired research into the life of a "negro" during the setting of this novel. Be prepared to share your groups conclusions and facts by the end of class.
Dénouement: Define "invisibility" as Ellison portrayed it on a sheet of paper and turn it in.
HMWK: Novel (see timeline)


Thursday, Nov. 6: Mastery Objective (MO) Students will be able to take an AP multiple choice test with at least 40% mastery.
AGENDA:
Warm-up: Pass out tests and answer sheet. Find a comfortable spot in the room at least one person away from your classmate/s.
Take tests. Students will be given 14 minutes.
Defend your answers. Class discussion.
Turn in the answer sheet. Keep the test.
Define the following terms and give an example of each in your Journal: blank verse, heroic couplet, terza rima, ballad meter, iambic, iambic pentameter and tetrameter, free verse, dactylic hexameter, ryhme royal, and paradigm. HMWK: Novel (see timeline)


Friday, Nov. 7: Mastery Objective (MO) Students will be able to explain the mood and how Ellison portrays it in the novel.
AGENDA:
Warm-up: Log on to the computers.
Discussion of thesis. Introduction to AP website. Go to: http://apcentral.collegeboard.com/home, then click on "AP Courses and Exams," then click on "Exam Information." Review 8-9 papers looking only at the first paragraph and collecting thesis.
Reread the "Vespers" section of novel.
Describe the "mood" at Vespers in Chapter 5 in a couple of well-detailed paragraphs. Include examples to prove your statement/s. Turn this in.
Discussion if time.
HMWK: Novel (see timeline)



Wednesday, Nov. 12: Mastery Objective (MO) Students will be able to analyze AP thesis from 8-9 papers and formulate a personal process for creating strong thesis.
AGENDA:
Warm-up: Journal - Write down your own process for responding to an essay prompt.
Share processes with small groups, analyze the AP thesis then create a final process that can be used as a template for future writing.
Create a prompt for Invisible Man with a partner.
HMWK: Novel (see timeline)


Thursday, Nov. 13: Mastery Objective (MO) Students will be able to collectively make a list of the analysis of a thesis based on AP 8-9 papers.
AGENDA:
Warm-up: Check Quia and be ready with AP thesis notes.
Collective list; students take notes.
Invisible Man discussion of last things read and one question in pairs.
MC test Poetry #5. (14 minutes).
HMWK: Novel (Chapters 11-13; see timeline) + draw a picture of the basement based on Ellison's descriptions (Chapter 10).


Friday, Nov. 14: Mastery Objective (MO) Students will be able to describe the Invisible Man's feelings during the interview process in Chapter 11 by analyzing the verbal and nonverbal dialogue and explain if Chapter 12 is a transition period in the Invivible Man's life.
AGENDA:
Warm-up: Log on to the computers. Share pictures and explain them to a partner.
IF ABSENT: DO ALL THE ASSIGNMENTS INDIVIDUALLY PLEASE. DUE MONDAY

Chapter 11 Discussion in small groups: How does the nonverbal and verbal dialogue affect the reader's perception of the Invisible Man or the plot?
Chapter 12 Is this the beginning of the Invisible Man's transition? Discussion in small groups.
Respond individually to these two chapter questions in two paragraphs. Turn this in.
HMWK: Novel (see timeline) + Analyze chapter 13's events and explain how they affected the Invisible Man. What questions do you have?



Monday, Nov. 17: Mastery Objective (MO) Students will be able to discuss in small groups chapter 14-16 Invisible Man's life.
AGENDA:
Warm-up: Turn in homework and go to Quia. Read assignment and begin.
Describe each character in Chapter 13 orally in group. Why did the Invisible Man become involved in the altercation? How did the chapter end? What changes didn't the Invisible Man contemplate?
Chapter 14/15: Describe Mary's relationship with the Invisible Man. Describe the changes in the Invisible Man. Why did he change?
Chapter 15: What part does the cast-iron image play? Explain the imagery. Chapter 16: What is the Invisible Man's relationship with Brother Jack at this point in the novel?
During the last ten minutes of class, open your Journal and describe what you learned in the group from these chapters. If you did not participate in a group or were absent, please respond in writing to all of the above questions.
HMWK: Novel (see timeline). Chapters 17-20 due Nov. 19
Respond to peers on AttleboroAPLit.weebly.com blog by Nov. 21 at midnight. Respond to peers by Nov. 24.


Tuesday, Nov. 18: Mastery Objective (MO) Students will be able to write an essay on "admiration" supporting it with evidence from the Invisible Man.
AGENDA:
Warm-up: Find a comfortable place, have at least three pieces of paper and at least one pen to write with.
Write an essay explaining the following quote related to the narrator's youthful naiveté prior to learning about the sacrifices that Dr. Bledsoe has made and is willing to make on behalf of his position. Then compare his naiveté to what he now knows to be the truth and include details about how he knows it to be the truth. Don't forget to reference the text, although you won't be able to cite.
But more than that, he was the example of everything I hoped to be: Influential with wealthy men all over the country; consulted in matters concerning the race; a leader of his people; the possessor of not one, but two Cadillacs, a good salary and a soft, good-looking and creamy-complexioned wife. What was more, while black and bald and everything white folks poked fun at, he had achieved power and authority; had, while black and wrinkle-headed, made himself of more importance in the world than most Southern white men. They could laugh at him but they couldn't ignore him… (4.14)


Wednesday, Nov. 19: Mastery Objective (MO) Students will be able to analyze their peers' essays using a class rubric generated by themselves.
AGENDA:
Warm-up: Proof your essay and circle all the higher level vocabulary.
Swap papers with a peer, edit papers according to the rubric. Be sure to include at least two ways the paper could be improved and share at least one thing you really liked about the paper.
Return the papers and discuss them with each other.
Type the papers and edit, then turn in both the original and the edited version.
HMWK: Create a prompt for Invisible Man.
Novel (see timeline) + Respond to Question #1 on AttleboroAPLit.weebly.com blog by Nov. 21
Respond to peers on AttleboroAPLit.weebly.com blog by Nov. 24 at midnight.


Thursday, Nov. 20: Mastery Objective (MO) Students will be able to take an AP multiple choice test with at least 40% mastery (#4 prose).
AGENDA:
Warm-up: Pass out tests and answer sheet. Find a comfortable spot in the room at least one person away from your classmate/s.
Take tests. Students will be given 14 minutes.
Defend your answers. Class discussion.
Turn in the answer sheet. Keep the test.
.
HMWK: Novel: see timeline. Respond to Question #1 on AttleboroAPLit.weebly.com blog by Nov. 21
Respond to peers on AttleboroAPLit.weebly.com blog by Nov. 24 at midnight.



Friday, Nov. 21: Mastery Objective (MO) Students will be able to analyze the poem "In a Station of the Metro" by Ezra Pound.
AGENDA:
Warm-up: Answer Invisible Man questions.
Read the short poem in class. Discuss the analysis including the two lines, theme, symbolism, poetry comparison (Haiku), point of view, setting, sounds, title, Asian influence, the metaphor.
HMWK: Finish reading the handout + finish Blog by midnight. AttleboroAPLit.weebly.com



Monday, Nov. 24: Mastery Objective (MO) Students will be able to respond in a reflection to the question "What kind of man will emerge from this molting?" devised from the last page of the Epilogue.
AGENDA:
Warm-up: Log on, then get out Invisible Man for oral reading.
Orally read with ongoing discussion the Epilogue of Invisible Man.
Type a reflection that answers the question in the SWABT.
HMWK: Respond to peers on AttleboroAPLit.weebly.com blog by midnight. Final after Thanksgiving break.

Tuesday, Nov. 25: Mastery Objective (MO) Students will be able to adapt SOAPSTone or TPCASTT for poetry explications.
AGENDA: Warm-up: Read through handouts on SOAPSTone and TPCASTT.
Discuss AP books and authors.
Strong suggestion by teacher to read one of these books, especially one that the AP has used on numerous occasions.
Poetry explication explanation using TPCASTT.

Wednesday, Nov. 26: Mastery Objective (MO) Students will be able to use TPCASTT to do a poetry explication.
AGENDA: Warm-up: Find a poem of your choosing.
Two poems read by teacher with group TPCASTT explications. "Meerschaum" and Family Matters."
Students in pairs should use TPCASTT to analyze their own poems.
Sharing if time.
If absent: Choose a poem of at least 12 lines and no more than a page single spaced. Use TPCASTT to explicate it for Monday.



Monday, Dec. 1: Mastery Objective (MO) Students will be able to analyze the "Mirror" by Sylvia Plath by finding metaphors and Plath's use of personification, and using TPCASTT.
AGENDA:
Warm-up:
Students will spend 15 minutes rereading Blog answers and reflecting on the process in their Journal.
Students will listen to the three minute YouTube video: https://www.youtube.com/watch?v=LkK2fwZfVjA.
Handout: poem + quotes.
Students will, in pairs, analyze the "Mirror" by Sylvia Plath using TPCASTT.
HmWk: Analyze three (3) of the quotes (follow directions) and watch https://www.youtube.com/watch?v=k6RRWf8woPM&noredirect=1; ponder the questions, then write a reflection based on the questions.


Tuesday, Dec. 2: Mastery Objective (MO) Students will be able to explain three quotes from Sylvia Plath's poem, "Mirror" and share their TPCASTTs of the poem and the reflections based on the questions.
AGENDA:
Warm-up:
List three points of interest about Sylvia Plath learned from the YouTube bio video. Turn this in. Students should take notes when this is discussed. Connections should be made between Plath's life and her poetry.
Discuss the quotes and reflections in small groups.
Take notes!
Bring back to the larger group.
Discuss figures of speech ... students should take notes.
Definition: The various rhetorical uses of language (such as metaphor, metonymy, hyperbole, and chiasmus) that depart from customary construction, order, or significance.
Figures of Speech instruct and entertain people through the play of language, persuade people of the truth or value of the message that a figure conveys, and help people remember both the meaning of the message and its figurative expression.
In pairs., students will find at least three "fun" examples of two figures of speech they have been assigned, then design two "slides" with their information for the bulletin board and AP Z drive.
Top 20 List: alliteration, anaphora, antithesis, apostrophe, assonance, chiasmus, euphemism, hyperbole, irony, litotes, metaphor, metonymy, onomatopoeia, oxymoron, paradox, personification, pun, simile, synecdoche, and understatement.
HmWk: Go to http://edhelper.com/poetry/A_Misspelled_Tail_by_Elizabeth_T_Corbett.htm and decipher the poem.
Go to: http://grammar.about.com/od/rhetoricstyle/a/Alliterative-Absurdities.htm (should be fixed) and read outloud three times fast per paragraph! ENJOY!


Wednesday, Dec. 3: Mastery Objective (MO) Students will be able to present "fun" examples of their figure of speech.
AGENDA:
Warm-up:

Share the deciphered poem "A Misspelled Tail" with a partner.
Discuss "Tail."
Presentations of figures of speech. Students should take notes.
HmWk: 1. Look up William Shakespeare and focus on his sonnets. List ten facts about the sonnets. Choose a sonnet from either the first half or second half and explicate it (TPCASTT). Be prepared to share in class on Friday.
2. Find a poem from the 18th or 19th century (longer than 12 lines, but no longer than a page single spaced). Explicate it using TPCASTT. Turn in on Friday.
3. Check out: http://grammar.about.com/od/rhetoricstyle/a/Alliterative-Absurdities.htm (should be fixed)

Thursday, Dec. 4: Finals; no class ... don't forget the homework!

Friday, Dec. 5 1/2 day: Mastery Objective (MO) Students will be able to discuss the sonnet style and Shakespeare's sonnets in general while taking notes.
AGENDA:
Take tests. Students will be given 13 minutes. Turn in answer sheets!
Plath "Mirror" discussion.
Shakespeare's sonnets discussion. Take notes. Turn in TPCASTT of a Shakespeare sonnet.
Shakespeare sonnet presentations in small groups if time. Take notes.
Turn in 18th or 19th century poem TPCASTT (longer than 12 lines, but no longer than a page single spaced).
HmWk: Invisible Man (1947) Final: Respond to the second question on the Weebly blog in an essay format (AttleboroAPLit.weebly.com):
"The twin themes of identity and responsibility in this novel tackle major questions about racism in America. How does the protagonist 's view of himself change over time and what does he see as his 'natural' existence?"
This is due by class time on Monday, Dec. 8.


Monday, Dec. 8: Mastery Objective (MO) Students will be able to write two responses to their peers on the Weebly Blog as their final for the novel Invisible Man.
AGENDA:
Warm-up: Log on.
Response to two peers including at least two specific pieces of evidence.
AP 9 poetry essay discussion.
Shakespeare sonnet presentations in small groups. Take notes. Poetry 18-19 century poet sharing re TPCASTT.
HmWk: Break down of Cardinal Wolsey's soliloquy according to the prompt: elements of literature, figurative language, and tone. Create a plan, write the thesis, and underline and label parts to use as evidence.
Complete responses to peers re Invisible Man.

Tuesday, Dec. 9 -Wednesday, Dec. 10: Mastery Objective (MO) Students will be able to take an AP multiple choice test with at least 40% mastery (#5 prose) and defend their answers, convincing their peers they are correct.
AGENDA:
Warm-up: Pass out tests and answer sheet. Find a comfortable spot in the room at least one person away from your classmate/s.
Tuesday: Take test (13 minutes)
Tuesday: Defend your MC answers.
Tues-Wed: Class discussion.
Wed.: Turn in the answer sheet. Keep the test.
Wed: Cardinal Wolsey's speech. Share your "plan" with a peer.
Break down the essay: underline the thesis and topic sentences in each paragraph. List the number of items to be used to prove the thesis statement, highlight the evidence that proves it (paragraphs 2-4), analyze the conclusion. Compare the 9 essay to your own "plan."
HmWk: Read handout re Dunbar: "Sympathy" and "We Wear the Mask" by Paul Laurence Dunbar

Thursday, Dec. 11: Mastery Objective (MO) Students will be able to analyze two Dunbar poems using TPCAST.
AGENDA:
Warm-up: Reread the poem from email re prior to my returning re Billy Collins' "Man in Space." Quickly TPCASTT it.
TPCASTT the two Dunbar poems in handout.
Look up the YouTube video: https://www.youtube.com/watch?v=RJjOKVxNdaM and listen to it; then go to http://www.poetryfoundation.org/poem/176054 and listen again. What differences do you hear when just listening vs. listening and watching?
Discuss TPCASTT poems.
Billy Collins facts. Class discussion; take notes.


Friday, Dec. 12: Mastery Objective (MO) Students will be able to write an AP essay responding to a poetry prompt.
AGENDA:
Warm-up: Poetry Continuation of Dunbar and Collins.
Write the poetry essay for homework. Find a comfortable place, have at least three sheets of paper and a pen. Time yourself; you may only have 40 minutes to plan and hand write the AP poetry prompt essay using figurative language.
PS statement should be completed afterward.
Turn it in on Monday.

Monday, Dec. 15: Mastery Objective (MO) Students will be able to analyze a Question 2 nine essay paper while taking notes.
AGENDA:
Warm-up: Turn in your poetry prompt essay. Read the 9 essay.
Discuss in small groups: underline thesis (what is being proven [claim] and how is it being proven?), underline and number evidence, circle the "because," list the world connection and explain why the conclusion improved the essay.
Handout: Write your own thesis to the AP prompt, list/highlight what evidence you would use, and explain what you are proving.
Follow the directions on next page of handout.
Share with group.
Class discussion.
Turn in Invisible Man. Get Hamlet
Read pages xviii - xxv re Shakespeare's English.
Parts assigned for Tuesday's reading.
HmWk Read Act I, Scene i for homework.

