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Date |
Today’s Lesson |
Handouts/Homework |
Turned in |
Long-Term Reminder |
| Quarter 4, Week B | ||||
| 5/5 | 5 minute introduction--practice prompt. 5th Hour
7th Hour
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Get a good night's sleep and join us for a delicious breakfast at 7:15 in the cafeteria. See you tomorrow. | Thursday's Breakfast (please be here by 7:15 in cafeteria) Get plenty of sleep this week! |
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| 5/4 | Major Works of Literature Review 5th Hour (6th)
6th Hour
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Review, review, review!!!! -Major works of literature! -literary terms, multiple choice -read passages and decipher tone/theme -look over your old essays, notes, and Socratic Seminar questions -make sure you get plenty of sleep and take care of your health! -be confident in yourself and your abilities! |
5th hour--character notecard | Thursday's Breakfast (please be here by 7:15 in cafeteria) Get plenty of sleep this week! |
| 5/3 | Major Works of Literature Review 5th Hour (6th normally)
7th hour (normally 5th)
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Review, review, review!!!! -Major works of literature! Complete the character question on a small notecard for tomorrow. Write at least three character clues on a small notecard with that character's name on the other. Bring to class Tuesday. -literary terms, multiple choice -look over your old essays, notes, and Socratic Seminar questions -make sure you get plenty of sleep and take care of your health! -be confident in yourself and your abilities! |
5th Hour (normally 6th) finished
7th Hour (normally 5th)
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Review, review, review!!!! -Major works of literature -literary terms, multiple choice |
| Quarter 4, Week A | ||||
| 4/30 | AP Peer Presentations: AP Literature and Composition Review Schedule2010 Girls, please listen attentively, participate constructively, and take copious notes.
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AP Review--pushed back until Friday, but you must email to mwilcox4@gmail.com by 8:00 today! Review, review, review!!!! You girls have worked so hard; you're almost finished. Earn the score you deserve and make sure to review. -Major works of literature -literary terms, multiple choice |
AP Review--pushed back until Friday, but you must email to mwilcox4@gmail.com Review, review, review!!!! -Major works of literature -literary terms, multiple choice |
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| 4/28 | AP Review Packet Hamlet--finish Socratic Seminar--present discussion question &/or turn in at the end of the hour (if you didn't have a chance to present). |
AP Review--pushed back until Friday, but you must email to mwilcox4@gmail.com by 8:00 4/30. Review, review, review!!!! -Major works of literature -literary terms, multiple choice |
If you were absent or did not have a chance to present, please turn in your Hamlet analysis question. | |
| 4/27 | JT--language analysis over Act V. Read/watch parts of Act IV & V |
Hamlet Finish reading the play. Everyone's demise happens very quickly. Note the order of the characters' deaths. Is this an appropriate order? Select a Hamlet SS ? and complete for Wednesday. This can consist of insight with bullet points as evidence.
Join us for the last act and tragic ending of Hamlet tomorrow during lunch study hall. Bring your lunch (you can close your eyes during the gory scenes) and watch as Horatio laments Hamlet's death with his famous line, "Now cracks a noble heart. Good night, sweet prince/ And flights of angels sing thee to they rest" (V.2.396). |
AP Review--pushed back until Friday, but you must email to mwilcox4@gmail.com Review, review, review!!!! -Major works of literature -literary terms, multiple choice |
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| 4/26 | JT--Record a brief summary of all 7 scenes in Act IV. What is most surprising? Predictable? What questions do you have? Language analysis--Act IV Sign up for selected college, AP Literature and Composition Breakfast May 6th, and plan your review with a partner. |
Hamlet Finish the play, if you can. If too much, read at least Act V.scene 1 for tomorrow. |
AP Review--pushed back until Friday, but you must email to mwilcox4@gmail.com |
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| Quarter 4, Week C | ||||
| 4/23 | JT--Where does Hamlet go from here? Is he following the orders of his father or have his own conflicts overtaken his purpose? Choice--language analysis or watch the movie.
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Hamlet Read Act IV for Monday. Pay attention to the following:
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AP Review--information provided today. If absent, see me soon. Hamlet Act IV Monday, 4/26. Act V, Tuesday, 4/27. |
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| 4/22 | Language Analysis in acts 2 & 3--small groups Watch "The Mousetrap" scene. |
Hamlet Read Act 3. Scenes 2, 3, and 4 (begin at the end of the play and finish Act 3--about 153-185). Pay attention to Hamlet's outer conflict with Rosencrantz and Guildenstern, Claudius's soliloquy, and the uncomfortable encounter between Hamlet and Gertrude.
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Present language analysis. If absent, see me for make-up work. | AP Review--information provided today. If absent, see me soon. Hamlet Act IV Monday, 4/26. Act V, Tuesday, 4/27. |
| 4/21 | Hamlet Finish discussing Act I analysis of language from yesterday. Review Act 2 plot elements and emerging themes. |
Hamlet Read Act 3.scene1 for tomorrow. We will watch the play within a play, but be sure to bring your plays to class. |
AP Review--information provided today. If absent, see me soon. Act II--wednesday, 4/21. Act III--Friday, 4/23 |
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| 4/20 | Practice prompt from Shakespeare's Henry VIII see next column for today's classwork |
In small groups, analyze your assigned sections A. Hamlet's soliloquy (I.2.133-165) repetition, motif of the rank garden, tone, and extended metaphor in lines 135-137). Also, how do the allusions to Hyperion-satyr, Niobe, and Hercules add to the meaning? How does his tone change when Horatio enters the scene? B. Laertes advice to Ophelia (I. 3. 6-48) Is this good brotherly advice? Summarize. What tone does he exhibit toward Ophelia and her relationship to Hamlet? Metaphors? How do they contribute to meaning? What is Ophelia's response? C. Polonius to Laertes (I. 3.60-87) Is this good fatherly advice? What is his tone/attitude toward the subject, diction used, metaphors, imagery? What inferences can you make about his character based on the above? D. Polonius to Ophelia (I. 3. 98-145) Is this good fatherly advice? What is his tone/attitude toward the subject, diction used, metaphors, imagery? What inferences can you make about his character based on the above? E. Hamlet's ghost to Prince Hamlet (I. 5. 49-98) Summarize what we learn from the ghost. What is his tone toward Gertrude, Claudius? Imagery? Metaphors? Any other figurative language? What inferences can we now make about Gertrude, Claudius, Hamlet?
Hamlet Homework read Act II for tomorrow. Bring your questions. |
Soliloquy paraphrase. | AP Review--information provided today. If absent, see me soon. Act II--wednesday, 4/21. Act III--Friday, 4/23 |
| 4/19 | JT--Make note of all Hamlet's puns used in lines 64-74. Comment on his ironic tone toward both the king and the queen. How has Claudius been hypocritical in his request to Hamlet (in light of what he just told Laertes)? |
Hamlet Read Act II for Wednesday. |
Continue reviewing for AP Literature Exam on Thursday, May 6th). In preparation for the review, you will be in charge of presenting one of the major works read this year. More details to come. | |
| Quarter 4, Week B | ||||
| 4/16 | Vote for class awards. Notes over changes in Elizabethan Language Shakespeare's syntax Read Act I.ii & analyze Claudius's speech--tone and meaning. |
Hamlet Carefully read the rest of Act I for Monday (there will probably be a check-for-reading quiz). Bring your questions! Also, select at least four lines from one of Hamlet's soliloquies and paraphrase meaning. Carefully look at the denotation, connotation, and figurative meaning of these lines. Write it down. If it would help to watch the play while we read it, I will be showing Kenneth Branagh's Hamlet all next week during lunch/study hall (Monday, Tuesday, Wednesday--class meeting, Thursday). |
Hamlet Act I--Monday, 4/19. Act II--wednesday, 4/21. Act III--Friday, 4/23 Continue reviewing for AP Literature Exam on Thursday, May 6th). In preparation for the review, you will be in charge of presenting one of the major works read this year. More details to come. |
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| 4/15 | JT--various scenarios introducing Hamlet. Read and respond. Hamlet-clip of scene, note the atmosphere and mood of the play. What expository information do we learn about the relationship between Denmark and Norway? Why might this be relevant?