Tuesday, Dec. 16: Mastery Objective (MO) Students will be able to discuss the first scene of Hamlet and predict the outcome and why the ghost is roaming.
AGENDA:
Warm-up: Find five interesting facts about Hamlet online. Print or use your phone to take notes.
Share facts.
Predict why the ghost is roaming
Discuss Act I, scene i
Read orally Act I, ii-iv
Assign parts for Wednesday's read.
Ticket to leave: Predict the play's outcome.
HmWk: Finish reading Act I through scene v. Write a brief summary of what is happening.

Wednesday, Dec. 17: Mastery Objective (MO) Students will be able to discuss the first act of Hamlet and read orally the second act.
AGENDA:
Warm-up: Turn in your brief summaries. Depict in a "tableau vivant" the last scene in Act I with three peers. Orally read Act II, scenes i and ii.
Ticket to leave: Describe Hamlet's actions with the king and queen. What tone is being set?
HmWk: Read Act III, scenes i-ii. Write a brief summary of what is happening.

Thursday, Dec. 18: Mastery Objective (MO) Students will be able to discuss the second act of Hamlet and orally finish reading Act III, scenes iii and iv.
AGENDA:
Warm-up: Depict in a "tableau vivant" Act III, i (7); III iii (5), IIIiv (3) - 2 groups.
Finish reading Act III
Ticket to Leave: Describe what the King has asked Guildenstern and Rosencrantz to do. Since they are Hamlet's friends, why do you think they agreed to the King's request?
HmWk: Read Act IV, scenes i-v. Write a brief summary of the events.

Friday, Dec. 19: Mastery Objective (MO) Students will be able to discuss the third act of Hamlet and orally finish reading Act IV, scenes vi and vii.
AGENDA:
Warm-up: Essay discussion re AP Poetry prompt
Read Act IV, scenes vi-vii

HmWk: Read Act V, scene i and scene ii, 1-254


Monday, Dec. 22: Mastery Objective (MO) Students will be able to discuss the final act of Hamlet and prepare for the presentation of the sword play.
AGENDA:
Warm-up: Depict in a "tableau vivant" Act IV, ii (4); IViii (3); IViv (4); IVv (7)
Act out the sword scene (Vii), scenes vi-vii
Ticket to Leave: a) What happened to Ophelia? Why? How did Hamlet react to this?
b) Describe the setting for the final act of the play (lines 255-361)
HmWk: Create an insanity chart using poster board or a computer program (PowerPoint, Weeebly, etc). Due Jan. 5.
Read one novel from the AP list. Report will be created during the first two days back (Jan. 5-6).

Tuesday, Dec. 23: Mastery Objective (MO) Students will be able to explain the significance of specific quotes from Hamlet including who said it and to whom.

AGENDA:
Warm-up: Choose a group of 3. Choose two of the following quotes. If unfinished from Monday: Finish acting out the sword scene (Vii).
In your group explain the quote's significance, who said it and to whom. 1. "Something is rotten in the state of Denmark."
2. "To be or not to be: that is the question."
3. "Frailty, thy name is woman!"
4. "The lady doth protest too much, methinks." 5. "This above all: to thine own self be true."
6. "Now cracks a noble heart. Good night, sweet prince, ..."
7. "“Brevity is the soul of wit.”
8. “God hath given you one face, and you make yourself another.”
9. "Give every man thy ear, but few thy voice.”

HmWk: Create an insanity chart using poster board or a computer program (PowerPoint, Weeebly, etc)
Read one novel from the AP list. Report will be created during the first two days back.

***** Happy Holidays ***** Happy Holidays ***** Happy Holidays *****


Monday, January 5 - Tuesday 6, 2015: Mastery Objective (MO) Students will be able to present and critique HamletSanity/Insanity projects using a teacher-generated rubric.
AGENDA:
Warm-up: Load projects if you used technology.
Critique handout + peer assigned critiques using rubric. Explanation.
Poster presentations to entire class.
Technology critiques and continuation of poster critiques using rubric.
ALL: Write your thesis on a piece of paper based on the chart data culled from Hamlet.
Closing: Share thesis with a partner. Kick it up!! :-) Due by the beginning of class on Tuesday. (Be sure the author and title are included in the thesis plus the "what" you are proving and "how" you are proving the thesis)
Tuesday - once you are finished, go to http://attleboroaplit.weebly.com/blog and respond to one of the prompts. This is due by Wednesday, Jan. 7.
don't forget to turn in the "Ticket to Leave" re Ophelia from Dec. 22 on Wed. and the Sonnet questions on Thursday.
Wednesday, January 7, 2015: Mastery Objective (MO) Students will be able to hand write an essay to an AP style prompt focusing on Hamlet within 40 minutes.
AGENDA:
Warm-up: Choose a comfortable place and have a pen and at least three sheets of clean paper.
Write essay - 40 minutes.
Write PS Statement: 15 minutes.
HmWk: Respond to two of your peers on the Weebly blog re Hamlet.

Thursday, January 8, 2015: Mastery Objective (MO) Students will be able to take four multiple choice AP tests and finish within 50 minutes.
AGENDA:
Warm-up: Choose a comfortable place.
Take the multiple choice tests.
HmWk: assigned in class

Friday, January 9, 2015: Mastery Objective (MO) Students will be able to analyze their strong points and weak points using a student generated rubric re the AP Exam based on the essay written on Wed. and the multiple choice questions on Thursday.
 AGENDA:
Warm-up: Grade MC questions>
Design a student-generated rubric to analyze strong and weak points re the essay and MC questions.
Analyze the PS statement and the MC questions using the rubric.
Discuss within a small group of no more than 4.
Write a plan of attack to "BEAT" those weak points!
Turn it in!
See you Saturday morning bright and early for the Mock Exam! We will meet in Room 329B. Be sure to eat a breakfast with protein! It's a long time to concentrate and it doesn't help if your stomach is growling. :-) We will begin as soon as everyone is there; if someone is late it will hold us all up!
This is your turn to SHINE! Let's see how much you already know and where we will need to focus. I'm proud of each and every one of you! GO FOR THAT BRASS RING!
HmWk:If you can't make the Mock Exam, you are expected to do one at home. Discuss with teacher.
Poetry.

LMonday, January 12, 2015: Mastery Objective (MO) Students will be able to .
 AGENDA:
Warm-up: Drop off Hamlet and sign out Crime and Punishment by Feodor Dostoevsky
TPDASTT the second poem from Friday. Discuss with a group of no more than four. 15 minutes.
Timeline for Crime and Punishment
Introduction, Part One Chapters 1-2 (pages 1-23) Due 1/13
Part I Chapters 3-7 (pages 23-74) Due Jan. 16
Part Two Chapters 1-7 (pages 75-165) Due 1/20/2014
Part Three Chapters 1-3 (pages 167-199) Due Jan. 22
Part Three Chapter 4-6 (pages 199-235), Due Jan. 26
Part Four Chapters 1-2 (pages 235-259) Due Jan. 28
Part Four Chapters 3-4 (pages 259-280) Due Jan. 30
Part Four Chapters 5-6 (pages 280-303), Part Five Chapters 1-2 (pages 304 -330 Due Feb. 2
Part Five Chapters 3-5 (pages 330-369) Due Feb. 4
Part Six Chapters 1-2 (pages 369-390) Due Feb. 6
Part Six Chapters 3-8 (pages 390-450) Due Feb. 9
Epilogue to be read in class (pages 451-465) on Feb. 9


Pre-assignment. On Journalism /AP Drive under C&P also.
Pre-Assignment: Crime and Punishment by Feodor Dostoevsky
1. Research the Nietzschean "Superman" theory. Write a brief summary of it.
2. Research St. Petersburg. Copy and paste two pictures of it, one from the nineteenth century and a current one. Cite where you found them. (Add hyperlink)
3. What is the setting for Crime and Punishment? Time and places
4. How was Crime and Punishment originally published?
5. Read three opinions about Feodor Dostoevsky. Summarize and cite.
HmWk: Crime and Punishment

Tuesday, January 13, 2015: Mastery Objective (MO) Students will be able to finalize a plan for the next four weeks that summarizes their strong points and pinpoints their weak points after taking the Mock AP Exam.
 AGENDA:
Warm-up: What score do you think you will make on the Mock Exam? What was the easiest, the hardest? Did you complete each section? If not, why not? What do you focus on for the next two weeks, then the two weeks after that? Share Plan with 2-3 peers. Revise based on suggestions and turn in.
Crime and Punishment and pre-assignment review.
Read quietly if time.
HmWk: Crime and Punishment See timeline.

Wednesday, January 14, 2015: Mastery Objective (MO) Students will be able to create a four week plan based on their Mock AP experience.
 AGENDA:
Warm-up: Students set up their 4 week plan.
C&P - read orally.
Class discussion
HmWk: Crime and Punishment . See timeline.


Thursday, January 15, 2015: Mastery Objective (MO) Students will be able to write a Q3 essay from an AP prompt in class and earn at least a 4.
 AGENDA:
Warm-up: quiet place plus paper and pen.
Write essay and PS statement.
HmWk: Crime and Punishment


Friday, January 16, 2015 1/2 day: Mastery Objective (MO) Students will be able to begin working on their personal PLAN.
 AGENDA:
Warm-up: find appropriate materials
Independent work.
HmWk: Crime and Punishment . See timeline. Monday is a vacation day! :-)


Tuesday and Thursday, January 20 and 22, 2015: Mastery Objective (MO) Students will be able to discuss Crime & Punishment and answer chapter questions.
 AGENDA:
Warm-up: og-on to Quia.
Assign paired workers and questions.
Computer work re chapter questions with partner.
Discussion to be continued from Tuesday on Thursday. Students should take notes during presentations. Every student responsible for all questions.
HmWk: Crime and Punishment . See timeline.

Wednesday and Friday, January 21 and 23, 2015: Mastery Objective (MO) Students will be able to work on their individual (4 week) PLAN.
 AGENDA:
Warm-up: Log-on or decide which MC to take.
Students will work on individualized plans. Some will work quietly, others may defend MC answers. Others may share thesis with a peer for feedback.
HmWk: Crime and Punishment . See timeline.


Monday, January 26 2015: Mastery Objective (MO) Students will be able to work on their individual (4 week) PLAN.
 AGENDA:
Warm-up: Log-on or decide which MC to take.
Students will work on individualized plans. Some will work quietly, others may defend MC answers. Others may share thesis with a peer for feedback.
HmWk: Crime and Punishment . See timeline.

Tuesday, January 27- Monday Feb. 2, 2015 School canceled due to snow


Tuesday, February 3, 2015: Mastery Objective (MO) Students will be able to discuss Crime and Punishment and in small groups respond to chapter questions.
 AGENDA:
Warm-up: Log-on or work in groups.
Students will work in small groups to complete questions through Part 4.
Students will send this to me through email or drop in the "In Box" as they leave class on Monday.HmWk: Crime and Punishment . See timeline.

Wednesday, Feb. 4 and Friday Feb. 6, 2015: Mastery Objective (MO) Students will be able to work independently or in small groups on their PLANs, with an interview with the teacher to analyze strengths and formalize the final part of their Individual PLANs by Friday (snow cancellations postponed assignments).
 AGENDA:
Warm-up: Log-on or decide which MC to take.
Students will work on individualized plans. Some will work quietly, others may defend MC answers. Others may share thesis with a peer for feedback.
HmWk: Crime and Punishment discussion on Thursday.
HmWk: See timeline.

Thursday, Feb. 5, 2015: Mastery Objective (MO) Students will be able to create six questions/answers for Part 5 of Crime and Punishment emphasizing open ended and multiple choice questions.
 AGENDA:
Warm-up: Find a quiet place with your assigned partner to create 3 multiple choice and 2 open ended questions per pair.
Independent work. Type and save to each person's file and to the C&P file on the Z drive.
In groups of 4 (two pairs each), test each other's knowledge based on the questions.
HmWk: See C&P timeline.


Monday-Tuesday, Feb. 9-10 = snowdays #6 and #7

Wednesday, Feb. 11, 2015: Mastery Objective (MO) Students will be able to choose a part in Raskolnikov's trial in Crime and Punishment and research their role preparing for the trial to begin on Thursday.
 AGENDA:
Warm-up: Epilogue #1
Discussion of roles
Class generated list of which characters will be in the trial.
Each individual chooses a role (some may have two roles) and researches how to play their part by referring to the parts of the novel their character is in.
Students who were not in school on Wednesday were assigned roles.
Handouts: read.
HmWk: Respond to two of your peers on the Blog by Friday at midnight.

Thursday - Friday, Feb. 12-13, 2015: Mastery Objective (MO) Students will be able to enact a trial to decide if Raskolnikov is guilty or not guilty and if guilty, which punishment he will receive based on degree of murder or mental insanity.
 AGENDA:
Warm-up: Set class up for trial. Day 1 Trial: Introduce characters. Prosecuting and defense attorney teams swap lists of those they plan to call to the stand.
Prosecution begins questioning. Half hour.
Defense begins questioning. Half hour.
Day 2 Trial: Final questions = no more than 20 minutes.
5 minute summation each by prosecution and defense.
Jury makes its decision behind closed doors and presents it's conclusion to the judge.
Judge's final statement
VACATION



Monday, Feb. 23, 2015: Mastery Objective (MO) Students will be able to take a departmental AP essay within 40 minutes.
 AGENDA:
Warm-up: Find a comfortable place with pen and paper.
Essay - 40 minutes
PS statement - 15 minutes
HmWk: Create a PLAN to share your AP novel/play that you read over the break.

Tuesday, Feb. 24, 2015: Mastery Objective (MO) Students will be able to explicate two poems, one individually, and one in small group using TPDASTT.
 AGENDA:
Warm-up: 1. Novel/play discussion with a peer. Write a brief overview of how you are going to share your book/novel. Turn it in. Choose which group you will be a part of. Sharing due next Monday.
2. TDASTT refresher: focus on tone and the deeper meaning.
Fully explicate one sonnet and two poems from the following list using TPDASTT. Everyone does the Shakespearean sonnet individually, then individually choose one poem from the list and choose the other one with a partner. Find the poems online. Copy and paste to a Word document and set up a two column table (poem on left, notes on right). One poem will be completed individually and the other one in pairs. Students will share their individual explications before beginning the paired one.
1. Explicate using TPDASTT Shakespeare's Sonnet 129 (see below).
HmWk Go to the following site and read about Shakespeare's sonnets. http://www.william-shakespeare.info/william-shakespeare-sonnets.htm

Copy and paste to a Word document. Set up the 2-column table. Analyze using TPDASTT.

SONNET 129
 The expense of spirit in a waste of shame
Is lust in action; and till action, lust
Is perjured, murderous, bloody, full of blame,
Savage, extreme, rude, cruel, not to trust,
Enjoy'd no sooner but despised straight,
Past reason hunted, and no sooner had
Past reason hated, as a swallow'd bait
On purpose laid to make the taker mad;
Mad in pursuit and in possession so;
Had, having, and in quest to have, extreme;
A bliss in proof, and proved, a very woe; Before, a joy proposed; behind, a dream.
All this the world well knows; yet none knows well
To shun the heaven that leads men to this hell.



2. Choose one of the poems below and analyze using TPDASTT and a 2-column table.
3. In pairs, choose one of the poems below and analyze together using TPDASTT and a 2-column table.

4. After the three poems are complete, get in groups of four and share notes.

5. HmWk Choose one of the poems you completed and research online how experts have analyzed it. Add these notes to your poem in a different color. Be prepared to explain the additional information on Wednesday and turn it in.