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Hamlet re-read Act I, scenes 1&2. Pay particular attention to figures of speech (personification, similes, metaphors). |
Find Hamlet, bring to class Thursday, 4/15. Act 1 will be due 4/19 (Monday). | |
| 4/14 | Beloved in-class essay | Homework--Review for AP Literature Exam (three weeks away). Begin reviewing for AP exam. 1. Multiple choice from Cliff's AP Literature and Composition. 2. Review this year's novels/plays to prepare for Q3. 3. Review literary terms.
Bring Hamlet to class tomorrow. |
essay | Find Hamlet, bring to class Thursday, 4/15. Act 1 will be due 4/19 (Monday). |
| 4/13 | Beloved presentations! Excellent, girls.
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If you feel like you need an additional Socratic Seminar, you may join us tomorrow during lunch study hall. In-class essay over Beloved Wednesday. Review major characters, events, style, symbols, etc. |
Beloved projects and responses. | Find Hamlet, bring to class Thursday, 4/15. Act 1 will be due 4/19 (Monday). Begin reviewing for AP exam. 1. Multiple choice from Cliff's AP Literature and Composition. 2. Review this year's novels/plays to prepare for Q3. 3. Review literary terms. |
| 4/12 | JT-Imagine a time in which Beloved was challenged. What would you say in defense of the novel? Why is it important to continue reading this story? Or would you argue in favor of its removal? Are there certain times when this novel should not be taught? Explain. Socratic Seminar over Beloved |
Beloved projects due tomorrow, in-class essay on Wednesday. | Socratic Seminar discussion question over Beloved. | Find Hamlet, bring to class Thursday, 4/15. Act 1 will be due 4/19 (Monday). Begin reviewing for AP exam. 1. Multiple choice from Cliff's AP Literature and Composition. 2. Review this year's novels/plays to prepare for Q3. 3. Review literary terms. |
| Quarter 4, Week A | ||||
| 4/9 | Classtime to work on Beloved projects. | Beloved Socratic Seminar discussion question--due Monday. If you're absent today, please select one of the questions to answer for Monday. 5th Hour--Ann and Claire, please select one and email me your choice. 6th Hour--Molly, could you select #7 or #14 (these weren't taken). We'll have SS discussion on Monday, projects due Tuesday, in-class essay on Wednesday. |
Find Hamlet, bring to class Thursday, 4/15. Act 1 will be due 4/19 (Monday). Begin reviewing for AP exam. 1. Multiple choice from Cliff's AP Literature and Composition. 2. Review this year's novels/plays to prepare for Q3. 3. Review literary terms. |
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| 4/8 | JT--evaluate the ending of the novel. Exchange reading logs, discuss.
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Beloved Socratic Seminar discussion question--due Monday. If you're absent today, please select one of the questions to answer for Monday. 5th Hour--Ann and Claire, please select one and email me your choice. 6th Hour--Molly, could you select #7 or #14 (these weren't taken). We'll have SS discussion on Monday, projects due Tuesday, in-class essay on Wednesday. |
2nd partner response over Part 3 due today. | Find Hamlet, bring to class Thursday, 4/15. Act 1 will be due 4/16. Begin reviewing for AP exam. 1. Multiple choice from Cliff's AP Literature and Composition. 2. Review this year's novels/plays to prepare for Q3. 3. Review literary terms. |
| 4/7 | Part II--the interior monologues, "unspeakable thoughts, left unspoken" (235). Part II--your group questions |
Beloved Part Three, pages 281-324 due 4/8. Second Reader--your response over this section is also due. Final Beloved projects due 4/13.. Present on Tuesday. In-class essay over Beloved will be Wednesday 4/14. Next play--Hamlet. |
Final Beloved projects due 4/13. Begin reviewing for AP exam. 1. Multiple choice from Cliff's AP Literature and Composition. 2. Review this year's novels/plays to prepare for Q3. 3. Review literary terms. |
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| 4/6 | Beloved JT--the four sections of Part II (236-256) with various claims to Beloved are an experiment in narration. How do they define Beloved's significance? Explain. Exchange Beloved reading logs (partner 1, response over Part II). Discuss and create a higher level thinking question. |
Beloved Part Three, pages 281-324 due 4/8. Second Reader--your response over this section is also due. Final Beloved projects due 4/13.. Present on Tuesday. In-class essay over Beloved will be Wednesday 4/14. Next play--Hamlet. |
1st partner response over Part 2 due today. | Part Three, pages 281-324 due 4/8. Second Reader--your response over this section is also due. Final Beloved projects due 4/12. Begin reviewing for AP exam. 1. Multiple choice from Cliff's AP Literature and Composition. 2. Review this year's novels/plays to prepare for Q3. 3. Review literary terms. |
| Quarter 4, Week C | ||||
| 4/1 | Finish language analysis of Toni Morrison's Beloved. How does she examine the same exact event through the lens of so many different characters? "124 was loud" begins Part II of Beloved. Read aloud what Stamp Paid thinks, "the thoughts of the women of 124, unspeakable thoughts, unspoken" (235). Read together the series of fragmented interior monologues. |
Beloved Part Two, pages 199-277 due 4/6. 1st Reader--your response over this section is also due. |
Part Three, pages 281-324 due 4/8. Second Reader--your response over this section is also due. Final Beloved projects due 4/12. |
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| 3/31 | JT--examine a few of the class created questions over Part I Beloved. Analysis of language--examine the same incident from six different perspectives. Identify the attitude the speaker has toward the incident (Sethe's actions) and analyze Morrison's use of language to create the tone. |
Beloved Part Two, pages 199-277 due 4/6. 1st Reader--your response over this section is also due.
Beloved--try to read up to page 236 for tomorrow (II, 2). We're going to read together as a class, so try to be at that point tomorrow. Begin thinking of and working on your art piece to go along with the reader response journals. |
Part Two, pages 199-277 due 4/6. 1st Reader--your response over this section is also due. Part Three, pages 281-324 due 4/8. Second Reader--your response over this section is also due. Final Beloved projects due 4/12. |
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| 3/30 | JT--take on the persona of one of the main characters (Sethe, Paul D, Beloved, Denver) and record your observations over what has recently transpired.
Exchange reading log entry #2 (101-195) and discuss. Create two higher level thinking questions.
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Beloved Part Two, pages 199-277 due 4/6. 1st Reader--your response over this section is also due. |
Exchange reading log entry #2 (101-195) and discuss. | Part Two, pages 199-277 due 4/6. 1st Reader--your response over this section is also due. Part Three, pages 281-324 due 4/8. Second Reader--your response over this section is also due. |
| Quarter 4, Week B | ||||
| 3/26 | No JT Exchange reading logs and discuss. Finish Part I Beloved discussion. |
Read the rest of Part 1 (101-195) is due Tuesday, 3/30. 2nd Reader--your response over this section is due at the beginning of the hour. | Partner #1 reader response. | Part Two, pages 199-277 due 4/6. 1st Reader--your response over this section is also due. Part Three, pages 281-324 due 4/8. Second Reader--your response over this section is also due. |
| 3/25 | JT--record a striking passage, one that's beautifully written, elusive, or like nothing you've ever read before. Respond to it. Q&A over part 1. Question for analysis. |
Homework--Partner 1's reader response over the first section 1-100 is due tomorrow at the beginning of the hour. Read the rest of Part 1 (101-195) is due Tuesday, 3/30. 2nd Reader--your response over this section is due at the beginning of the hour. |
Part One, pages 101-195 due 3/30. 2nd reader--your response over this section is also due. Part Two, pages 199-277 due 4/6. 1st Reader--your response over this section is also due. Part Three, pages 281-324 due 4/8. Second Reader--your response over this section is also due. |
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| 3/24 | View sample Beloved projects from past years. 5-10 minutes with partner Q&A sample Beloved multiple choice questions--10 minutes to do a section. |
Beloved Read to page 100 by Thursday, 3/25. 1st partner response due at the beginning of the hour on Friday, 3/26
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Beloved multiple choice. | Part One, pages 101-195 due 3/30. 2nd reader--your response over this section is also due. Part Two, pages 199-277 due 4/6. 1st Reader--your response over this section is also due. Part Three, pages 281-324 due 4/8. Second Reader--your response over this section is also due. |
| 3/23 | JT--Write a journal entry as Sethe or Denver describing your feelings about Paul D's arrival. How will your life be impacted? or What do you think Baby Suggs means when she says, "What'd be the point [of moving]?...Not a house in this country ain't packed to the rafters with some dead Negro's grief? We lucky this ghost is a baby"(6). Finish reading chapter one of Beloved aloud. Read to page 100 by Thursday, 3/25. 1st partner response due at the beginning of the hour. |
Beloved Read to page 100 by Thursday, 3/25. 1st partner response due Friday. |
Beloved Reading Schedule Part One, pages 24-100 due 3/25. First Reader--your response over this section is due 3/26. Part One, pages 101-195 due 3/30. 2nd reader--your response over this section is also due. Part Two, pages 199-277 due 4/6. 1st Reader--your response over this section is also due. Part Three, pages 281-324 due 4/8. Second Reader--your response over this section is also due.
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| 3/22 | Thank you to those diligent students who came to class today. As I mentioned before break, we have a very tight schedule the remainder of the quarter, and I appreciate your dedication and enthusiasm. We began Beloved by Toni Morrison today and you will have a reading quiz over the first 14 pages of the novel tomorrow in class. |
Beloved--read to page 100 by Thursday. | ||
| Quarter 4, Week A | ||||
| 3/11 | Finish Wit John Donne poetry: "A Hymn to God the Father" 685 "Batter my heart, three-personed god" 760 "Death, be not proud" 889 "Hymn to God, My God, in my Sickness" 743 "The Apparition" 811
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Cliffs AP Literature and Composition multiple choice questions--do practice test #4 for after spring break. Bring Beloved to class Monday, 3/22. Have a safe, rejuvenating Spring Break. Come back ready to make a strong finish. Reminder: AP Literature and Composition Exam will be Thursday, May 6th. |
Turn in poetry analysis over John Donne poems | Cliffs AP Literature and Composition multiple choice questions--do practice test #4 for after spring break. |
| 3/10 | Continue Wit | Select one of the following John Donne poems and prepare analysis for Thursday (paraphrase and TO PASS IT). Look specifically at figures of speech, conceit, wit, paradox, irony, etc). "A Hymn to God the Father" 685 "Batter my heart, three-personed god" 760 "Death, be not proud" 889 "Hymn to God, My God, in my Sickness" 743 "The Apparition" 811 If you are going to be absent because of the music tour Thursday, please turn in before you leave or email me your analysis. |
Check Wit discussion question. Bring to class Thursday. Pass back "Blackberry Picking" or Keats/Longfellow essays. |
Cliffs AP Literature and Composition multiple choice questions--do practice test #4 for after spring break. |
| 3/9 | Wit--respond to Vivian Bearing as a character. How did your perception change over the course of the play? Watch Wit |
Answer discussion question over Wit for tomorrow. Select one of the following John Donne poems and prepare analysis for Thursday (paraphrase and TO PASS IT). Look specifically at figures of speech, paradox, irony). "A Hymn to God the Father" 685 "Batter my heart, three-personed god" 760 "Death, be not proud" 889 "Hymn to God, My God, in my Sickness" 743 "The Apparition" 811 |
Cliffs AP Literature and Composition multiple choice questions--do practice test #4 for after spring break. |
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| 3/8 | review and paraphrase: imagery symbolism allusion Divide into four groups and review/respond to Yeats' "Sailing to Byzantium"
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Finish read Margaret Edson's Wit | "Sailing to Byzantium" | English IV AP Literature and Composition multiple choice questions--do practice test #4 for after spring break. |
| Quarter 3, Week C | ||||
| 3/5 | Turn in final draft of revised poetry essay. The Villanelle Dylan Thomas "Do Not Go Gentle into That Good Night" Sylvia Plath "Mad Girl's Love Song" 991 |
Please read the following: For Monday: "Meaning and Idea" 784-789. Chapter 16 "Poetic Excellence" --"Love Song of J Alfred Prufrock" --"Sailing to Byzantium" For Tuesday, read Margaret Edson's Wit (a very short play). |
Turn in final draft of revised poetry essay. | For Monday: "Meaning and Idea" 784-789. Chapter 16 "Poetic Excellence" --"Love Song of J Alfred Prufrock" --"Sailing to Byzantium" For Tuesday, read Margaret Edson's Wit (a very short play). |
| 3/4 | Choice--you may select to peer edit your essays for 15 minutes OR Select one of the assigned poems to read, analyze, and present. "Much Madness is divinest sense" 750, "Incident" 752 "Barbie Doll" 754 "Chimney Sweeper" 756 "Ozymandias" 758 "Mid-Term Break" 764
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Using the provided rubric, revise your essay adding more thoughtful insight with apt references to the text. Final draft should be typed, double-spaced, with at least one additional page (2.5-3 full pages). Please turn in final, revised draft with the original. For Friday, read chapter 14 "Pattern" --"Do Not Go Gentle into that Good Night" |
revised poetry draft | For Monday: "Meaning and Idea" 784-789. Chapter 16 "Poetic Excellence" --"Love Song of J Alfred Prufrock" --"Sailing to Byzantium" For Tuesday, read Margaret Edson's Wit (a very short play). |
| 3/3 | JT--what is the tone in Auden's "The Unknown Citizen"? What do the final two lines suggest about the society surrounding the unknown citizen? Closely examine Auden's style and form to explain how they convey tone in the poem. "My Papa's Waltz" 1000 speaker, irony, overstatement, imagery, rhythm and effects. What are your initial impression of the father-son relationship? Record your impressions of the rough/scary father vs. loving/fun father. "Out, Out" allusion (if we have time). |
Homework--select one of your essays (Heaney or Keats/Longfellow). Using the provided rubric, revise your essay adding more thoughtful insight with apt references to the text. Final draft should be typed, double-spaced, with at least one additional page (2.5-3 full pages). Bring a copy of your revised class tomorrow for peer editing. Turn in final draft and first draft on Friday. For Friday, read chapter 14 "Pattern" --"Do Not Go Gentle into that Good Night" |
Chapter 14 "Pattern" --"Do Not Go Gentle into that Good Night" (villanelle) For Monday: "Meaning and Idea" 784-789. Chapter 16 "Poetic Excellence" --"Love Song of J Alfred Prufrock" --"Sailing to Byzantium" For Tuesday, read Margaret Edson's Wit (a very short play). |
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| 3/2 | Define and provide examples for the following terms:
W.H. Auden "The Unknown Citizen" Theodore Roethke "My Papa's Waltz" |
Read Chapter 8 Allusion (772-784) for tomorrow. Writing--revise one of your poetry essays for Thursday. Revise "Blackberry-Picking" essay or Keats/Longfellow. Bring rough draft and second draft to class Thursday. Final draft revisions due Friday.