NOTE: Do NOT choose a poem you have already done!

Poem List:

Emily Dickinson: "I felt a Funeral in my Brain," "I heard a Fly buzz -- when I died," "The last Night that She lived."
Robert Frost: "Departmental," Stopping by Woods on a Snowy Evening," or "Road not Taken."
"Barbara Allan" - anonymous
"One day I wrote her name upon the strand" by Edmund Spenser
William Shakespeare: "When in disgrace with fortune and men's eyes," "Let me not to the marriage of true minds," "My mistress' eyes are nothing like the sun," or "Shall I compare thee to a summer's day?"
"Song: to Celia" by Ben Johnson
"To His Coy Mistress" by Andrew Marvell
William Blake: "The Tyger" or "The Lamb"
"A Red, Red Rose" by Robert Burns
William Wordsworth: "The world is too much with us," or "Composed upon Westminster Bridge, September 3, 1802"
"Kubla Khan" by Samuel Taylor Coleridge
"She walks in beauty" by Lord Byron
"Ozymandias" by Percy Bysshe Shelley
John Keats: "When I have fears" or "Ode on a Grecian Urn."
"How do I love thee? Let me count the ways" by Elizabeth Barrett Browning
"The Raven" by Edgar Allan Poe
Any poem from Leaves of Grass by Walt Whitman
"Jabberwocky" by Lewis Carroll
"When I read Shakespeare" by D. H. Lawrence
"I, Being Born a Woman and Distressed" by Edna St. Vincent Millay
A. E. Housman: "When I was one-and-twenty," or "To an Athlete Dying Young"
"The Wild Swans at Coole" by William Butler Yeats
E.E. Cummings:"anyone lived in a pretty how town," or "i thank You God for most this amazing." William Carlos Wiilliams: "The Red Wheelbarrow," and "Spring and All," or "Landscape with the Fall of Icarus
"Dulce et Decorum Est" by Wilfred Owen
****"The Starry Night" by Anne Sexton and "The Starry Night" by Vincent van Gogh and "Vincent" by Don McLean (poem)
***"Vermeer" by Stephen Mitchell and "Young Woman with a Water Jug" by Jan Vermeer
***"tuesday 9/11/01" by Lucille Clifton and "Disbelief" by Lun-Yi Tsai
"Musee des Beaux Arts" by W.H. Auden
*"From Ecclesiastes: 3. 1-8" and "Turn! Turn! Turn! " by Pete Seeger
*"Richard Cory" by Edwin Arlington Robinson and "Richard Cory" by Paul Simon
*"This Land is Your Land" by Woody Guthrie
*Amazing Grace" (hymn) and "Amazing Grace" by John Newton
"Do not go gentle into that good night" by Dylan Thomas
Seamus Heaney: "Digging" or "Mid-term Break"
"Elegy for My Father, Who is Not Dead" by Andrew Hudgins
Sharon Olds: "Size and Sheer Will," "Rite of Passage," or "35/10"
Mary Oliver: "Poem for My Father's Ghost," "When Deah Comes," "The Journey," "A Meeting," or "At Great Pond"
Sylvia Plath: "Blackberrying," "Metaphors," or "Morning Song."
Billy Collins: "Introduction to Poetry," "The History Teacher," or "My Number."

HmWk: List everything you completed toward your PLAN during the vacation. Show where you are in the original PLAN and what your new goals are.Set up a contract with me to complete "X" amount by "X Date," including grades.
Example: I will write two essays for each AP question and write ten theses for AP prompts Q#s by April 1, 2015. I will receive a grade of A if I complete all of this and it is well done. I will receive a B if I only complete 85% (specify), etc...

Wednesday-Thursday, Feb. 25-26, 2015: Mastery Objective (MO) Students will be able to create five multiple choice AP-style test questions for the poem analyzed on Tuesday and researched for homework and analyze another one using TPDASTT.
 AGENDA:
Warm-up: Refresher re root MC questions.
Questions created individually and attached to the appropriate poem.

Friday, Feb. 27, 2015: Mastery Objective (MO) Students will be able to take three poetry multiple choice tests in 40 minutes.
AGENDA:
Warm-up: Pick up appropriate MC quizzes.
Take the MC quizzes
Review poetry from Wed-Th. and questions regarding the MC quizzes.
HmWk: Finish creative book sharing project due Monday.


Monday-Tuesday, March 2-3, 2015: Mastery Objective (MO) Students will be able to creatively share an AP novel/play with their peers and complete a peer rubric based on that sharing.
 AGENDA:
Warm-up:Groups of no more than four (4). Pick up rubric and read.
Students will share their knowledge of an AP novel/play through a creative lens and then fill out a peer rubric based on what they've learned.

Wednesday, March 4, 2015: Mastery Objective (MO) Students will be able to understand why the MC packet answers are correct.
 AGENDA:
Warm-up: Pick up your MC graded packet and your AP Mock exam grades.
MC discussion + questions.
Explanation of how the Mock Exam is scored and what could have been done differently to move up a number. Q & A.

HmWk Listen to the youtube video: https://www.youtube.com/watch?v=72xsqNSN10w. Take notes.

Thursday-Friday, March 5-6, 2015: Mastery Objective (MO) Students will be able to characterize the main characters form Waiting for Godot (Vladimir and Estragon) after watching two U-Tube videos..
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 AGENDA:
Warm-up: Look up the following videos https://www.youtube.com/watch?v=TazBIiAJtb0 (first 2 minutes 46 seconds), https://www.youtube.com/watch?v=MUXtzkLTABI, and https://www.youtube.com/watch?v=dyKnLGT74TQ. Listen to them. Take notes on the main characters: Vladimir and Estragon.
Hat Swapping Scene: https://www.youtube.com/watch?v=1gnZN4SEhjA

Characterize the two main characters based on what you watched. List any questions you have.
Discussion including homework. Create a class list of best videos for this play.
Orally read the play.
HMWK: 1. Write the Dombey essay (On the MC sheet) ... 40 minutes. Please finish but mark it at the 40 minute mark.
2. Research "Theater of the Absurd." Write a one page single spaced cited paper on this genre. You must have at least three sources. Include a bibliography at the end. You may cite or use footnotes. Due Monday.

Monday, March 9: Mastery Objective (MO) Students will be able to share their knowledge of the "Theater of the Absurd" through small group work..
AGENDA:
Warm-up: Explain how Waiting for Godot is a prime example of "Theater of the Absurd."
Discussion of "Theater of the Absurd."
Orally read the play.
HMWK: Continue reading the play.

Tuesday, March 10: Mastery Objective (MO) Students will be able to watch U-Tube clips of Waiting for Godot and write character analyses for Pozzo and Lucky..
AGENDA:
Warm-up: Watch the class list of U-Tube videos for Waiting for Godot for ten minutes. focus only on the characters Lucky and Pozzo.
Type a character analysis for both Pozzo and Lucky with a partner. Turn it in with both partner's names on it.
https://www.youtube.com/watch?v=a-zhUBPDitk Lucky's scene Act I
https://www.youtube.com/watch?v=uS5gU3-0giE Lucky's speech
Quietly read the play.
HMWK: Be sure to have completed the play by Wednesday.

Wednesday, March 11: Mastery Objective (MO) Students will be able to read the final pages of the play beginning on page 87 and discuss the elements of a stage design for the play.
AGENDA: Warm-Up: Watch the ending: https://www.youtube.com/watch?v=k82Pz_kHuPk and the Video game: https://www.youtube.com/watch?v=bsBz474CUAQ. Do you get it?
Research Stage designs online for 10 minutes. Jot down five interesting things about designing.
Discussion of the stage designs.
Oral reading of the final pages of the play.
Design a stage with a partner for Waiting for Godot using any technology or physical prototype for the play. Due Friday. HMWK: 1. Watch the music video https://www.youtube.com/watch?v=6rNOnQ1ugB4, then write an essay comparing the video to the play.
2. Blog due Saturday with cited evidence. Two responses with cited evidence due by class on Monday.

Thursday, March 12: Mastery Objective (MO) Students will be able to discuss the absurdism of Waiting for Godot and respond in small groups to discussion questions.
AGENDA: Warm-Up: Design presentation questions.
In small groups students will respond to a discussion question on Waiting for Godot. They will then, as a group, write a thesis to their assigned question.
Each student, individually, will then write the introduction and first body paragraph to the prompt citing evidence from the play.
HMWK: Stage designs due. Blog due Saturday at midnight, responses due by class on Monday.

Friday, March 13: Mastery Objective (MO) Students will be able to present their stage designs with an explanation as how their design relates to absurdism and how it enhances the plot of the play.
AGENDA: Warm-Up: Prepare for presentations
Presentations
HMWK: 1. Blog due Saturday at midnight, 2. responses due by class on Monday. 3. Be sure to turn in set designs on Monday.


Monday, March 16: Mastery Objective (MO) Students will be able to analyze their multiple choice AP exam questions and list three ways they could improve their score..
AGENDA:
Warm-up: Read Blogs and responses from peers on Waiting for Godot. Make a list of at least five interesting ideas.
Turn in set designs and the play.
Multiple Choice analysis.
HmWk a. Bring in the three things you believe you can do to improve your MC score. b. Bring in what you completed in your PLAN. c. Research one novel/play from the AP list that you want to read as our next reading assignment and be ready to share why tomorrow.

Tuesday, March 17: Mastery Objective (MO) Students will be able to analyze their poetry essay using a group handout..
AGENDA:
Warm-up: Choose a group of six, with the following leaders: Nicole Fontaine, Kay Lewis, and Sarah Williams.
Read through the poetry handout assignment and complete.

Wednesday, March 18: Mastery Objective (MO) Students will be able to work in small and large groups to analyze poetry worksheets and then identify a "strong" and weak body paragraph and edit them in pairs in order to improve their quality based on the small group work..
AGENDA:
Warm-up: 1. Write your chosen novel/play on the easel with one sentence as to why. 2. Find your groups, elect a ghostwriter and a reporter, and go over the assignment handout.
Complete the sharing exercise.
Share in large group.
Rewrite a "strong" and a "weak" body paragraph to include information learned in small group work with a peer.
HmWk: 1. Choose two books/plays that you would like to read of those listed on handout. 2. Write a 40 minute essay to Edna St. Vincent Millay's "What lips my lips have kissed, and where, and why,."

Thursday, March 19: Mastery Objective (MO) Students will be able to write a poetry essay using the poem "Never Give all the Heart" by W. B. Yeats to an AP prompt.
AGENDA:
Warm-up: Find a comfortable place with paper and pen.
Write the poetry essay for 40 minutes, then write a PS statement including what you learned from the past few days that you added in your essay.

Friday, March 20: Mastery Objective (MO) Students will be able to write an AP prompt for "I am not yours" by Sara Teasdale, then outline a possible essay..
AGENDA:
Warm-up: Read the poem "I am not yours" by Sara Teasdale.
Individually write an AP prompt for this poem.
As a large group choose the best prompt based on the information in it.
Write an outline for an essay in ten minutes including a thesis statement.
Discuss in small groups the outlines and thesis statements. Did you meet all the requirements for a thesis statement and did you answer the prompt question/s?
Edit your outline.

Novel/play handout or online search. Group decision as to reading assignments. Novel/play should be completed by March 30.
HmWk: Write the essay based on your outline. Due Tuesday. Read the first chapter/ 20 pages/whatever chosen of your novel/play.


Monday, March 23: Mastery Objective (MO) Students will be able to discuss their readings with their peer group in Literary Circles.. (Teacher absent ... student led class)
AGENDA:
Warm-up: A. Read your chosen book for 15 minutes.
B. Read Quia: Get into groups, read the following Literary Circle assignment and assign each person a part: (Scribe, Linguist, Artist/Timer, Golden Nugget Champ, and Character Virtuoso). If there are not five people in your group, you may choose whichever topics you want as long as everyone has a different role. See handout!

1. Scribe
Definition: For each section read, summarize the plot, explain the theme, and list any extra characters, not already described. You are also responsible for compiling each group member’s work into one document.
2. Linguist Expert
Definition: As the expert in lexemes, you are to find ten words you don’t know or that are “unique” and define them. Be sure to list the page number (and paragraph if necessary). Explain how the words were used in the text of the passage.
3. Artist and Timer
Definition: Draw a picture depicting an important event in the reading and be ready to rationalize your decision. Also keep your group on time.
4. Golden Nugget Champ
Definition: Find three golden nuggets that best elucidate the chapter. These can be specific quotes or sentences, which succor the reader to assimilate the story.
5. Character Virtuoso
Definition: Describe both physically and emotionally each character in the reading. If this is a continuation from a previous chapter, add as bullets to the previous list. Connections to life and the other characters should be included.
C. Share your information with your peer group.
D. If time, share the highlights of your chosen book/play with the other two groups.
HmWk: Read the next assigned part of the book.

Tuesday/Friday, March 24-27: Mastery Objective (MO) Students will be able to discuss their readings with their peer group in Literary Circles..
AGENDA:
Warm-up: A. Read your chosen book for 15 minutes.
B. Read Quia: Get into your groups. Continue Literary Circles (Scribe, Linguist, Artist/Timer, Golden Nugget Champ, and Character Virtuoso). If there are not five people in your group, you may choose whichever topics you want as long as everyone has a different role. See handout!
C. Sharing
HmWk: Read the next assigned part of the book.

Monday, March 30: Mastery Objective (MO) Students will be able to work in their group to create a technology culminating project for their book..
AGENDA:
Warm-up: Describe best scene in your book. Turn it in.
Create projects in groups.


Tuesday, March 31 - Thursday, April 2 (30 minute classes due to MCAS): Mastery Objective (MO) Students will be able to present their technology project to their peers.
AGENDA:
Warm-up: Tues: Sign-on. Wed/Thurs.: Pull up projects on computers.
Tuesday - group sessions. Wednesday/Thursday = Presentations! Rubric to be filled out by students.

Friday, April 3 - Good Friday (1/2 day): Mastery Objective (MO) Students will be able to take an AP MC poetry test and analyze their answers.
AGENDA:
Warm-up: Find comfortable place in class.
Take MC test. Analyze answers.
HmWk: Complete the MC poetry handouts. Read Page 7 on Ms. Bee's Weebly website (http://attleboroaplit.weebly.com/page-7-most-common-terms.html).


Monday and Wednesday, April 6 and 8: Mastery Objective (MO) Students will be able to take the poetry MC handouts and analyze them.
AGENDA:
Warm-up Monday: Get out the Poetry MC questions completed last week.
Warm-up Wednesday: Sonnet quiz on material handed out on Wednesday, April 1. MC analysis and defense of "I Felt a Funeral in my Brain" by Emily Dickinson. Take three MC tests. Do "Dulce" for homework. Class wrap-up questions.
Turn in Peer Project Rubrics.
Wednesday: Peer defense of MC answers.

Tuesday, April 7: Mastery Objective (MO) Students will be able to write a poetry essay to an AP Q1 prompt.
AGENDA:
Warm-up: Open Quia and copy the two "Piano" poems to a Word document if you are not given a copy. Print and/or find a comfortable place with pen and paper or you may type it.
Printer being difficult, so be sure to save in case it won't print properly.
Complete a handwritten PS statement.

Prompt: Read both poems carefully and then write an essay in which you explain what characteristics of the second poem make it better than the first. Refer specifically to details of both poems.