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Chapter 8 "Allusion" --"Out, Out" Chapter 14 "Pattern" --"Do Not Go Gentle into that Good Night" (villanelle) Chapter 16 "Poetic Excellence" --"Love Song of J Alfred Prufrock" --"Sailing to Byzantium" |
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| 3/1 | Read "Because I Could Not Stop for Death" several times. Ballad meter rhythm--pay attention to shift. List those references to death/life. Multiple Choice--"Because I Could Not Stop for Death" multiple choice. Read "Weighing the Dog," "The Writer," and John Donne |
Carefully read chapter 7 Figurative Language Part 3 --"The Unknown Citizen" --"My Papa's Waltz" John Donne--yes, we'll get to this one tomorrow.
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Chapter 8 "Allusion" --"Out, Out" Chapter 14 "Pattern" --"Do Not Go Gentle into that Good Night" (villanelle) Chapter 16 "Poetic Excellence" --"Love Song of J Alfred Prufrock" --"Sailing to Byzantium" |
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| Quarter 3, Week B | ||||
| 2/26 | Finish metonymy and synecdoche. Examples on board. Read "Lucasta Going to Wars" Read/listen to Seamus Heaney's "Digging." Close your eyes and try to visualize what you hear. Group analysis over "Digging"--symbolism, imagery, sound. |
Handout--please pick up packet of literary terms from me if absent. Sign up for "symbol" poem assignment (due Monday).
Read "Figurative Language 3" chapter 7 (749-770) for Tuesday. |
Rest of poetry unit: Chapter 7 Figurative Language Pt. 3 --"The Unknown Citizen" & "My Papa's Waltz" Chapter 8 "Allusion" --"Out, Out" Chapter 14 "Pattern" --"Do Not Go Gentle into that Good Night" (villanelle) Chapter 16 "Poetic Excellence" --"Love Song of J Alfred Prufrock" --"Sailing to Byzantium" |
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| 2/25 | Read and present your analysis over your assigned figure of speech of poem. 7th Hour--finish "A Valediction Forbidding Mourning" |
Read/re-read chapter 6 "Figurative Language" (symbol and allegory) pages 725-737. Complete exercise 1-4 on page 736 for tomorrow.
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| 2/24 | Rubric and student models. Finish "A Valediction Forbidding Mourning" Your assigned poems from chapter 5 "Figurative Language"--we'll finally take a closer look today. |
Read chapter 6 in Perrines for tomorrow/Friday. | Keats/Longfellow comparative essay | |
| 2/23 | JT--using the compass, study it, make circles. After playing with the instrument, creatively list all the ways a compass could be compared to love. metaphysical conceit John Donne "A Valediction Forbidding Mourning" page 720. Define the all the words--question #1. valediction, mourning, profanation, laity, trepidation, innocent, sublunary, elemented, obliquely. Read the poem. Break into groups and paraphrase. Discuss--how do the speaker's figures of speech reveal the nature of his love? |
Keats and Longfellow poems--essay due Wednesday. Read chapter 6 for Thursday/Friday. |
Read chapter 6 for Thursday/Friday. |
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| 2/22 | "Blackberry-Picking" again. Look over the poem, analyze the techniques, identify the thematic significance ("literal description of picking blackberries but a deeper understanding of the whole experience"). Re-evaluate the student samples. Present your assigned poems.
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Figurative language exercise in anthology on page 715--due tomorrow. Keats and Longfellow poems--essay due Wednesday. Read "Figurative Language Chapter 6" for Wednesday/Thursday. |
assigned figurative language poems. | Keats and Longfellow poems--essay due Wednesday. Read "Figurative Language Chapter 6" for Thursday/Friday. |
| Quarter 3, Week A | ||||
| 2/19 | In small groups (already assigned), re-read Heaney's poem. Evaluate the student writing samples according to the attached rubric. Make sure to provide specific reasons and examples for your group's choices. |
"Figurative Language Chapter 5" Attached is the list of students and the assigned poems in the figurative language chapter (704-724). Carefully read your poem and complete a "TO PASS IT" analysis. In addition, please answer all the questions after your poem. |
evaluation of student writing samples | Read "Figures of Speech" Chapter 6 for Wednesday.
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| 2/18 | In class-essay "Blackberry Picking" | Read "Figurative Language" chapter 5 for tomorrow/Friday (704-724). | Figures of Speech Part 2, Part 3 Allusion Meaning and Idea Pattern Evaluating Poetry |
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| 2/17 | JT--list your favorite words. What word do you like to say for the sheer pleasure of the sound it creates? Read "Blackberry Eating" on page 869. Respond to the poem. Describe the blackberry I gave you. Analyze the poem by completing the TO PASS IT With a partner, analyze the sound devices and their effect on meaning. Answers to exercises on page 871-872. |
Read "Figurative Language" chapter 5 for tomorrow/Friday (704-724). In-class poetry essay tomorrow. To prepare for the essay, review your literary terms. Also, re-read and review poems we haven't discussed to understand elements of poetry and the devices used to create meaning. |
Figures of Speech Part 2, Part 3 Allusion Meaning and Idea Pattern Evaluating Poetry |
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| 2/16 | List a number (at least 10) of emotional states (use that tone list for ideas). From the list, select five or six emotional states and create phrases that work to reflect or support the emotion (cacophony for anger, euphony for such emotions as serenity or joy). Review sounds devices, use your glossary for definitions. Using the poems in chapter 13, look for at least three separate examples demonstrating your assigned sound device. Go over "Sound" poems |
Homework--complete the activity on page 871-872 for class tomorrow. Read Chapter Five "Figurative Language 1" in Perrine for Thursday. |
Figures of Speech Part 1, Part 2, Part 3 Allusion Meaning and Idea Pattern Evaluating Poetry |
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| Quarter 3, Week C | ||||
| 2/12 | Go over exercise 1, page 849-850. Remember--be able to identify blank verse (unrhymed iambic pentameter). see column to the right |
Poems discussed in class: "Had I the Choice" 852 "The Aim Was Song" 852 "Old Ladies' Home" 854 "To a Daughter Leaving Home" 856 "A Blessing" 856 Read chapter 13 for Tuesday (the most important chapter of the three on sound devices). |
Kairos Girls--please read the following: Musical Devices (11), Rhythm and Meter (12), Sound and Meaning (13) |
Read chapter 13 for Tuesday "Sound and Meaning" |
| 2/11 | Clip from Bright Star--scene when Keats eloquently explains the purpose of poetry to Fanny. Record your full name. Divide into syllables and figure out where the stress of each syllable rests. What kind of meter is it? Discuss purpose of sound in "The Rime of the Ancient Mariner"
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Chapter 12 "Rhythm and Meter" complete exercise 1, page 849-850. (a-j). | Read chapter 13 for Tuesday "Sound and Meaning" | |
| 2/10 | Present your response to yesterday's journal topic in small groups. Today's lesson: see column to the right.