(1)
Piano
by D. H. Lawrence
Somewhere beneath that piano’s superb sleek black
Must hide my mother’s piano, little and brown, with the back
That stood close to the wall, and the front’s faded silk both torn,
And the keys with little hollows, that my mother’s fingers had worn.
Softly, in the shadows, a woman is singing to me
Quietly, through the years I have crept back to see
A child sitting under the piano, in the boom of the shaking strings
Pressing the little poised feet of the mother who smiles as she sings.
The full throated woman has chosen a winning, living song
And surely the heart that is in me must belong
To the old Sunday evenings, when darkness wandered outside
And hymns gleamed on our warm lips, as we watched mother’s fingers glide.

Or this is my sister at home in the old front room
Singing love’s first surprised gladness, alone in the gloom.
She will start when she sees me, and blushing, spread out her hands
To cover my mouth’s raillery, till I’m bound in her shame’s heart-spun bands.

A woman is singing me a wild Hungarian air
And her arms, and her bosom, and the whole of her soul is bare, -
And the great black piano is clamouring as my mother’s never could clamour
And my mother’s tunes are devoured of this music’s ravaging glamour.


(2)
Piano
by D. H. Lawrence
Softly, in the dusk, a woman is singing to me;
Taking me back down the vista of years, till I see
A child sitting under the piano, in the boom of the tingling strings
And pressing the small, poised feet of a mother who smiles as she sings.
In spite of myself, the insidious mastery of song
Betrays me back, till the heart of me weeps to belong
to the old Sunday evenings at home, with the winter outside
And hymns in the cosy parlour, the tinkling piano our guide.

So now it is vain for the singer to burst into clamour
With the great black piano appassionato.
The glamour Of childish days is upon me, my manhood is cast
Down in the flood of remembrance, I weep like a child for the past.

HmWk: Be sure to have read Page 7 on Ms. Bee's Weebly website (http://attleboroaplit.weebly.com/page-7-most-common-terms.html).

Thursday, April 9: Mastery Objective (MO) Students will be able to create a database of information on at least six novels/plays they know the best.
AGENDA:
Warm-up: Explanation and choices.
Independent work.

Friday, April 10: Mastery Objective (MO) Students will be able to answer MC questions within a set amount of time.
AGENDA:
Warm-up: Find comfortable place.
MC Questions.


Monday, April 13: Mastery Objective (MO) Students will be able to work on a database of information on at least eight novels/plays they know the best.
AGENDA:
Warm-up: Poetry-Off and Quia Games
Independent work re database.
HmWk: Quia: Literary Terminology Game. Sign-in.

Tuesday, April 14: Mastery Objective (MO) Students will be able to work on a database of information on at least eight novels/plays they know the best.
AGENDA:
Warm-up: Poetry-Off and Sonnet quiz analysis.
Independent work re database.
HmWk: Quia: Literary Terminology Game. Sign-in.

Wednesday, April 15: Mastery Objective (MO) Students will be able to work on a database of information on at least eight novels/plays they know the best.
AGENDA:
Warm-up: Poetry-Off and MC post-test analysis.
Independent work re database.
HmWk: Quia: Literary Terminology Game. Sign-in.

Thursday, April 16: Mastery Objective (MO) Students will be able to write an essay on a post-test and use more literary terminology and in-depth examples than their pre-test in September.
AGENDA:
Warm-up: Poetry-Off
Essay
HmWk: Quia: Literary Terminology Game. Sign-in.

Friday, April 17: Mastery Objective (MO) Students will be able to compare their pre-test essay to their post-test essay and list the things that were improved.
AGENDA:
Warm-up: Poetry-Off
Pre-post essay comparison.
Wrap-up for vacation.
HmWk: Quia: Literary Terminology Game. Sign-in.

Monday, April 27: Mastery Objective (MO) Students will be able to exchange "Novel Presentations" with peers using technology (Prezi, PPT, WordPress, website).
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AGENDA: Warm-Up: 10 minutes of AP Literary Vocabulary; Winner of the day?
Discuss "Study Plan." Homework is to formulate a complete Plan for Tuesday for the Exam -next Wednesday. (write essay, do MC, review novels, Quia)
Peer exchanges.
Tuesday, April 28: Mastery Objective (MO) Students will be able to implement their "Study Plan" for the AP Exam.
.
AGENDA: Warm-Up: 10 minutes of AP Literary Vocabulary; Winner of the day?
Teacher check off for Study Plan.
Independent Work.
HMWK: Choose one prompt you did the worst on and bring it in to class on Wed.

Wednesday, April 29: Mastery Objective (MO) Students will be able to write one final essay from their worst "prompt" essay.
AGENDA: Warm-Up: Poetry_off. Find a quiet place.
Write the essay.
HmWk Complete the handout re thesis. Turn it in on Thursday in the InBox. Read the rest of it critically! (That means highlight it.) Don't fall behind and give up. You're almost there!

Thursday, April 30 - Tuesday, May 5: Mastery Objective (MO) Students will be able to implement their "Study Plan" for the AP Exam.
.
AGENDA:
Work independently. Follow your Plan for the appropriate day. Anything incomplete should be finished for homework.
FRIDAY -Literary Vocab Playoff!!!
Teacher essay discussion with individuals on Friday.
HMWK: "Study Plan" daily and study Novel Presentations reviews (over weekend). Be sure to "FIX" your slide so I can upload to my Weebly site. Make it attractive to the viewer.


Friday, April 30 - Tuesday, May 5: Mastery Objective (MO) Students will be able to implement their "Study Plan" for the AP Exam.
.
AGENDA:
Warm-up: Poetry_off.
Work independently. Follow your Plan for the appropriate day. Anything incomplete should be finished for homework.
FRIDAY -Literary Vocab Playoff!!! Who will the winner be?
Teacher essay discussion with individuals. HMWK: "Study Plan" daily and study Novel Presentations reviews (over weekend).

Tuesday, May 5: Mastery Objective (MO) Students will be able to review for the AP English Literature exam through questions and using their "Study Plan."
.
AGENDA: Literary element review
Teacher led review, student independent review.
HmWk: Get a good night's rest, eat protein for breakfast! "Bee" confident ... you are very well prepared. :-)


Wednesday, May 6: Mastery Objective (MO) Students will be able to fly through the AP Exam by diving through the depths.
YOU ARE ALL AWESOME!!!!! I AM VERY, VERY PROUD OF EACH OF YOU!!!!!

Thursday, May 7: Mastery Objective (MO) Students will be able to choose a topic they are passionate about and find at least three sources online for a research paper that will utilize technology as a presentation tool.
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AGENDA: Project explanation including rubric.
MLA citation. Purdue Writing Lab at https://owl.english.purdue.edu/owl/resource/747/01/.
Independent research.

Friday, May 8: Mastery Objective (MO) Students will research their chosen topic finding at least three more sources online for background material for their research paper that will utilize technology as a presentation tool.
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AGENDA:
Independent research.
BEE sure to keep all of the information to properly cite anything quotable in your paper. All pictures and any quotes or paraphrases will be cited by linking them within the presentation and writing an annotated bibliography as the last page/slide. See Purdue at https://owl.english.purdue.edu/owl/resource/614/03/ for examples. I am requesting briefer annotations.
MLA citation. Purdue Writing Lab at https://owl.english.purdue.edu/owl/resource/747/01/.







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Thursday, May 6: Mastery Objective (MO) Students will be able to choose a topic they are passionate about and find at least three sources online for a research paper that will utilize technology as a presentation tool.
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AGENDA: Project explanation including rubric.
Independent research.

Friday, May 7: Mastery Objective (MO) Students will work independently on their research paper background information, taking notes and saving sources.

AGENDA:
Independent research on a topic that the student is passionate about.



































































































































**Ignore**
Mastery Objective (MO) Students will be able to analyze the short story "The Red Carpet" using the Elements of Fiction by working in small groups to find examples of each.
AGENDA: Turn in RD of college essay. Warm-up: Journal - Describe either the theme of the short story "Eleven." List as many deep connections to life as you can.
Discussion of "Eleven" by Cisneros In small groups each group will take one of the elements of fiction and find five examples or proof of that element. Each group will then share this with the rest of the class being sure to explain what the element of fiction really means. This discussion will continue on Tuesday.


Tuesday: Mastery Objective (MO) Students will understand the need for revision and work when writing essays, especially their college essay.
AGENDA:
Warm-up: Return college essays. Read comments quietly.
Discussion about motivation, working hard, rewriting, revision, etc.
Questions answered

Wednesday Sept. 18, 2013: Mastery Objective (MO) Students in small groups will be able to teach their peers, who will take specific notes, about the Elements of Fiction in the short story "The Red Carpet."
AGENDA:
Warm-up: 1. Students will define the Elements of Fiction in their Journal. 2. On post-its, students will write their favorite book read in the last year and on another post-it, they will write their current reading book and what they are going to read next.
Small group work re each element
Presentations on "The Red Carpet."
Ticket to Leave: Which element is most difficult for you to recognize and find examples of within a short story? Why? Which is the easiest?

Thursday-Friday, Sept. 19-20, 2013: Mastery Objective (MO) Students will present examples of their assigned element of fiction for the short story "The Red Carpet," while taking notes for an essay.
AGENDA:
Warm-up: Read the handout prior to the presentations, so you know what is expected of you re the essay. Take notes appropriately!
Finish presentations (#3-#6). Be sure to leave me your list with group members' names.
Student leaders will then lead the discussion of how the two cultures clash in the excerpt from "The Red Carpet" (age, tradition, dress, religion, etc.) If time, begin your essay. Finish for homework! This will be peer edited in class on Friday, then revised. TURN both the rough draft that was peer edited and the revised version in on FRIDAY!



Monday, Sept. 23: Mastery Objective (MO) Students will be able to explain how race is a tool of characterization based on the first two chapters of Invisible Man by Ralph Ellison by working in pairs to research this era after the Civil War and before the Civil 'Rights Movement including the analysis of the "invisibility" of the narrator.
AGENDA:
Warm-up: Explain in your journal why you think this novel is called Invisible Man.
Paired research into the life of a negro during the setting of this novel. Be prepared to share your conclusions and facts by the end of class.
Dénouement: Define "invisibility" as Ellison portrayed it on a sheet of paper and turn it in.
HMWK: Novel (see timeline)
Critically read the novel. Take notes on characters, symbolism, theme, setting, structure, tone, and point-of-view. Include your own thoughts as you read and any questions you may have. Post-its strategically placed in the novel may be helpful when finding supporting evidence for an essay prompt.
Introduction and Chapters 1-2 due Sept. 23
Chapters 3-4 due Sept. 25
Chapters 5-6 due Sept. 27
Chapters 7-10 due Sept. 30
Chapters 11-13 due Oct. 2
Chapters 14-16 due Oct. 4
Chapters 17-20 due Oct. 7
Chapters 21-23 due Oct. 9
Chapters 24-Epilogue due Oct. 11


Tuesday, Sept. 24: Mastery Objective (MO) Students will be able to take a one hour AP multiple choice test with at least 50% mastery.
AGENDA:
Warm-up: Pass out test and answer sheet. Find a comfortable spot in the room at least one person away from your classmate/s.
Take test. This is a one hour test ONLY. If you do not finish, that's OK.
Turn in both the answer sheet plus the test. DO NOT TAKE THE TEST OUT OF THE ROOM!!!
HMWK: Read the short story "Where are you going, Where have you been?" by Joyce Carol Oates in preparation for Thursday's assignment.
Continue critically reading Invisible Man.


Wednesday, Sept. 25: Mastery Objective (MO) Students will be able to characterize Dr. Bledsoe by listing details from Chapter 4 through the eyes of the protagonist.
AGENDA:
Warm-up: In your Journals describe the bar scene from Chapter 3 in Invisible Man.
Review multiple choice test. Students will begin a database of their correct responses.
Present your findings to the class.
HMWK: Continue critically reading Invisible Man.


Thursday, Sept. 26: Mastery Objective (MO) Students will be able to research the origins of the short story "Where are you going, Where have you been?" and make connections to mythology, current news, and music.
AGENDA:
Warm-up: Journal: What excuse would you have given to Arnold if you were Connie standing behind the screen door after your family had been threatened? What would your emotions tell you? What would your teenage self say? How strong would you have been?
Handout: Answer the questions with a partner. Complete the bold ones and two more. This is due Friday. You may divide and conquer as long as you share the answers and agree with them.
HMWK: Continue critically reading Invisible Man.


Friday, Sept. 27: Mastery Objective (MO) Students will be able to present the origins of the short story "Where are you going, Where have you been?" to the class including connections to mythology, music, and reality.
AGENDA:
Warm-up: Describe the "mood" at Vespers in Chapter 5. Include examples to prove your statement/s. Turn this in.
Presentations/discussion of Oates' short story.
HMWK: Continue critically reading Invisible Man. Don't forget to take insightful notes as you read. Check your email for next week's short stories. Look at the "AP Hotspots list" (given out on Friday) and take some time to listen to these short lessons.



Monday, Sept. 30: Mastery Objective (MO) Students will be able to analyze an essay “series” written on “The Red Carpet.”
AGENDA:
Warm-up: Pick up essay series (on white table): original, corrected, and revision of Student "Cunningham."
Begin reading using a highlighter or pen to mark where the differences are in each layer. Then analyze whether the student made the necessary corrections. What type of corrections were made? Were they effective? What grade would you give the student based on the AP rubric? Turn the papers in once finished. You may keep the essays.
Once this is completed, you may read Invisible Man by Ellison quietly.
HmWk: Invisible Man, Blogging (respond to my question and respond to at least two peers’ comments). Read three short stories for Tuesday: “The First Day” by Edward Jones, “A Very Old Man with Enormous Wings: A Tale for Children” by Gabriel Garcia Marquez, and “Girl” by Jamaica Kincaid. (Sent by email on Friday. Assignments (questions) to be completed in class on Tuesday.


Tuesday, Oct. 1: Mastery Objective (MO) Students will be able to identify the theme in each of three short stories: “The First Day” by Edward Jones, “A Very Old Man with Enormous Wings: A Tale for Children” by Gabriel Garcia Marquez, and “Girl” by Jamaica Kincaid and write a thesis based on "theme" for one of the stories.
AGENDA:
Warm-up: Read "Theme" handout. Jot down what you think the theme of Invisible Man is.
Discuss theme (Invisible Man) and how it's important. Identify the theme in the short stories as a group. Individually write a detailed thesis statement for one of the short stories.
HmWk: Choose three books you've read and write down the theme/s for each. Continue reading Invisible Man.


Wednesday, Oct. 2: Mastery Objective (MO) Students will work together to compare themes for each short story and then present to the class. (“The First Day” by Edward Jones, “A Very Old Man with Enormous Wings: A Tale for Children” by Gabriel Garcia Marquez, and “Girl” by Jamaica Kincaid and write a thesis based on "theme" for one of the stories.
AGENDA:
Warm-up: Share the book's theme that you did for homework with a peer.
Mini-lesson on "theme."
Small group presentations.
HMWK: Invisible Man; thesis prompt for "theme" of one of the short stories.

Thursday, Oct. 3: Mastery Objective (MO) Students will write an essay from their thesis statements on one of the short stories: “The First Day” by Edward Jones, “A Very Old Man with Enormous Wings: A Tale for Children” by Gabriel Garcia Marquez, and “Girl” by Jamaica Kincaid and write a thesis based on "theme" for one of the stories.
AGENDA:
Warm-up: Share your prompt/thesis with a group of 4-5. Choose the best or create a better prompt for your group re one of the stories.
Class vote!
Find a comfortable place in the class to write and have 3-4 sheets of paper and a pen. Begin writing a double-spaced essay to the class chosen prompt. You may use a copy of the short story either in hard copy or on your computer screen. Be very quiet so your peers can concentrate. Let me see the final product before leaving class; then finish for homework! Really proof it! This will be a "fake" timed essay.