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Nursery rhymes, tongue twisters, etc. What did you enjoy as children? What kind of pleasure does the musical sounds create? Take notes on the following:
Look at a few poems in depth: "Theme for English B" 976 "The Eagle" 635 "The Apparition" 811 If time listen and read Samuel Taylor Coleridge's "Rime of the Ancient Mariner" (not in anthology). Tonight--read chapter 12 "Rhythm and Meter" |
Poetry this week: Musical Devices (11), Rhythm and Meter (12), Sound and Meaning (13) |
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| 2/9 | Finish discussion of "Church-Going" and "Dover Beach" JT--practice prompt comparing the tone and diction of each poem and how the poems treat questions of religion and faith. |
Review and record literary terms in chapter 11 "Musical Devices"
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Poetry this week: Musical Devices (11), Rhythm and Meter (12), Sound and Meaning (13) |
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| 2/8 | Continue Tone activities: 1. "My mistress' eyes are nothing like the sun" Which of the two voices was more appropriate? love and adoration or disdain? Read Dickinson's "I felt a funeral, in my brain" with a cheerful, lighthearted tone to a partner. Describe the effect.
Read "Dover Beach" and "Church Going" Class will be divided into two groups. Within those two groups, divvy up the questions at the end of the poems. Answer and present.
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Homework Read chapter 11 "Musical Devices" (818-833) for tomorrow. In preparation for this chapter, bring in a favorite childhood nursery rhyme.
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2nd Time Around--please turn in a hard copy and email me a copy with the subject heading, "2nd Time Around" (mwilcox@ndsion.edu) |
Poetry this week: Musical Devices (11), Rhythm and Meter (12), Sound and Meaning (13) |
| Quarter 3, Week B | ||||
| 2/4 | Sample excerpts from poems--imagery and tone. Finish "To Autumn" Read "My mistress' eyes are nothing like the sun" using two voices (the first with love and adoration, the second with disdain). Sketch your impression of his mistress based on your understanding of tone. Read Dickinson's "I felt a funeral, in my brain" with a cheerful, lighthearted tone to a partner. Describe the effect.
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AP Tone List--keep this safe, girls. You'll need it! We'll finish the rest of the activities on Monday. 2nd Time Around--due Monday, no exceptions. |
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| 2/3/10 | JT--Listen to Vivaldi's Four Seasons, "Summer" & "Autumn" A Festival of Poetry celebrating the seasons: "Shall I Compare Thee to a Summer's Day" "Autumn" |
No new homework for tonight. Use this time to work on your 2nd Time Around. | 2nd Time Around-reading assignment |
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| 2/2/10 | JT--Practice Prompt How does imagery contribute to the atmosphere and meaning of Hayden's "Those Winter Sundays"? A Festival of Poetry celebrating the seasons: "Those Winter Sundays" "Spring" "Widow's Lament in Springtime" "Shall I compare thee to a summer's day?" 642 "To Autumn" |
Read "Tone" (chapter 10) for Wednesday (800-817). Poetry Order in Perrine Anthology:
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2nd Time Around-reading assignment |
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| 2/1/10 | Imagery--share collage, memories, and descriptions of certain memories evoked by senses. "Meeting at Night" & "Parting at Morning" "Living in Sin" JT--How have your parents/relatives shown their love for you in practical ways? Consider the sacrifices they make to provide physical care. Have you always shown your appreciation? Has time changed your perceptions? Read Robert Hayden's "Those Winter Sundays" |
Read "Tone" (chapter 10) for Wednesday (800-817). Poetry Order in Perrine Anthology:
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Visual representation of your senses | 2nd Time Around-reading assignment |
| Quarter 3, Week A | ||||
| 1/29 | JT--practice essay prompts, the introductions to essays over "One Art" and "The World is Too Much with Us" Finish "One Art" "The World is Too Much with Us" |
Read anthology chapter 4 "Imagery" for Monday (pages 689-703). Create a visual representation (poster, collage, drawing, pictures, etc.) of your senses that evoke family or childhood memories. Include short poems or descriptive paragraphs describing these memories. This is not a big project; it shouldn't take you very long. The main purpose is to reinforce the importance of the senses in evoking emotions. |
2nd Time Around-reading assignment Due date change: Monday, 2/8/2010. |
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| 1/28 | "When my love swears that she is made of truth" 676 "A Hymn to God the Father" "One Art" |
Read anthology chapter 4 "Imagery" for Monday (pages 689-703). |
Poetry Handout-- three questions from Bishop and three from Wordsworth. |
2nd Time Around-reading assignment Due date change: Monday, 2/8/2010. |
| 1/27 | Denotation and Connotation --excerpt from a poem --"Naming of Parts" --"Pathedy of Manners" --Shakespearean sonnet and Donne poem |
Poetry Handout--select three questions from each of the poems and complete.
Read anthology chapter 4 "Imagery" for Friday (pages 689-703). |
2nd Time Around-reading assignment Due date change: Monday, 2/8/2010. |
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| 1/26 | Denotation and Connotation 1. Group Exercises 1-5 on page 683-684. 2. Diction activity-A. Rich poem 3. Poems--"Cross," "35/10," "Naming of Parts" |
Re-read "Naming of Parts" on page 680-681 and identify "TO PASS IT" aspects of the poem (for class discussion, not to turn in). Read anthology chapter 4 "Imagery" for Friday (pages 689-703). |
2nd Time Around-reading assignment Due date change: Monday, 2/8/2010. |
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| Quarter 3, Week C | ||||
| 1/22 | "My Last Duchess" multiple choice analysis | Read anthology chapter 3 "Denotation and Connotation for Tuesday, 1/26/10. 2nd Time Around-reading assignment |
2nd Time Around-reading assignment |
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| 1/21 | Re-read "My Last Duchess" & discuss briefly
Break into small groups and do a closer reading of the following poems: 1. "Is my team plowing" 662 2. "Break of Day" 664 3. "There's Been a Death" 665 4. "When in Rome" 666 5. "Animals Are Passing from Our Lives" 6. "Question" 7. "The Clod and the Pebble" 8. "Ethics" 9. "Storm Warnings" |
No homework for tomorrow, but make sure you've completed multiple choice for "My Last Duchess" (assigned Wednesday). | check "Porphyria's Lover" and "My Last Duchess" homework | Read anthology chapter 3 "Denotation and Connotation for Tuesday, 1/26/10.
2nd Time Around-reading assignment |
| 1/20 | Techniques for unlocking a poem's meaning. Sylvia Plath's "Mirror" Browning's "Porphyria's Lover" 857 Break into small groups and do a closer reading of the following poems: 1. "Is my team plowing" 662 2. "Break of Day" 664 3. "There's Been a Death" 665 4. "When in Rome" 666 5. "Animals Are Passing from Our Lives" 6. "Question" 7. "The Clod and the Pebble" 8. "Ethics" 9. "Storm Warnings" |
Read Robert Browning's "My Last Duchess" page 768. Answer the "close reading" section of the questions and select one of the questions to answer on the handout. Answer fully. Also, do the multiple choice questions over the poem. Read anthology chapter 3 "Denotation and Connotation for Tuesday, 1/26/10. |
Read anthology chapter 3 "Denotation and Connotation for Tuesday, 1/26/10.