HmWk: Read Invisible Man.


Friday, Oct. 4: Mastery Objective (MO) Students will take a timed AP-style multiple choice test with at least 50% accuracy, then analyze their mistakes and enter into their database.
AGENDA:
Warm-up: Read Invisible Man
Timed multiple choice test. Analysis in groups. Database input. Compare previous reasons with current reasoning analysis.
Next week is Symbolism/Allegory week. You will read the following short stories: "The Rocking Horse Winner" by D. H. Lawrence (http://readytogoebooks.com/DHL-rock1.htm). U-Tube clip: http://www.youtube.com/watch?v=wbgsMDtSucs. And "The Jilting of Granny Weatherall" by Katherine Anne Porter. The website is http://people.morrisville.edu/~whitnemr/html/The%20Jilting%20of%20Granny%20Weatherall.htm. Check out the U-Tube interview with the author at http://www.youtube.com/watch?v=k6SUfHOn3W0. HmWk: Read Invisible Man.


Monday, Oct. 7: Mastery Objective (MO) Students will be able to identify the symbols in two short stories and write a prompt for one of them with a peer.
AGENDA:
Warm-up: Finish analyzing the multiple choice questions. Answer Time!
Symbolism Handout: Group discussion re handout from Thursday. Find the vocabulary that symbolizes the "cake" in Eudora Welty's excerpt. Complete the assignment in your assigned group.
Wrap-up: Discuss possible prompts with a peer. Write a final prompt for one of the short stories focusing on symbolism as homework.
HMWK: Complete "Fable" assignment using one of the eight fables from http://www.taleswithmorals.com/ listed under "MORALS." Turn in on Wednesday. Continue reading Invisible Man. Tuesday discussion of novel.


Tuesday, Oct. 8: Mastery Objective (MO) Students will be able to differentiate among fables, parables, proverbs, and myths.
AGENDA:
Warm-up: Turn in prompt from paired homework. Find one example for fables, parables, proverbs, and myths that you are familiar with.
Share with a small group (3-4 only)
Report out to entire group.
Questions: 1. How did the anonymous letter, Brother Tarp's confession and the narrator's forced removal from Harlem affect his belief/s in the Brotherhood?
2. Analyze the last three sentences in chapter 20. Is the narrator "fully" awake to his role in society? "And it was all my fault. I'd been so fascinated by the motion that I'd forgotten to measure what it was bringing forth. I'd been asleep, dreaming."
3. Describe the narrator's feelings as events unfold in Chapter 20. How do they change? As the events unfold, what surprises you about the narrator's actions and thoughts?
Wrap-up: Memory Questions


Wednesday-Thursday, Oct. 9-10: Mastery Objective (MO) Students will be able to evaluate the effectiveness of Brother Tod Clifton's eulogy (chapter 21) and the following sarcasm (chapter 22) in Invisible Man by answering questions in small groups.
AGENDA:
Warm-up: Turn in "Fable" homework from Monday. Read the Blog. Think about what you would respond to a peer. Do it for homework if there is not enough time in class.
In small groups answer the following questions in order to analyze the effectiveness of the eulogy in chapter 21 and the sarcasm in chaper 22.
1. What preparation was done for the eulogy?
2. How many people showed up?
3. What description did the narrator use?
4. What was the narrator's internal struggle?
5. What were the "facts"?
6. What was the crowd's reaction before, during, and after the speech?
7. What was the mood of the crowd after the eulogy?
8. How has the narrator's attitude changed toward the Brotherhood, especially Brother Jack?
9. What was "personal responsibility" according to Brother Jack?
10. What message is the narrator attempting to get across to the Brotherhood?
11. Why was it wrong to defend Brother Clifton in the eyes of the Brotherhood?
12. Where does the sarcasm become full blown? What is the Brotherhood's reaction?
13. Explain the idea of "racism" from the different viewpoints discussed in the chapter.
14. How does Jack's "eye" change the narrator's view? Blindness is a theme throughout the novel, how does the "eye" perpetuate this theme?
15. What does Clifton's "doll" signify?
16. What did the narrator actually lose in this chapter?
**After answering the questions, analyze the main question using excerpts from the novel to prove your answers.**


Friday, Oct. 11: Mastery Objective (MO) Students will be able to answer an AP-style multiple choice exam with at least 50% accuracy, then analyze the results.
AGENDA:
Warm-up: Blog to Invisible Man.
Multiple Choice questions on prose. Analysis.



Tuesday, Oct. 15: Mastery Objective (MO) Students will be able to read a short story and create a prompt utilizing "character" in pairs, then respond to the prompt with a thesis.
AGENDA: Warm-up: Read the short story “A Jury of her Peers” by Susan Glaspell Roberts. It is at http://www.learner.org/interactives/literature/story/fulltext.html.
After reading the short story, look for the layers and with one partner write a prompt utilizing the element "character." THEN, individually write a thesis statement that would begin an essay.
HMWK: Finish the thesis statement or revise so it is a really good one. Do some research on "character" prompts before writing the prompt.


Wednesday-Thursday, Oct. 16-17: Mastery Objective (MO) Students will be able to identify the many themes and layers in Invisible Man through their readings and class discussion in preparation for a test on Friday.
AGENDA:
Warm-up: Read the responses to your blogging over the weekend. Respond to at least one more.
Discussion of Tuesday's short story and sharing of the thesis statements.
Review of the novel with questions and answers.
Thursday: Continuation of Review, especially focusing on theme and symbolism.


Friday, Oct. 18: Mastery Objective (MO) Students will be able to take a test on Invisible Man through multiple choice and essay questions.
AGENDA:
Warm-up: Find a comfortable place and have paper and a pen with you.
Take the Invisible Man test.
If time, mini-lesson from a classmate, otherwise that will be first thing Monday morning.



Monday, Oct. 21: Mastery Objective (MO) Students will be able to identify the character traits of Rose and Stella in "The Shawl" by Cynthia Ozick and explain why they chose those particular traits.
AGENDA:
Turn in final re Invisible Man . Turn in the book.
Warm-up: List the character traits of Stella and Rosa. Circle the top ten character traits for yourself. (see handout)
Share the traits with the class and back up the choices. Discussion about how to use these traits in an essay on character.
Quick vocab lesson.
Point of View handout - read critically.
HMWK: Read "Neighbors" by Raymond Carver. Look for Point of view and character traits. Answer three questions at end.


Tuesday, Oct. 22: Mastery Objective (MO) Students will be able to identify the point of view in "Neighbors" and cite evidence to back it up.
AGENDA:
Warm-up: Read handout (short story by Sherman Alexie).
Discuss handout read critically from Monday re Point of View.
Find evidence for point of view in both stories "Neighbors" by Raymond Carver and "This is What it Means to say Phoenix, Arizona" by Sherman Alexie.
Whole class discussion.
Find examples of different POVs and share with class.


Wednesday, Oct. 23: Mastery Objective (MO) Students will be able to analyze their mistakes on the Invisible Man multiple choice test.
AGENDA:
Warm-up: List three things you learned from the readings over the last two days.
Discuss the important items.
Go over multiple choice test and discuss problematic questions.
No homework except to catch up on anything missing.


Thursday, Oct. 24: Mastery Objective (MO) Students will be able to write an essay to a dept. AP-style prompt and include a PS statement.
AGENDA:
Warm-up: Find a comfortable spot to write the essay.
45 minutes for essay (5-10 to plan), then 10-15 minutes for PS statement. All students must turn it in.
HMWK: Download Mary Shelley's Frankenstein IF you have the ability. We begin it on Monday. We begin Structure on Friday.


Friday, Oct. 25: Mastery Objective (MO) Students will be able to differentiate among surrealism, realism, and expressionism by completing a group project.
AGENDA:
Warm-up: Read critically two handouts on stream of consciousness, realism, surrealism, and expressionism.
Discuss understandings and answer any questions.
Organize binders
Group project re realism, surrealism, expressionism, and stream of consciousness. Sharing.
HMWK: read two short stories: "A Worn Path" by Eudora Welty (http://www.theatlantic.com/past/docs/issues/41feb/wornpath.htm) and "saboteur" by Ha Jin. (http://faculty.deanza.edu/simesalan/discuss/msgReader$23?mode=topic)



Monday, Oct. 28: Mastery Objective (MO) Students will be able to analyze the beginnings of the structure of the novel Frankenstein by Mary Shelley.
AGENDA:
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Warm-up: Five minutes with partners from Friday to share examples of surrealism, realism, expressionism, and stream of consciousness.
Class: Read the introduction and first four chapters of Frankenstein by Mary Shelley. Closing: Share with a partner during the last five minutes what you think the "structure" of the novel is.
HMWK: Read chapters 5-8 of Frankenstein by Tuesday.


Tuesday, Oct. 29: Mastery Objective (MO) Students will be able to analyze the beginnings of the structure of the novel Frankenstein by Mary Shelley.
AGENDA:
Warm-up: Free write from group sharing from Friday/Monday. What did you learn? How would you define realism, surrealism, expressionism, and stream of consciousness.
Frankenstein discussion re structure and characters.



Wednesday, Oct. 30: Mastery Objective (MO) Students will continue analyzing the structure of the novel Frankenstein by Mary Shelley while taking notes on characters, themes and symbols.
AGENDA:
Warm-up: Either draw a picture of the monster as described by Shelley or list its physical and emotional characteristics through chapter 11.
Group discussions re Frankenstein questions.
HMWK: Read chapters 12-15 of Frankenstein by Friday. Be prepared to discuss the two short stories on Thursday.
Begin playing the Frankenstein vocabulary game online. See: http://www.quia.com/jg/1639681.html. (Email sent to everyone re this on Wednesday at 12:50).

Thursday, Oct. 31: Mastery Objective (MO) Students will be able to analyze the structure of two short stories and be able to explain "Why is this here and not there?" in a Type 2 writing assignment.
AGENDA:
Warm-up: Summarize each of the two short stories.
Short story discussion: "A Worn Path" by Eudora Welty (http://www.theatlantic.com/past/docs/issues/41feb/wornpath.htm) and "Saboteur" by Ha Jin. (http://faculty.deanza.edu/simesalan/discuss/msgReader$23?mode=topic)
HMWK: Students will write an AP-style essay on the structure of the novel Frankenstein by Mary Shelley (if finished) or one of the short stories discussed in class.


Friday, Nov. 1: Mastery Objective (MO) Students will be able to revise an essay on "structure" based on one of the short stories and earn at least a 3 on the AP rubric. AGENDA:
Warm-up: Peer proofing
Revisions of essays.
Multiple Choice test
HMWK Read chapters 16-23



Monday, Nov. 4: Mastery Objective (MO) Students will be able to analyze the structure of the end of the novel Frankenstein by Mary Shelley.
AGENDA:
Warm-up: Frankenstein vocabulary through quia.
Discussion of the novel re people and places associated with novel and the "science of life" implications.
Begin reading final chapter. Finish for homework.
Discuss "setting" and complete worksheet for homework on setting.
Look at both structure and setting in Frankenstein.
HMWK: Frankenstein vocabulary

Tuesday, Nov 5: Mastery Objective (MO) Students will be able to analyze the many settings in the novel Frankenstein by Mary Shelley and their importance to the work as a whole through small group discussion and a Type 2 response.
AGENDA: Warm-up:
Type 2 response to question on easel.
Go over Setting worksheet.
Small group discussion of Type 2 comparisons.
Frankenstein essay re setting and structure on Thursday.
HMWK: Read "Araby" and answer the questions for one of the two short stories ("The Shawl") for class tomorrow.


Wednesday, Nov 6: Mastery Objective (MO) Students will be able to analyze the settings in the short stories "The Shawl" and "Araby" by writing the first two paragraphs of an essay explaining setting and its importance to the work as a whole.
AGENDA: Warm-up: Make a list of settings in both short stories. Discuss with a neighbor.
Class discussion and Q and A re setting in both stories.
Independent time to write an intro and first paragraph for an essay answering the question: "How does the author use setting to enhance the meaning of the work as a whole?" for both short stories.
Finish for homework.


Thursday, Nov 7: Mastery Objective (MO) Students will be able to write an essay analyzing the structure or setting in Frankenstein explaining their importance to the work as a whole or respond to the "irony" prompt.
1. In Gothic literature, storms usually meant something bad was coming. In a well developed essay, compare the use of light and dark through Shelley's use of setting as it exemplified the work as a whole. OR The structure of a novel is used to convey a message to the reader. In what way/s did Shelley use structure to show the meaning of the work as a whole?
OR
2. Read the following passages. In a well-organized essay, explain the irony of the two passages when compared to one another. Make a persuasive argument about which character you feel is correct in his comparison to the “fallen angel.” “...I possessed a coolness of judgment that fitted me for illustrious achievements. This sentiment of the worth of my nature supported me, when others would have been oppressed; for I deemed it criminal to throw away in useless grief those talents that might be useful to my fellow-creatures. When I reflected on the work I had completed, no less a one than the creation of a sensitive and rational animal, I could not rank myself with the her common projectors. But this thought, which supported me in the commencement of my career, now serves only to plunge me lower than the dust. All my speculations and hopes are as nothing; and, like the archangel who aspired to omnipotence, I am chained in an eternal hell...I trod heaven in my thoughts, now exulting my powers, now burning with the idea of their effects. From infancy, I was imbued with high hopes and lofty ambition; but how I am sunk! Oh! My friend, if you had known me as I once was, you would not recognize me in this state of degradation.” —Victor Frankenstein, Chapter XXIV

“Once my fancy was soothed with dreams of virtue, of fame, and of enjoyment. Once I falsely hoped to meet with beings who, pardoning my outward form, would love me for the excellent qualities which I was capable of unfolding. I was nourished of high thoughts of honour and devotion. But now crime has degraded me beneath the meanest animal. No guilt, no mischief, no misery can be found comparable to mine. When I run over the catalog of my sins, I cannot believe I am the same creature whose thoughts were once filled with sublime and transcendent visions of beauty and the majesty of goodness. But it is even so; the fallen angel becomes a malignant devil. Yet even that enemy of God and man had friends and associates in his desolation; I am alone.” —The Creature, chapter XXIV.
AGENDA: Warm-up: Multiple Choice: Passage Analysis and MC Question group work
Independent essay
Q and A about the novel. HMWK: Frankenstein test online.


Friday, Nov 8: Mastery Objective (MO) Students will be able to take a test on Frankenstein showing their knowledge of the novel.
AGENDA: Frankenstein final.

NOTE: Frankenstein final graded, but I can't share answers until Alyssa takes the test. We will go over it after that in class. :-) Blogging also graded at 2 p.m. this afternoon, fourteen hours after deadline. If you didn't Blog, you need to set up a time next week after school and talk to me.




Tuesday-Wednesday, Nov. 12-13: Mastery Objective (MO) Students will be able to differentiate between tone and diction through discussion, worksheets, and identifying "tone" words in two readings.
AGENDA:
Warm-up: Tuesday: Begin reading "The Story of an Hour." Highlight tone words in the story.
Mini-lesson on tone and diction
Two worksheets: one diction and one on tone finish for homework.
MC questions re final Frankenstein test returned and discussed.
Warm-up Wednesday: Define and give two examples of "negative," "positive," and "neutral" tone.
Small group work re worksheets.
Full class discussion.