2nd Time Around-reading assignment |
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| 1/19 | Poetry Out Loud recitation (in class) Norman Morrison--finish poems
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Tool for understanding poetry: "TO PASS IT"
Carefully read "Porphyria's Lover" on page 857 in your anthology. Complete "TO PASS IT" with insight and evidence from the text. Pay particular attention to speaker, subject, occasion, purpose, imagery and tone (OK, all of it). Perrine Anthology "Reading the Poem" 655-673 due Wednesday, 1/20/10 |
2nd Time Around-reading assignment For those of you participating in the Poetry Out Loud School Competition: Look at attached criteria. |
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| Quarter 3, Week B | ||||
| 1/15 | Siren--call for student submissions, presentation by Sara S &/or Tierney. Billy Collins "Introduction to Poetry" 723. Tool for understanding poetry: "TO PASS IT"
Apply TO PASS IT to Robert Hayden's poem "The Whipping." In addition, decipher fact/opinion. Finish Norman Morrison poems and present. |
1. Memorize poem 2. 2nd Time Around-reading assignment 3. Perrine Anthology "Reading the Poem" 655-673 due Wednesday, 1/20/10 |
Bring analysis of poem for recitation next Tuesday.
I also need a copy of the poem ASAP. |
1. Memorize poem 2. 2nd Time Around-reading assignment 3. Perrine Anthology "Reading the Poem" 655-673 due Wednesday, 1/20/10 |
| 1/14 | 2nd Time Around--go over expectations. JT--In your own words define what makes a poem a poem. Consider terms &/or its effect. Definitions from famous poets. "Ars Poetica" Norman Morrison poems--poetry vs. prose |
1. Memorize poem 2. 2nd Time Around-reading assignment 3. Perrine Anthology "Reading the Poem" 655-673 due Wednesday, 1/20/10 |
1. Memorize poem 2. 2nd Time Around-reading assignment 3. Perrine Anthology "Reading the Poem" 655-673 due Wednesday, 1/20/10 |
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| 1/13 | JT--what does poetry mean to you? Do you recall a time when a poem affected you in some significant way? Poems:
Poetry vs. Prose
Poetry Recitation
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Homework--"Tips for making sense out of poetry" #1-5. Also, on the other side "Tips for interpreting a poem's meaning" answer 1-6 and information in boxes. This is for your recitation poem. See long-term reminder for additional assignments. |
1. Memorize poem 2. 2nd Time Around-reading assignment 3. Perrine Anthology "Reading the Poem" 655-673 due Wednesday, 1/20/10 |
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| 1/12 | In-class essay over Metamorphosis | Tips for interpreting a poem's meaning handout--complete for the poem you're memorizing. Due Thursday. POL (Poetry Out Loud) Look at attached criteria. Decide which poem you'd like to recite. Begin memorizing poem for class competition 1/19/2010. Poetry Out Loud Evaluation Criteria Read chapter 1 "What is Poetry?" (633-654). Pay particular attention to poems within the reading: "The Eagle" (635), "Winter" (636), "Dulce et Decorum Est" (637), and all the others in the rest of the chapter. We'll begin this Wednesday. |
Metamorphosis essay | 1. Memorize poem 2. 2nd Time Around-reading assignment 3. Perrine Anthology "Reading the Poem" 655-673 due Wednesday, 1/20/10 |
1/11/10 Welcome Back, again! |
Continue Metamorphosis discussion.
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Metamorphosis in-class essay tomorrow.
POL (Poetry Out Loud) Look at attached criteria. Decide which poem you'd like to recite. Begin memorizing poem for class competition 1/19/2010. Poetry Out Loud Evaluation Criteria Read chapter 1 "What is Poetry?" (633-654). Pay particular attention to poems within the reading: "The Eagle" (635), "Winter" (636), "Dulce et Decorum Est" (637), and all the others in the rest of the chapter. We'll begin this Wednesday. |
1. Memorize poem 2. 2nd Time Around-reading assignment 3. "What is Poetry?" (633-654) |
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| Quarter 3, Week A | ||||
1/6/10 |
POL information--see next column for specific details. Metamorphosis discussion--today & Thursday. Write Friday. Extra Reading for the curious and inspired: |
POL (Poetry Out Loud) Look at attached criteria. Decide which poem you'd like to recite. Begin memorizing poem for class competition 1/19/2010. Poetry Out Loud Evaluation Criteria Take home your Perrine Anthology. Read chapter 1 "What is Poetry?" (633-654). Pay particular attention to poems within the reading: "The Eagle" (635), "Winter" (636), "Dulce et Decorum Est" (637), and all the others in the rest of the chapter.
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Metamorphosis 1. question for analysis 2. Character analysis and dramatic monologue |
1. Memorize poem 2. 2nd Time Around-reading assignment 3. "What is Poetry?" (633-654) |
| 1/5/10 | Return exams Poetry Out Loud--watch sample recitations Metamorphosis--work in small groups (characterization) |
Metamorphosis 1. Bring your question for analysis tomorrow to class. 2. Character analysis and dramatic monologue-due Wednesday, please type. Trace your character's development throughout the course of the novella. In addition to your character analysis, create a dramatic monologue from his/her perspective. Select a specific scene in the novella and make sure to utilize his/her character traits in development of your character's monologue. The character analysis and monologue should be at least two typed pages (no larger than 12 font Times New Roman). Extra Reading for the curious and inspired: |
two poems from Poetry Out Loud | Before you begin memorizing your poem, make sure you understand it. -denotation -connotation -paraphrase -figure out the tone of the poem.
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1/4/10 Welcome Back! |
Poetry Out Loud Competition details. Metamorphosis |
As part of our AP Poetry unit, I'm going to ask each of you to memorize a poem for the Poetry Out Loud competition. Select two possible poems for Tuesday's class. Memorize one poem by Tuesday, January 19th. Only poems in Poetry Out Loud Anthology or from their website may be used. See the attached link for poetry ideas:
Metamorphosis 1. Select one of the discussion questions and prepare analysis for tomorrow's class (hand-write). 2. Character analysis and dramatic monologue-due Wednesday, please type. Trace your character's development throughout the course of the novella. In addition to your character analysis, create a dramatic monologue from his/her perspective. Make sure to utilize his/her character traits in development of your character's monologue. The character analysis and monologue should be at least two typed pages (no larger than 12 font Times New Roman). Extra Reading for the curious and inspired: |
2nd Time Around--final product will be due February 5th. Attached is the criteria for the project. |
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| Over break
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I finally finished grading your finals. For the most part, excellent work, girls. We'll continue working on multiple choice. As I promised, attached is your 2nd Time Around information if you'd like it now.
Have a Merry Christmas and a safe, happy New Year.
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2nd Time Around--final product will be due February 5th. Attached is the criteria for the project. Reminder Franz Kafka's Metamorphosis is due 1/4/10 Also, as part of our AP Poetry unit, I'm going to ask each of you to memorize a poem for the Poetry Out Loud competition. Have your poem memorized by Tuesday, January 19th. Only poems in Poetry Out Loud Anthology or from their website may be used. See the attached link for poetry ideas: |
see column to the left. | ||
| Quarter 2, Week B | ||||
| 12/9 | In-class Q2 essay If absent plan on making up essay tomorrow after school. |
Extra multiple choice practice questions for tomorrow. Study for your final exam which will be held on Monday at 10:30. See exam schedule for specific rooms. Remember to bring #2 pencils, a quality eraser, and a couple of pens for the essay. Final Exam Review The English final will consist of a full multiple choice exam (55-60 questions) & a Q3 (thematic) essay question. Q2 (excerpt from a passage) essay will be administered next Wednesday, 12/9 but will count toward the final. Multiple Choice= 40% Essays=60% (Q2=30% & Q3=30%) The works to review for Q3 essay: Atonement Cat's Eye In the Time of the Butterflies Wuthering Heights Awakening A Doll House Studying for the multiple choice sections
New Cliffs AP Suggestions:
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Study for your final exam which will be held on Monday at 10:30. See exam schedule for specific rooms. Remember to bring #2 pencils, a quality eraser, and a couple of pens for the essay. |
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| 12/8 | Discussion over "The Dead" Pass back essays. Multiple Choice Packet for Thursday.
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Wednesday--plan on writing part of your final exam on Wednesday. If we have class tomorrow, the Q2 could be over "Eveline," "The Dead," or "Lady Windermere's Fan." Final Exam Review The English final will consist of a full multiple choice exam (55-60 questions) & a Q3 (thematic) essay question. Q2 (excerpt from a passage) essay will be administered next Wednesday, 12/9 but will count toward the final. Multiple Choice= 40% Essays=60% (Q2=30% & Q3=30%) The works to review for Q3 essay: Atonement Cat's Eye In the Time of the Butterflies Wuthering Heights Awakening A Doll House Studying for the multiple choice sections
New Cliffs AP Suggestions:
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Final Exam--part on Wednesday, the rest next Monday. | |
| 12/7 | Some people picked up multiple choice practice. This is optional, additional practice. Due Thursday if you choose to do it. "The Dead" questions for analysis. See link below. Look these questions over for tomorrow's discussion. There is a sample Q2 essay question at the end of the document. |
Wednesday--plan on writing part of your final exam on Wednesday. If we have class tomorrow, the Q2 could be over "Eveline," "Araby," "The Dead," or "Lady Windermere's Fan." If we have inclement weather, the Q2 won't be over "The Dead." Final Exam Review The English final will consist of a full multiple choice exam (55-60 questions) & a Q3 (thematic) essay question. Q2 (excerpt from a passage) essay will be administered next Wednesday, 12/9 but will count toward the final. Multiple Choice= 40% Essays=60% (Q2=30% & Q3=30%) The works to review for Q3 essay: Atonement Cat's Eye In the Time of the Butterflies Wuthering Heights Awakening A Doll House Studying for the multiple choice sections
New Cliffs AP Suggestions:
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nada | Final Exam--part on Wednesday, the rest next Monday. |
| Quarter 2, Week A | ||||
| 12/4 | JT--consider the main theme from "Araby" or "Eveline" and write down. Using your analysis question and theme, create an open-ended writing prompt. | Read James Joyce's "The Dead" for Monday. Final Exam Review The English final will consist of a full multiple choice exam (55-60 questions) & a Q3 (thematic) essay question. Q2 (excerpt from a passage) essay will be administered next Wednesday, 12/9 but will count toward the final. Multiple Choice= 40% Essays=60% (Q2=30% & Q3=30%) The works to review for Q3 essay: Atonement Cat's Eye In the Time of the Butterflies Wuthering Heights Awakening A Doll House Studying for the multiple choice sections
New Cliffs AP Suggestions:
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Final Exam
Also, consider your selected work for the 2nd Time Around. I will pass around a sign-up sheet next week. Works you may have read before: |
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| 12/3 | JT--theme statement over Lady Windermere's Fan. Consider fan or title in your answer. Wrap up discussion over LW's Fan James Joyce--"Araby" and "Eveline" |
James Joyce--"Araby" and "Eveline" answer questions for tomorrow's discussion. These are close reading questions; please prepare insight with evidence from the stories. Final Exam Review The English final will consist of a full multiple choice exam (55-60 questions) & a Q3 (thematic) essay question. Q2 (excerpt from a passage) essay will be administered next Wednesday, 12/9 but will count toward the final. Multiple Choice= 40% Essays=60% (Q2=30% & Q3=30%) The works to review for Q3 essay: Atonement Cat's Eye In the Time of the Butterflies Wuthering Heights Awakening A Doll House Studying for the multiple choice sections
New Cliffs AP Suggestions:
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Final Exam
Also, consider your selected work for the 2nd Time Around. I will pass around a sign-up sheet next week. Works you may have read before: |
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| 12/2 | 5 minutes to confer with LW's Fan partners. Whole class discussion--dynamic characters, character motivations, irony, etc. |
For Thursday--read James Joyce's "Eveline" and "Araby" (you may find the short stories in your anthology or Dubliners) Read James Joyce's "The Dead" in Dubliners by Monday, 12/7/09.
WDYCW over assigned character/characters from Lady W's Fan whatever you did not finish in class, do for homework. For Thursday--read James Joyce's "Eveline" and "Araby" (you may find the short stories in your anthology or Dubliners) Read James Joyce's "The Dead" in Dubliners by Monday, 12/7/09.
Final Exam Review The English final will consist of a full multiple choice exam (55-60 questions) & a Q3 (thematic) essay question. Q2 (excerpt from a passage) essay will be administered next Wednesday, 12/9 but will count toward the final. Multiple Choice= 40% Essays=60% (Q2=30% & Q3=30%) The works to review for Q3 essay: Atonement Cat's Eye In the Time of the Butterflies Wuthering Heights Awakening A Doll House Studying for the multiple choice sections
New Cliffs AP Suggestions:
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Lady Windermere's Fan notes | see column to the left |
| 12/1 | JT--Note the similarities and differences among Lady W's Fan, The Awakening, and A Doll House. Also, based on last night's reading, how would you classify Lady W's Fan: a comedy, melodrama, or farce? Explain. WDYCW over assigned character/characters from Lady W's Fan |
WDYCW over assigned character/characters from Lady W's Fan whatever you did not finish in class, do for homework. For Thursday--read James Joyce's "Eveline" and "Araby" (you may find the short stories in your anthology or Dubliners) Read James Joyce's "The Dead" in Dubliners by Monday, 12/7/09.
Final Exam will consist of a full multiple choice exam (55-60 questions) & a Q3 (thematic) essay question. Q2 (excerpt from a passage) essay will be administered next Wednesday, 12/9 but will count toward the final. Multiple Choice= 40% Essays=60% (Q2=30% & Q3=30%) The works to review for Q3 essay: Atonement Cat's Eye In the Time of the Butterflies Wuthering Heights Awakening A Doll House Studying for the multiple choice sections
New Cliffs AP Suggestions:
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For Thursday--read James Joyce's "Eveline" and "Araby" (you may find the short stories in your anthology or Dubliners) Read James Joyce's "The Dead" in Dubliners by Monday, 12/7/09. |
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11/30
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Practice multiple choice in class.
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Read Oscar Wilde's Lady Windermere's Fan by 12/1 (a separate text, not in anthology). A PDF copy of the play can be found below Also, read Perrine "Tragedy and Comedy" pages 1220-1226. Pay particular attention to the comedy section. We'll come back to tragedy in the spring. Final Exam will consist of a full multiple choice exam (55-60 questions) & a Q3 (thematic) essay question. Q2 (excerpt from a passage) essay will be administered next Wednesday, 12/9 but will count toward the final. Multiple Choice= 40% Essays=60% (Q2=30% & Q3=30%) The works to review for Q3 essay: Atonement Cat's Eye In the Time of the Butterflies Wuthering Heights Awakening A Doll House Studying for the multiple choice sections
Cliffs AP Practice (this has already been assigned)
New Cliffs AP Suggestions:
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Read James Joyce's "The Dead" in Dubliners by Monday, 12/7/09. Q2 essay (part of your final) will be administered Wednesday, 12/9/09.
Final Exam information (see column to the left). |
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| Quarter 2, Week C | ||||
| 11/23 | In-class essay over A Doll House or The Awakening.