Thursday, Nov.14: Mastery Objective (MO) Students will be able to analyze AP essays and create an equation or formula for themselves that will make writing one easier.
AGENDA:
Warm-up: Diction worksheet with a partner. Agree on answers.
Share and correct worksheet.
Pattern of missed answers on Tone assignment
College Board website: Read one college board essay
With a small group, analyze each essay read. Write down the thesis and what will be proved in the essay. Write a formula/equation for the paragraphs written.
Report out.
If time, explore AP Study Notes for more information.
HMWK: prepare for essay tomorrow on one of the two short stories with one of the two prompts. Be sure to mark supporting quotations for the essay.


Friday, Nov.15: Mastery Objective (MO) Students will be able to write an AP essay following a prompt, answering all parts of the question and using supporting evidence through quotes/paraphrasing.
AGENDA:
Warm-up: Find a comfortable place with paper and a pen.
Write the Essay




Monday, Nov.18: Mastery Objective (MO) Students will be able to analyze their essay after a mini-lesson on the four types of irony for situational or dramatic irony.
AGENDA: Warm-up: Read "Scoring a 9 on the AP Essay." Underline the part (2-5) that is hardest for you to complete.
Discuss "Types of Irony."
Talk to your neighbor about the examples re "The Story of and Hour."
Return essays. Underline anything used that would fit into one of the four types of irony. If you didn't use "irony" choose evidence to support this claim. Put the examples on the back of your paper. Then circle every word that is above a grade nine level word on your paper.
Class discussion.


Tuesday-Wednesday, Nov. 19/20: Mastery Objective (MO) Students will be able to find examples of the four types of irony.
AGENDA: Warm-up: Go to College Board.com.
Find an AP essay and share it with your partner.
Together analyze each for a formula. (Proposal due Thursday)
Find two examples of each of the four types of irony. Be ready to share actual passages.
Class discussion.
Read "A Modest Proposal" by Jonathan Swift https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/872/modest.pdf. Analyze the irony.



Thursday, Nov. 21: Mastery Objective (MO) Students will be able to create a formula based on exemplary AP essays for themselves that will work when writing AP essays.
AGENDA: Warm-up: Share "new" essay with partner.
Compare the other essays and try to write a formula for what works in an exemplary essay.
Share formulas.


Friday, Nov. 22: Mastery Objective (MO) Students will be able to respond to an AP essay prompt using their newly formulated formulas for success.
AGENDA: Write an essay.



Monday, Nov. 25: Mastery Objective (MO) Students will be able to take and analyze an AP style Multiple Choice Poetry test (#2).
AGENDA: Warm-up: Print PowerPoints (3 copies: one for each student and one for me)
Read Heart of Darkness
MC test
MC analysis



Tuesday, Nov. 26: Mastery Objective (MO) Students will be able to use the College Board AP website to analyze an exemplary essay.
AGENDA: Warm-up: Bring up College Board AP website.
Find an 8 or 9 exemplary essay you have not previously read and read the prompt, then analyze the essay. Please choose either Question 1 or Question 2. NOT Question #3.
Class discussion. HMWK: Read Heart of Darkness by Joseph Conrad by Monday, Dec. 2. Respond to my question on the Blog Website before Monday.



Monday, Dec. 2: Mastery Objective (MO) Students will be able to analyze Heart of Darkness from the viewpoint of one question.
AGENDA: Warm-up: Choose three questions you found the most information on from the list of questions on Heart of Darkness.

In pairs, research your question after discussing the notes from the novel that support the question. Be sure to be ready to present the detailed evidence using quotes and citations from the novel to the class on Tuesday. A copy of the entire presentation is needed for each presenter and the teacher.


Tuesday, Dec. 3: Mastery Objective (MO) Students will be able to take notes on the in-depth questions from Heart of Darkness in preparation for the assigned essay on Wednesday.
AGENDA: Warm-up: Go to the Blog and respond to at least one of your classmates in depth. Respond to at least one more for homework.
Presentations: students will take notes as each question is presented.


Wednesday, Dec. 4: Mastery Objective (MO) Students will be able to write an AP style essay on Heart of Darkness and take a full hour-long Multiple Choice AP test (#2).
AGENDA: Warm-up: Find a comfortable place and have paper and a pen ready to write the timed essay.
40 minute times essay.
Multiple choice test.
HMWK: Complete the Short Story Unit Final Project by Monday.


Thursday, Dec. 5 (no class due to finals); Friday, Dec. 6: Mastery Objective (MO) Students will be able to grade their multiple choice exams and understand why the correct answers were chosen.
AGENDA: Warm-up: Find your multiple choice test
In groups of 4-5, go through the test and defend your answers. Each group must come to a final conclusion for each question.
HMWK: Complete the Short Story Unit Final Project by Monday.



Monday, Dec. 9-Thursday, Dec. 12: Mastery Objective (MO) Students will be able to adapt Vendler's 13, SOAPSTone or TPCASTT for poetry explications.
AGENDA: Warm-up: Turn in homework (poster or PowerPoint) Read the handouts closely. Crime and Punishment assigned on Monday; timeline TBA.
Discussion of Vendler's 13, SOAPSTone and TPCASTT.
Small groups will begin discussion of "Breaking Down and Analyzing Poems." In pairs, students will choose two poems, one from the given list and one of their choice (not on the list) and explicate them. Presentations on Tuesday.
Wed. HMWK: Complete questions for the poem "One Today" in your packet.
Thursday hwmk: Go back over "One Today" and circle all the tone words. What impressions do the tone of the stanzas give the reader? How are the stanzas transitioned?
Fully explicate the two poems using TPCASTT.
Friday Hmwk: Explicate Shakespeare's Sonnet 129 using pages 8-9 in the Poetry Packet (A-H and Questions 1-8).
Also become familiar with the following site and read about Shakespeare's sonnets. http://www.william-shakespeare.info/william-shakespeare-sonnets.htm

SONNET 129
The expense of spirit in a waste of shame
Is lust in action; and till action, lust
Is perjured, murderous, bloody, full of blame,
Savage, extreme, rude, cruel, not to trust,
Enjoy'd no sooner but despised straight,
Past reason hunted, and no sooner had
Past reason hated, as a swallow'd bait
On purpose laid to make the taker mad;
Mad in pursuit and in possession so;
Had, having, and in quest to have, extreme;
A bliss in proof, and proved, a very woe; Before, a joy proposed; behind, a dream.
All this the world well knows; yet none knows well
To shun the heaven that leads men to this hell.



Poem List:

Emily Dickinson: "I felt a Funeral in my Brain," "I heard a Fly buzz -- when I died," "The last Night that She lived."
Robert Frost: "Departmental," Stopping by Woods on a Snowy Evening," or "Road not Taken."
"Barbara Allan" - anonymous
"One day I wrote her name upon the strand" by Edmund Spenser
William Shakespeare: "When in disgrace with fortune and men's eyes," "Let me not to the marriage of true minds," "My mistress' eyes are nothing like the sun," or "Shall I compare thee to a summer's day?"
"Song: to Celia" by Ben Johnson
"To His Coy Mistress" by Andrew Marvell
William Blake: "The Tyger" or "The Lamb"
"A Red, Red Rose" by Robert Burns
William Wordsworth: "The world is too much with us," or "Composed upon Westminster Bridge, September 3, 1802"
"Kubla Khan" by Samuel Taylor Coleridge
"She walks in beauty" by Lord Byron
"Ozymandias" by Percy Bysshe Shelley
John Keats: "When I have fears" or "Ode on a Grecian Urn."
"How do I love thee? Let me count the ways" by Elizabeth Barrett Browning
"The Raven" by Edgar Allan Poe
Any poem from Leaves of Grass by Walt Whitman
"Jabberwocky" by Lewis Carroll
"When I read Shakespeare" by D. H. Lawrence
"I, Being Born a Woman and Distressed" by Edna St. Vincent Millay
A. E. Housman: "When I was one-and-twenty," or "To an Athlete Dying Young"
"The Wild Swans at Coole" by William Butler Yeats
E.E. Cummings:"anyone lived in a pretty how town," or "i thank You God for most this amazing." William Carlos Wiilliams: "The Red Wheelbarrow," and "Spring and All," or "Landscape with the Fall of Icarus
"Dulce et Decorum Est" by Wilfred Owen
****"The Starry Night" by Anne Sexton and "The Starry Night" by Vincent van Gogh and "Vincent" by Don McLean (poem)
***"Vermeer" by Stephen Mitchell and "Young Woman with a Water Jug" by Jan Vermeer
***"tuesday 9/11/01" by Lucille Clifton and "Disbelief" by Lun-Yi Tsai
"Musee des Beaux Arts" by W.H. Auden
*"From Ecclesiastes: 3. 1-8" and "Turn! Turn! Turn! " by Pete Seeger
*"Richard Cory" by Edwin Arlington Robinson and "Richard Cory" by Paul Simon
*"This Land is Your Land" by Woody Guthrie
*Amazing Grace" (hymn) and "Amazing Grace" by John Newton
"Do not go gentle into that good night" by Dylan Thomas
Seamus Heaney: "Digging" or "Mid-term Break"
"Elegy for My Father, Who is Not Dead" by Andrew Hudgins
Sharon Olds: "Size and Sheer Will," "Rite of Passage," or "35/10"
Mary Oliver: "Poem for My Father's Ghost," "When Deah Comes," "The Journey," "A Meeting," or "At Great Pond"
Sylvia Plath: "Blackberrying," "Metaphors," or "Morning Song."
Billy Collins: "Introduction to Poetry," "The History Teacher," or "My Number."



Monday, Dec. 16-Wednesday, Dec. 18: Mastery Objective (MO) Students will be able to explicate (analyze) a Shakespearean sonnet within ten minutes using TPCASTT and respond to an AP essay prompt by analyzing a sonnet.
AGENDA: Monday Warm-up: Read Shakespeare sonnet #73
Compare Shakespeare's sonnet 129 explications with a peer. Brandon and Alyssa should lead the group, then explicate Shakespeare Sonnet #73 with a peer.
If time, class discussion.

Shakespeare Sonnet #73
That time of year thou mayst in me behold
When yellow leaves, or none, or few, do hang
Upon those boughs which shake against the cold,
Bare ruin'd choirs, where late the sweet birds sang.
In me thou seest the twilight of such day
As after sunset fadeth in the west,
Which by and by black night doth take away,
Death's second self, that seals up all in rest.
In me thou see'st the glowing of such fire
That on the ashes of his youth doth lie,
As the death-bed whereon it must expire
Consumed with that which it was nourish'd by.
This thou perceivest, which makes thy love more strong,
To love that well which thou must leave ere long.


Class discussion.
HMWK: Choose another sonnet and try explicating it using TPCASTT in ten minutes. There should be notes all over the page/poem.

Monday Warm-up: Pick up Crime and Punishment .
Begin reading introduction of novel. Shakespeare sonnet quiz! <#18>
Set up timeline for reading Crime and Punishment .

Tuesday Warm-up:
Crime and Punishment
Explicate "In a Station of the Metro" by Ezra Pound.
HmWk: Explicate one of the poems in the list above.

Wednesday Warm-up: Share explications.
Q & A re explications. Discuss poetry handouts.
Crime and Punishment

Timeline for Crime and Punishment
Introduction, Part One Chapters 1-2 (pages 1-23) Due 12/18
Part I Chapters 3-7 (pages 23-74), Part Two Chapters 1-7 (pages 75-165) Due 1/2/-2014
Part Three Chapters 1-3 (pages 167-199) Due Jan. 6
Part Three Chapter 4-5 (pages 199-227) Due Jan. 8
Part Three Chapter 6 (pages 227-235) Due Jan. 10
Part Four Chapters 1-2 (pages 235-259) Due Jan. 13
Part Four Chapters 3-4 (pages 259-280) Due Jan. 15
Part Four Chapters 5-6 (pages 280-303) Due Jan. 17
Part Five Chapters 1-3 (pages 303-342) Due Jan. 21
Part Five Chapters 4-5 (pages 342-369) Due Jan. 22
Part Six Chapters 1-2 (pages 369-390) Due Jan. 24
Part Six Chapters 3-8 (pages 390-450) Due Jan. 27
Epilogue to be read in class (pages 451-465)



Happy Holidays! ... Joyeuses Fêtes! ... Felices Fiestas! ... Trevlig Helg! ... Boas Festas!... Mutlu Bayramlar!... Sarbatori Fericite! ... Jie Ri Yu Kuai ... Tanoshii kurisumasu wo! (Have a happy Christmas) ... Buone Feste! ... Forhe Feiertage ... Prettige feestdagen ... Hau'oli Lanui (pronounced how-oh-lay la-new-ee) ... Beannachtaí na Féile ... Selamat Hari Raya! ... Sretni praznici!


Thursday, Jan. 2 (Friday, Jan. 3 - snowday): Mastery Objective (MO) Students will be able to analyze AP essays of "The Death of a Toad" by Ezra Pound by highlighting each poetic device, listing the supporting examples, and explaining how the thesis answers the prompt.
AGENDA: Warm-up: Review "The Death of a Toad" handouts.
Small group (5 people) assignment and discussion.
1. One person in each group will choose one of the essays and state the poetic devices used and support their conclusion with supporting documentation.
2. The last person in the group will explain how the thesis answers the prompt and the structure of each of the four essays.
3. Once the individual's task is complete, the group will share their combined knowledge with their group members.
4. On chart paper, group members will list the poetic devices for each essay and explain how the structure of the essay supported the thesis. (Monday, Jan. 6).
HMWK: C & P; Due Monday: "In a Station of the Metro" by Ezra Pound: highlight the main points; underline what you might use to respond to a prompt (your "poetic" choice), and write your opinion about how the poem was broken down.
Possible C&P quiz on Monday.


Monday, Jan. 6: Mastery Objective (MO) Students will be able to write the outline for an essay for "In the Station of the Metro" by Ezra Pound.
AGENDA: Warm-up: Read Handout on Poetry Explication
Quick discussion of handout.
Essay outline (individual work).
Multiple choice Poetry Quiz
HMWK: Read C&P + 2 worksheets re Part I; Finish Poetry multiple choice quiz and take Multiple Choice Prose Passage #2.

Tuesday, Jan. 7: Mastery Objective (MO) Students will be able to analyze their multiple choice wrong answers for Poetry #3 and Prose #2.
AGENDA: Warm-up: Take the Multiple Choice Poetry test #4.
Go over the correct answers for the three multiple choice tests.
Students will analyze their wrong answers in small groups. Answer sheets will be turned in.
Independent work re "diction, stanza and line structure, meter, rhythm, imagery, etc" using a Wordle + examples in a creative way. Go to http://www.wordle.net/ to create a wordle after you have researched your poetry devices thoroughly. Be ready to explain your work.
HMWK: C & P; Wordle + examples; Multiple Choice Prose #3
***EXTRA CREDIT*** Create a Wordle for TPCASTT

Wednesday, Jan. 8: Mastery Objective (MO) Students will be able to analyze their multiple choice wrong answers for Prose #3 and Prose #4.
AGENDA: Warm-up: Take multiple choice Prose #4
Analyze wrong answers to Prose #3 and #4
Presentations re Poetic devices
HMWK: Read C&P; worksheets re Part 2 due Thursday

Thursday, Jan. 9: Mastery Objective (MO) Students will be able to write an essay to an AP poetry prompt in 40 minutes.
AGENDA: Warm-up: Find a comfortable place, paper and pen. Take a deep breath. Review Poetic devices and TPCAST.
Write essay
HMWK: Read C&P; Worksheets
Friday, Jan. 10: Mastery Objective (MO) Students will be able to analyze previous AP prompts for essay outlines.
AGENDA: Warm-up: Bubbling for Saturday
MC discussion
Poetry prompt analysis
HMWK: Read C&P


Monday, Jan. 13: Mastery Objective (MO) Students will be able to take notes as their peers present poetic device "Wordles" and examples.
AGENDA: Warm-up: C&P or self-analysis of Mock Exam
Mock Exam whole class Discussion
Presentations
MC analysis (to be continued during Warm-up on Tuesday) HMWK: Read C&P

Tuesday, Jan. 14: Mastery Objective (MO) Students will be able to respond to their peers' comments re Crime and Punishment through a teacher-generated Blog.
AGENDA: Warm-up: MC analysis or if finished AP Lit. Vocab Quia assignment (AP Literary Vocabulary Java game)
Class comments through Blog
Crime and Punishment discussion. Handouts Part I and II graded. Essay on Thursday.
HMWK: Essay return and discussion. Self analysis of class essay vs homework and peer commented essay in a PS statement to be turned in with all grades listed. Mine (class essay), peers (homework essay), and your own (homework essay, PLUS a final overall grade you believe you should get and why.
Read C&P handouts Part III

Wednesday, Jan. 15: Mastery Objective (MO) Students will be able to discuss Crime and Punishment in small groups and answer the handout questions.
AGENDA: Warm-up: Poetic Devices Quia assignment
Class comments through Blog due Friday
Essay "defense" and comparison due today.
Crime and Punishment discussion. Handouts Part III discussion. C&P essay on Thursday.
HMWK: Read C&P handouts Finish Part III handout assignment; AP Lit. Vocab Quia assignment (AP Literary Vocabulary Java game) - 10 minutes.

Thursday, Jan. 16: Mastery Objective (MO) Students will be able to write an essay to a prompt dealing with Crime and Punishment .
AGENDA: Warm-up: Quia.
Essay and PS statement
HMWK: Read C&P; AP Lit. Vocab Quia assignment (AP Literary Vocabulary Java game) - 10 minutes.
Crime and Punishment Part III due Friday. Two detailed and cited BLOG responses to peers due Friday.
Friday, Jan. 17: Mastery Objective (MO) Students will be able to finish their presentations on poetic devices..
AGENDA: Warm-up: AP Lit. Vocab Quia assignment (AP Literary Vocabulary Java game)
Poetic Device presentations.
Crime and Punishment Part III due today. Two detailed and cited BLOG responses to peers due today.
HMWK: Read C&P.


Tuesday, Jan. 21: Mastery Objective (MO) Students will be able to compare answers to Parts 2 and 3 of Crime and Punishment adding to their own knowledge with additional notes.
AGENDA: Warm-up: Find 1 passage in Part 3 and Part 4 that epitomizes that section. Share with a partner.
C&P discussion
Small group work re Parts 2 & 3. Begin answering Part 4 questions. Finish for homework for Thursday.
HMWK: C&P reading and questions for part 4.

Wednesday, Jan. 22: Snow day
Thursday, Jan. 23: Mastery Objective (MO) Students will be able to analyze Part 5 of Crime and Punishment by creating questions and a matching set of character's and activities.
AGENDA: Warm-up: Take graded C&P essays - read yours to a partner. Self-analyze their paper with one major thing they could have done to improve its contents.
Finish presentations: Jessica, Mike, Cam P., Ethan
Working with a partner create questions and matching for Part 5 of C&P.

Friday, Jan. 24: Mastery Objective (MO) Students will individually be able to answer student-created questions for Part 5 of Crime and Punishment.
AGENDA: Warm-up: MC Poetry #5.
C&P quiz from student generated questions
C&P Discussion
Dream handout
HMWK: Finish reading Part 6 of C&P for Monday.


Monday, Jan. 27: Mastery Objective (MO) Students will be able to explain the conclusion to Crime and Punishment, then read orally the Epilogue.
AGENDA: Warm-up: Poetry MC in groups of 3-4.
Crime and Punishment: Write one sentence summarizing each of the eight chapters of Part 6.
Begin reading the epilogue orally on class.

Tuesday, Jan. 28: Mastery Objective (MO) Students will be able to compare the time of Raskolnikov's trial to a current trial in the US.
AGENDA: Warm-up: Write your opinion of the trial and its conclusion.
Research trials and possible outcomes if Raz was tried today. Write up at least two different scenarios.

Wednesday, Jan. 29: Mastery Objective (MO) Students will be able to research murder please and insanity please based on Raskolnikov's "trial" and decide whether the Russian punishment fit the crime.
AGENDA:
Warm-up: Look up murder please and insanity please. Gather as much information as possible in 15 minutes.
Group discussion of pleas.
finish Chapter 2 of Epilogue.
Dept. essay on Thursday.

Thursday, Jan. 30: Mastery Objective (MO) Students will be able to write an AP-style essay based on a department AP-style prompt and write a PS statement that really analyzes the essay.
AGENDA: Warm-up: Find a comfortable spot and have paper and pen ready.
Essay
PS Statement
HMWK: MC Prose #4; C&P: 1) Describe each of the following characters in 2-3 sentences in your own words. Raskolnikov, Pulkheria Alexandrovna, Razumikhin, Alyona Ivanovna, Lizaveta Ivanovna, Marmeladov, Sonya, Svidrigaylov and Marfa, Zosimiv, Zametov, and Porfiry Petrovich. 2) What does "prestuplenie" mean? Explain its origins and connections to the novel. 3) Read pages 470-482. List five informative comments and explain why you picked them.
C&P Review on Friday: bring your books and your homework!

Friday, Jan. 31: Mastery Objective (MO) Students will be able to take notes on a review of the novel Crime and Punishment.
AGENDA: Warm-up: Compare answers to MC Prose #4.
C&P review for test on Monday. "Dreams/Trial"
HMWK: Study for C&P test. Read pages 609-612. "The Problem of Guilt in Dostoevsky's Fiction"
Last ten minutes: The "Champeen Challenge"


Monday, Feb. 3: Mastery Objective (MO) Students will be able to take a test on the novel Crime and Punishment and get at least a 70%..
AGENDA: Warm-up: Find a comfortable place in the classroom. Have a pencil/pen with you.
Test
HMWK: Bring in your book to turn in. Next reading assignment: Hamlet

Tuesday-Wednesday, Feb. 4-5: Mastery Objective (MO) Students will be able to analyze two AP Q1 poetry prompts in preparation of writing to a Q1 poetry prompt..
AGENDA: Warm-up: Read"Icarus" and Wolsey's speech.
Annotate the poem and speech in preparation for writing an essay to the prompt.
Group work. Compare the essay with your annotations.
Closing: Read each of the Q1 prompts and underline what the prompt is asking of the student.
Read "The Craft of Poetry - Poetic Structures." Find an example of each form with a partner. (epic, ode, ballad, sonnet, villanelle, haiku, free verse)
Sharing
HMWK: Read "The Craft of Poetry" and Helen Vendler's "Poems, Poets, Poetry: An Introduction and Anthology." Highlight important points. Write no more than a one page summary.

Thursday, Feb. 6: Mastery Objective (MO) Students will be able to write an essay in response to an AP Q1 poetry prompt..
AGENDA: Warm-up: Find a comfortable place in the classroom with paper and a pen.
Write an essay to Q1 poetry prompt.
HMWK: MC Poetry #6

Friday, Feb. 7: Mastery Objective (MO) Students will be able to analyze a peer's essay using a class created rubric..
AGENDA: Warm-up: MC Poetry #7
Group defense of MC answers for #6 and #7. Class generated essay rubric.
Peer analysis.
HMWK: Hamlet


Monday, Feb. 10: Mastery Objective (MO) Students will be able to take notes on peer presentations of Q1 (poetry prompts) in preparation for a poetry prompt essay..
AGENDA: Warm-up: Fill in a TPCASTT for one of your poems to be turned in.
Peer presentations
Hamlet introduction. Reading schedule.
Read vii-xv and xviii-xxxvi + Act I Scene 1 (pages 3010)
HMWK: finish reading for homework.

Tuesday, Feb. 11: Mastery Objective (MO) Students will be able to take notes on peer explication presentations of Q1 (poetry prompts) in preparation for a poetry prompt essay..
AGENDA: Warm-up: Set up Poetry Explications and get ready to take notes. If done ... read Hamlet
Peer presentations.
Polonius letters to be opened and discussed.
HMWK: Read Hamlet

Wednesday, Feb. 12: Mastery Objective (MO) Students will be able to take notes on peer explication presentations of Q1 (poetry prompts) in preparation for a poetry prompt essay and take notes on background information for Hamlet..
AGENDA: Warm-up: Prepare for computer presentations and read critically the handout.
Presentations
Hamlet "drew" questions. Agree/disagree/neutral.
HMWK: Choose one set of paired poems from the AP list. Explicate and bring in on Friday.

Thursday, Feb. 13: Mastery Objective (MO) Students will be able to listen to a guest lecturer and participate..
AGENDA: Guest lecturer
Canceled due to snow!!!! :-(

Friday, Feb. 14: Mastery Objective (MO) Students will be able to review Act I and begin orally reading Act II of Hamlet.
AGENDA: Warm-up: Read pages 145-147. Jot down your interpretation/thoughts/tone/ideas about the Q1 speech at the end of page 145. Then read the rest and do the same thing after reading the revised Q2 speech.
Discussion of Act I
Q & A
Begin orally reading Act II.
HMWK: Read Acts II and III for homework over vacation.
Happy Valentine's Day!


February Break



Monday, Feb. 24: Mastery Objective (MO) Students will be able to take notes on Act II and II of Hamlet during class discussion and oral readings..
AGENDA: Warm-up: Three people prepare to present Poetry Explications. Briefly analyze either Hamlet or the King based on what you already know.
Discussion about Acts II and III. Oral readings of favorite scenes.
2-3 Poetry presentations.
HMWK: Read Act IV Scenes 1-2 for Tuesday. See easel for additional assignment.

Tuesday, Feb. 25: Mastery Objective (MO) Students will be able to write and AP style essay on an excerpt from Hamlet..
AGENDA: Warm-up: Find a comfortable place with pen and paper for the essay.
Essay - 40 minutes
PS Statement 10-15 minutes. (Real analysis, no whining allowed.) :-)
HMWK: Read Act IV scene 3-4. Compile notes on Hamlet's sanity.

Wednesday-Thursday, Feb. 26-27: Mastery Objective (MO) Students will be able to analyze their own Mock Exams and list three priorities they plan to work on based on their exam scores..
AGENDA: Warm-up: 1 Poetry Presentation each day unless time allows for more.
Mock Exam analysis.
HMWK: Finish Act IV. Begin charting Hamlet's senility.

Friday, Feb. 28: Mastery Objective (MO) Students will watch the one-act play And and take note of the tone, use of sound and light, and movement in a play..
AGENDA:
Play in Bray Auditorium
Act IV of Hamlet should be finished by Monday. HMWK: Finish Act IV and follow the five items listed on the easel paper in the classroom. (List all rhetorical questions. Keep a character sketch. Track Hamlet's psychological state of mind [sane/insane]. Keep a list of famous quotes [who said, to whom and meaning]. Note the shifts in power.)


Monday, March 3: Mastery Objective (MO) Students will be able to make a detailed plan of attack for the MC and Questions 1-3 after finalizing discussion in small groups and creating a class list of items..
AGENDA:
Warm-up: Poetry presentation or Read Act V of Hamlet.
Poetry Presentation - Students take notes as poem is presented.
Q3 discussion: small group and class generated list.
If time, Act IV discussion.
HMWK Read Act V, scene i (pgs. 119-129)

Tuesday, March 4: Mastery Objective (MO) Students will be able to read scenes from Hamlet and understand the dynamics of revenge/vengeance/ and character's intent, along with results..
AGENDA:
Warm-up: Poetry presentation
Orally read Act 5 scene ii.
Questions for Act V given out ... due Thursday.
Fever (Sane/insane) project handed out. Due Monday: Can do a PowerPoint, Weebly, Prezi, poster, or animoto.

Wednesday, March 5: Mastery Objective (MO) Students will be able to begin their Fever Project making connections to Hamlet's sanity/insanity and the shifts in power..
AGENDA:
Warm-up: Log-on
Independent work on Fever Charts! Assignment handed out on Tuesday.

Thursday, March 6: Mastery Objective (MO) Students will act out the final scene from Hamlet and understand the dynamics of revenge/vengeance/ and character's intent, along with the final results of the play..
AGENDA:
Warm-up: Poetry Presentation from sign-up; drop off homework from Tuesday (Hamlet Act V questions)
Act V Scene ii Assigned parts with action

Friday, March 7: Mastery Objective (MO) Students will be able to listen to a guest lecturer and participate..
AGENDA: Guest lecturer
Redo of cancellation due to snow!!!! :-(
HMWK: Fever Projects due on Monday. Be ready to present! Blog question will go up this weekend; not due until after the project is completed.


Monday-Tuesday, March 10-11: Mastery Objective (MO) Students will be able to present their Fever Charts from Hamlet showing Hamlet's sanity/insanity and the shifts in power because of Hamlet's actions..
AGENDA:
Warm-up: Upload to computers if technology used. Write down three things you learned from Mr. Sheehan's lesson on Friday.
Presentations. Rubric to be completed for at least four peers.
HmWk: Blog re Hamlet. Due Wednesday. Don't forget you need citations!

Wednesday, March 12: (1/2 day) Mastery Objective (MO) Students will be able to take notes as the class reviews the play Hamlet in preparation for a final on Thursday..
AGENDA:
Warm-up: List all questions you still have about the play.
Be sure you have finished blogging to one of the questions and at least two of your peers.
Review.

Thursday, March 13: Mastery Objective (MO) Students will be able to choose two poems that are "paired," analyze them using compare/contrast and either TPCASTT or DIDLS, and present to the class..
AGENDA:
Warm-up: Log in to your computer.
Blogs due on Hamlet.
Find two "paired" poems. Work as a pair and analyze them then compare to an online analysis. Decide how to present to the class.
Presentations begin.

Friday, March 14: Mastery Objective (MO) Students will be able to present analysis for paired poems..
AGENDA:
Warm-up: Turn in analysis of Sonnet #1 plus random poem given on Thursday (DIDLS or TPCASTT).
Presentation of Hamlet Insanity/Sanity finalists. upload to screens.
Rubric used to vote on top three projects.
Presentations of Paired Poetry analysis. HMWK Mastery Objective (MO) for take home online test:Students will be able to take a final on Hamlet and earn at least a 75%. Must be completed by midnight Monday night! First link under Quizzes below. You may use the play or the Internet to help find the answers you do not remember. You may NOT use each other. This is a timed test. You will be kicked off after two and a half hours.


Monday, March 17: Mastery Objective (MO) Students will be able to complete three AP multiple choice handouts within 40 minutes..
AGENDA:
Warm-up: Analyze using notation the handout. Turn it in. 10 minutes only.
Multiple Choice quiz handouts. Complete individually in 40 minutes or less. Turn in.
HMWK: Read a book on your list this week. Hamlet final due by midnight tonight.

Tuesday, March 18: (3 hours) Mastery Objective (MO) Students will be able to analyze the three AP multiple choice tests taken on Monday in small groups, then rewrite their plan prioritizing based on their scores..
AGENDA:
Warm-up: Analyze a poetry AP handout using notation. Turn it in. 10 minutes only.
Multiple Choice quiz handouts. Complete individually in 25 minutes or less. Turn in.
HMWK: Continuing reading a book on your list this week.

Wednesday, March 19: (3 hours) Mastery Objective (MO) Students will be able to take an AP mock exam..
AGENDA:
Warm-up: Pen and comfortable desk. Exam.
Turn in the exam. DO NOT TAKE IT HOME!!!!!
HMWK: Continuing reading a book on your list this week.

Thursday, March 20: Mastery Objective (MO) Students will be able to finish any presentations from the previous week..
AGENDA:
Warm-up: List three things you were not happy with during the exam. revise your plan!
Discussion.
Poetry presentations.
HMWK: Continuing reading a book on your list this week.

Friday, March 21: (3 hours) Mastery Objective (MO) Students will be able to watch Hamlet and write an essay using their own thesis comparing the play to the text using Hamlet's insanity/sanity chart and the shifts in power..
AGENDA:
Warm-up: Get ready for movie in Mini-Aud. Bring thesis. Watch the movie. Take notes based on own thesis.
HMWK: Write the full essay. This is untimed!
Finish the book of choice before Monday; update Book board! We begin Waiting for Godot on March 24.


Monday, March 24: Mastery Objective (MO) Students will be able to characterize Vladimir and Estragon from Waiting for Godot..
AGENDA:
Warm-up: Describe one of the U-Tube videos watched over the weekend re Waiting for Godot. Characterize the two main characters based on what you watched. List any questions you have.
Discussion. Class list of best videos.
Orally read the play.
HMWK: Research "Theater of the Absurd." Write a one page single spaced cited paper on this genre. You must have at least three sources. Include a bibliography at the end. You may cite or use footnotes. Due Tuesday.

Tuesday, March 25: Mastery Objective (MO) Students will be able to share their knowledge of the "Theater of the Absurd" through small group work..
AGENDA:
Warm-up: Explain how Waiting for Godot is a prime example of "Theater of the Absurd."
Discussion of "Theater of the Absurd."
Orally read the play.
HMWK: Continue reading the play.

Wednesday, March 26: [9:05-10:20] Mastery Objective (MO) Students will be able to watch U-Tube clips of Waiting for Godot and write character analyses for Pozzo and Lucky..
AGENDA:
Warm-up: Watch the class list of U-Tube videos for Waiting for Godot for ten minutes. focus only on the characters Lucky and Pozzo.
Type a character analysis for both Pozzo and Lucky with a partner. Turn it in with both partner's names on it.
Quietly read the play.
HMWK: Be sure to have completed through page 86 by Friday.

Thursday, March 27 Finals - no AP Lit. class. 1/2 day.

Friday, March 28: 1/2 day. Mastery Objective (MO) Students will be able to finish presenting the paired poetry analysis.
AGENDA:
5 minutes to get it together.
presentations. Students take notes on the poems.
HMWK: Design a stage for Waiting for Godot using any technology or physical prototype for the play. Due Monday.


Monday, March 31: Mastery Objective (MO) Students will be able to read the final pages of the play beginning on page 87 and discuss the elements of a stage design for the play.
AGENDA: Warm-Up: Turn in the Stage designs.
Oral reading of the final pages of the play.
Discussion of the stage designs.
HMWK: Blog.

Tuesday, April 1: Mastery Objective (MO) Students will be able to discuss the absurdism of Waiting for Godot and respond in small groups to discussion questions.
AGENDA: Warm-Up: Design presentations.
In small groups students will respond to a discussion question. They will then, as a group, write a thesis to their assigned question.
Each student, individually, will then write the introduction and first body paragraph to the prompt citing evidence from the play.
HMWK: Students will blog to two of their peers' original comments citing evidence from the play to support their responses.
Wednesday, April 2: Mastery Objective (MO) Students will be able to take two multiple choice passages and defend their answers.
AGENDA: Warm-Up: Read the responses to your comments on the Blog site.
Take the MC tests. (20 minutes)
Defend your answers with one other person.
Score the MC.
Thursday, April 3: Mastery Objective (MO) Students will be able to use the MC passages from Wednesday and identify which type of questions they are missing and compare these to previous lists.
AGENDA: Warm-Up: Review the MC passages from Wed.
Identify which type of questions are wrong. Write three rationales.
Choose another poem from an 18th or 19th century poet and analyze it with a partner. Write both a prompt for the poem and a thesis to answer the prompt. Turn in on Friday.

Friday, April 4: Mastery Objective (MO) Students will be able to edit, revise, and finalize the essay from Tuesday.
AGENDA: Warm-Up: 1 Poetry presentation.
Essay writing. Turn it in.


Monday, April 7: Mastery Objective (MO) Students will be able to defend their 2008 AP multiple chpice answers.
AGENDA: Warm-Up: Pick up exam. Discussion re return of Hamlet's essay and citing.
Defending MC answrs
Class discussion ... List 1 thing that stood out that student did wrong.
HMWK: Choose two poetry examples and complete using TPCASTT. Don't use one you already have done. This is due Wednesday.

Tuesday, April 8: Mastery Objective (MO) Students will be able to compare their essays to the AP rubric, then grade a peer's essays using the rubric.
AGENDA: Warm-Up: Pick up exam.
In groups of 4, grade your own essays, then swap with a peer and grade one of theirs. Mark two things: 1. something the student did really well and 2. something that could have been improved by ...
Keep swapping, until each person has had their essay graded by a different person. Then average your peer's grade with yours.

Wednesday (1/2 day)-Thursday, April 9-10: Mastery Objective (MO) Students will be able to teach peers about their poem.
AGENDA: Warm-Up: Teach another student one of your poems with an explanation of how the poem was analyzed. Reverse your positions. Move to another student and repeat the procedure three times for a total of four.
Poetry analysis discussion
Write a prompt for each of the poems.
Class sharing.
Students will choose the best prompt. Student led discussion on each prompt. One for each poem chosen.
HMWK if not enough time: 1. Look up one AP prompt and analyze the examples given by AP.
2. Write a thesis for one of the prompts.

Friday, April 11: Mastery Objective (MO) Students will be able to write an essay using the thesis from the poetry assignment.
.
AGENDA: Warm-Up: Find a comfortable place.
Essay
PS statement.
Alternative assignment for those going to prom: Look up an AP Q3 and analyze the examples.
Do the times essay at home. Due Monday.


Monday, April 14: Mastery Objective (MO) Students will be able to edit a peer's poetry prompt essay using appropriate feedback and making accurate corrections.
.
AGENDA: Warm-Up:Swap papers with someone you usually don't work with.
*Peer edit their paper using the regular 1-9 AP rubric. Correct spelling, grammar and mechanical errors and give written constructive feedback. Put a 1-9 (can use + and -) on their paper. Be sure to sign your own name showing who edited the essay.
Return their paper. Spend the rest of class editing your own paper, using the feedback and your own editing as a guide to improve your paper. Staple the original edited version to the newly typed version and place in the InBox.
HMWK: Analyze one AP question (Q1, Q2 or Q3) and the examples. This should be the third prompt you have analyzed. Be sure you have one analysis for each question. Bring to class on Tuesday for sharing.

Tuesday, April 15: Mastery Objective (MO) Students will be able to share their analyses of AP questions 1-3 with small groups.
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AGENDA: Warm-Up: Read the following AP Prompt. In fifteen minutes outline how you would answer it. Include the novel/play you would choose, the thesis, and a bulleted list of examples. Do not include evidence.

In The Writing of Fiction (1925), novelist Edith Wharton states the following:
At every stage in the progress of his tale the novelist must rely on what may be called the illuminating incident to reveal and emphasize the inner meaning of each situation. Illuminating incidents are the magic casements of fiction, its vistas on infinity.
Choose a novel or play that you have studied and write a well-organized essay in which you describe an "illuminating" episode or moment and explain how it functions as a "casement," a window that opens onto the meaning of the work as a whole. Avoid mere plot summary.

Turn in your prompt outline.
In groups of 3-4, share at least one of your analyses with your peers. Move in a circle, so everyone shares at least once. If time, share a second and third.
Turn in the three questions you analyzed. (If someone did the same analysis, take additional notes on your own.) Be sure to include which question from which year was analyzed. Try very hard NOT to be in a group where everyone analyzed the same prompts.
HmWk:make a list of every major novel/play you have read in the last two years.


Wednesday, April 16: Mastery Objective (MO) Students will be able to begin their personal analysis of every major novel/play they have read in the past two years to include title, author, character list with 1-2 sentence descriptions, relationships, plot, theme, motifs, and symbols.
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AGENDA: Warm-Up: Compare your list to a peer's list. Share your favorite on the list.
Begin researching through databases/Internet sources the information listed in the SWABT.

HmWk: Begin a PPT or other technology project whereby your novel/play information can be shared with the class.

Thursday, April 17: Mastery Objective (MO) Students will be able to complete a technology presentation using the major novels/plays (at least 5) they have read in the past two years to include title, author, character list with 1-2 sentence descriptions, relationships, plot, theme, motifs, and symbols.
.
AGENDA: Warm-Up: Individual work on presentations. If time, sharing will begin.


Monday, April 28-29: Mastery Objective (MO) Students will be able to present a Novel Experience to their peers using technology (Prezi, PPT, wordPress, website).
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AGENDA: Warm-Up: Discuss "Study Plan." Homework is to formulate a complete Plan for Wednesday-next Tuesday.
Independent presentations.
Wednesday, April 30: Mastery Objective (MO) Students will be able to implement their "Study Plan" for the AP Exam.
.
AGENDA: Warm-Up: Teacher check off for Study Plan.
Independent Work.

Thursday, May 1 - Tuesday, May 6: Mastery Objective (MO) Students will be able to implement their "Study Plan" for the AP Exam.
.
AGENDA:
Work with a peer if doing MC. Otherwise, work independently. Follow your Plan for the appropriate day. Anything incomplete should be finished for homework.
HMWK: "Study Plan" daily and study Novel Experience reviews (over weekend).

Wednesday, May 7: Mastery Objective (MO) Students will be able to review for the AP Exam using Ms. Bee's PPT.
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AGENDA: Warm-Up: Turn on computers.
Read through the PPT. Class questions!
HMWK: Get a good night's sleep. Be in bed by 10 p.m. Do not drink caffeine after 4 p.m. No "HOT" dates, or any kind of date for that matter, allowed! Eat a good breakfast on Thursday morning. Come prepared to do your best. Be proud of your knowledge and skills! I am! Bring two or three black or blue pens just in case! Wear your shirts!!!!!! :-)

Thursday, May 8: Mastery Objective (MO) Students will be able to take the AP Exam and earn at least a 3.
.
AGENDA: Warm-Up: You guys are awesome.


Monday, May 12- Wednesday, May 28: Mastery Objective (MO) Using Weebly, students will be able to create an in-depth research project after asking five questions about a topic they are passionate about.
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AGENDA: Warm-Up: Topic brainstorming
Discuss with peers. Choose one. Ask yourself five pertinent questions about the topic you don't know the answer to. Learn how to use Weebly. Now do the research, being sure to link all quotes and photos to their source. A MLA page should end the project. Present.


Thursday, May 29: Mastery Objective (MO) Students will be able to take the AP Final and pass with at least a 75.
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AGENDA: Warm-Up: Final!
HAVE A GREAT SUMMER!


Alto! ***** HALT ***** Arrêtez! ***** STOP ***** Stad! ***** หยุด! ***** Ma! ***** रुको! ***** Στόπ



_____________________REVIEW NOTES_______________________


Elements of Fiction: Theme/idea, symbolism/allegory, character, point of view, structure, and setting

AP Vocabulary: free verse, blank verse, couplet, quatrain, caesura, actave, alliteration, onomatopoeia,allusion, hyperbole,imagery,satire, rhetorical strategy, diction, synecdoche, structure, syntax, cacophony, euphony.


Sonnet
14 lines
10 syllables in each line
Theme: unreachable love
3 forms: Italian/Petrarchan, Spenserian, English/Shakespearian
Basic meter: iambic pentameter (stressed and unstressed syllables)


Italian Sonnet: 8 lines (octave) + 6 lines (sestet); abbaabba + cdcdcd or cddcdc or cdecde or cdeced or cdcedc
Volta: means a change in subject matter - usually found in Italian sonnets with the "turn" into the sestet

Spenserian Sonnet: invented by Edmund Spenser; rhyme scheme: a b a b b c b c c d c d e e ; famous for The Faerie Queene

Shakespearian Sonnet: 4+4+4 (quatrain) +2 lines (couplet); rhyme scheme: a b a b c d c d e f e f g g.


Glossary of Literary Terms from Bedford textbook: http://bcs.bedfordstmartins.com/litgloss/
My Quia activities and quizzes
AP Literary Vocabulary
https://www.quia.com/jg/139092.html
Shakespeare's Sonnet Vocabulary
https://www.quia.com/jg/2488122.html
The Princeton Review Hit Parade
https://www.quia.com/jg/154806.html
Language Workout #1
https://www.quia.com/quiz/3877009.html
Language Workout #2
https://www.quia.com/quiz/3877067.html
Language Workout #3
https://www.quia.com/quiz/3877194.html
Language Workout #4
https://www.quia.com/quiz/3896413.html
Hamlet/Shakespeare Test
https://www.quia.com/quiz/3411461.html
Frankenstein Vocabulary (Random)
https://www.quia.com/jg/1639681.html
Grammar Usage
https://www.quia.com/quiz/3466452.html
Canterbury Tales Final (AP)
https://www.quia.com/quiz/1746950.html
Waiting for Godot
https://www.quia.com/quiz/4216366.html
Frankenstein by Mary Shelley Final #2
https://www.quia.com/quiz/4472495.html
Kaplan SAT Vocabulary I
https://www.quia.com/jg/1457154.html
Kaplan SAT Vocabulary IB
https://www.quia.com/jg/2109836.html
Kaplan SAT Vocabulary II
https://www.quia.com/jg/1460929.html
Kaplan SAT Vocabulary II B
https://www.quia.com/jg/2137162.html
Kaplan SAT Vocabulary II A
https://www.quia.com/jg/2137127.html
Kaplan SAT Vocabulary III
https://www.quia.com/jg/1470442.html
Kaplan SAT Vocabulary IV
https://www.quia.com/jg/1476668.html
Kaplan SAT Vocabulary V
https://www.quia.com/jg/1485876.html
Kaplan SAT Vocabulary IX
https://www.quia.com/jg/1522992.html
Kaplan SAT Vocabulary VI
https://www.quia.com/jg/1491652.html
Kaplan SAT Vocabulary VII
https://www.quia.com/jg/1502683.html
Kaplan vocabulary VIII
https://www.quia.com/jg/1504403.html
SAT II_B Kaplan Vocab.
https://www.quia.com/jg/1729460.html
SAT Vocab X
https://www.quia.com/jg/1815146.html
The Princeton Review Hit Parade - (copy)
https://www.quia.com/jg/2066250.html
"V" for Victory Vocabulary
https://www.quia.com/jg/1532775.html
Words Often Misspelled
https://www.quia.com/pop/251602.html
Words Often Misspelled II
https://www.quia.com/hm/449254.html
Invisible Man Final
https://www.quia.com/quiz/5570938.html
AP Vocabulary
https://www.quia.com/jg/2731701.html
Shakespeare's Vocabulary re Hamlet
https://www.quia.com/jg/2359092.html
Vocabulary - AP
https://www.quia.com/jg/2738655.html
Crime and Punishment Vocabulary Part I
https://www.quia.com/jg/2738684.html
Crime and Punishment Vocabulary Part II
https://www.quia.com/jg/2738780.html
Crime and Punishment Vocabulary Part III
https://www.quia.com/jg/2738924.html
Crime and Punishment Vocabulary Part V
https://www.quia.com/jg/2739085.html
Crime and Punishment Vocabulary Part IV
https://www.quia.com/jg/2738942.html
Crime and Punishment Final
https://www.quia.com/quiz/5765013.html
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Last updated  2020/02/25 08:28:03 ESTHits  22568