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Read Susan Glaspell's "A Jury of Her Peers" (534) & "Trifles" (1029) for Tuesday. Both are in your anthology. Read Oscar Wilde's Lady Windermere's Fan by 12/1 (a separate text, not in anthology). |
Read Oscar Wilde's Lady Windermere's Fan by 12/1 (a separate text, not in anthology). | |
| Quarter 2, Week B | ||||
| 11/20 | Present conversations between Nora and Edna Finish Socratic Seminar. If time, clip from "The Hours" |
Read Susan Glaspell's "A Jury of Her Peers" (534) & "Trifles" (1029) for Tuesday. Both are in your anthology. | dialogues between two characters | Read Oscar Wilde's Lady Windermere's Fan by 12/1 (a separate text, not in anthology). |
| 11/19 | Socratic Seminar--A Doll House and The Awakening | Writing--in the personas of Edna and Nora, write a conversation the two might have had. 1-2 pages, due tomorrow. Read Susan Glaspell's "A Jury of Her Peers" (534) & "Trifles" (1029) for Tuesday. Both are in your anthology. |
Read Oscar Wilde's Lady Windermere's Fan by 12/1 (a separate text, not in anthology). | |
| 11/18 | Fill out survey over WH writing. Clip from Madmen (special feature, "The Independent Woman") Socratic Seminar over A Doll House and The Awakening |
Continue reviewing The Awakening and A Doll House Cliffs AP Practice
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Revised WH essay | Read Oscar Wilde's Lady Windermere's Fan by 12/1 (a separate text, not in anthology). |
| 11/17 | Turn in SS ?-A Doll House and Awakening. Multiple Choice Q&A discussion--coming up with a class answer key. Thanks so much to all the absent students who submitted their work to me before the field trip! Also, opportunity for a Zero Hour tomorrow (WED) morning. Please be here by 7:20. I'll try to have a snack for you. Bring your multiple choice answers over "September." |
Wuthering Heights essay revising--you must submit proof of substantial revisions at all levels in the process: organization, ideas/support, sentence fluency, etc. See the first and second page of my handout: in-class essay revising rubric09
Please turn in the following:
Tomorrow, we'll have SS over Awakening/A Doll House.
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Awakening/A Doll House Socratic Seminar Question | Read Oscar Wilde's Lady Windermere's Fan by 12/1 (a separate text, not in anthology). |
| 11/16 | JT--what roles are men and women expected to take in marriage? Who defines these roles and expectations? How-and why- have these roles changed over time? What are some ways people deal with the inherent conflict between their marital roles and personal growth and self-discovery? | Doll House/Awakening question--prepare for discussion Tuesday. The Awakening and A Doll House questions09 & multiple choice practice due Tuesday (handout) Wuthering Heights essay revising--you must submit proof of substantial revisions at all levels in the process: organization, ideas/support, sentence fluency, etc. See the first and second page of my handout: in-class essay revising rubric09 Typed final draft with older rough draft will be due Wednesday. |
see column to the left Zero Hour Opportunity: Also, if you're going to be on a field trip Tuesday, I'm offering a zero hour to make up for it Wednesday morning (please be here by 7:20). If you can come to one, that will suffice.
Cliffs AP Practice AP Literature Exam Areas: Prose Passage (49-60) |
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| Quarter 2, Week A | ||||
| 11/13 | Embedding quotations: ICE Revise student samples by integrating quotations smoothly. Revise your own awkward sentences. Look at "Crisp" anagram. |
Doll House/Awakening question--prepare for discussion Tuesday. The Awakening and A Doll House questions09 & multiple choice practice due Tuesday (handout)
A Doll House--please have this read by Monday, 11/16. Wuthering Heights essay revising--you must submit proof of substantial revisions at all levels in the process: organization, ideas/support, sentence fluency, etc. See the first and second page of my handout: in-class essay revising rubric09 Typed final draft with older rough draft will be due Wednesday. |
see column to the left Zero Hour Opportunity: Also, if you're going to be on a field trip Tuesday, I'm offering a zero hour to make up for it Wednesday morning (please be here by 7:20). If you can come to one, that will suffice. Cliffs AP Practice Part 1 Introduction, 3-20 Part II--Analysis of Exam Areas, Multiple Choice 23-46 (poems and prose) |
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| 11/12 | JT--parallels between "The Yellow Wallpaper" and The Awakening or A Doll House. Continue reviewing sample essays. Sign up for Awakening &/or Doll House discussion question--prepare for Tuesday. |
Continue revising Wuthering Heights essay. Consider the rubric I gave you yesterday. Doll House/Awakening question--prepare for discussion Tuesday. The Awakening and A Doll House questions09 A Doll House--please have this read by Monday, 11/16. Bring your anthology and Wuthering Heights novels to class tomorrow. Cliffs AP Practice Part 1 Introduction, 3-20 Part II--Analysis of Exam Areas, 23-46 (prose) |
Read A Doll House by Monday, 11/16/09 Awakening/Doll House discussion ? due Tuesday. Wuthering Heights--revised essay due Wednesday. |
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| 11/11 | JT--consider your in-class AP essays. What are you doing well? What do you need to improve? AP Essay Writing handout-- in-class essay revising rubric09 Read samples from other students and you score the essays. |
Read "The Yellow Wallpaper" for tomorrow. This is not in your anthology. Attached is a pf version of the short story. http://www.library.csi.cuny.edu/dept/history/lavender/yellowwallpaper.pdf
See the attachment for the writing part of your homework; it's on the back page. (List three things you've done well in your essay, list three things you'd like to work on). Do this for both of your WH essays. Also, type out at least three awkward sentences from your Wuthering Heights essays you'd like to revise. Consider those sentences that are wordy and indirect. Consider those sentences containing awkwardly embedded quotations. |
Read A Doll House by 11/16/09
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| 11/10 | Reading quiz over The Awakening | Continue reading A Doll House Please bring Wuthering Heights (11/11), The Awakening (11/11-11/13), and A Doll House (anthology 11/11-11/13) to class this week. |
Read A Doll House by 11/16/09 | |
| 11/9 | Wuthering Heights-- in-class essay |
The Awakening will be due 11/10/09. | Wuthering Heights-- in-class essay |
Read A Doll House by 11/16/09 |
| Quarter 2, Week C | ||||
| 11/4 | SS over WH--take notes Acts of Faith by Eboo Patel. |
The Awakening will be due 11/10/09. Read A Doll House by 11/16/09 (this work is in the anthology) Eboo Patel on Up-to-Date |
SS question | The Awakening will be due 11/10/09. Read A Doll House by 11/16/09 |
| 11/3 | Practice in-class essay prompt over Wuthering Heights | Wuthing Heights Socratic Seminar question for analysis--due Wednesday at the beginning of the hour. See attached link for details. Wuthering_Heights_Socratic_Seminar_-s09
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The Awakening will be due 11/10/09. Read A Doll House by 11/16/09 |
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| Quarter 2, Week B | ||||
| 10/30 | Continue Wuthing Heights discussion | Wuthing Heights Socratic Seminar question for analysis--due Wednesday at the beginning of the hour. See attached link for details. Wuthering_Heights_Socratic_Seminar_-s09 We have a Sion schedule Monday, so we won't have class. We'll have a practice in-class Tuesday over Wuthing Heights. After we finish our Socratic Seminars next Wednesday and Thursday, you'll write again Monday, 11/9. At that point, you'll choose the essay you want to revise.
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What Does Your Character Want? | The Awakening will be due 11/10/09. Read A Doll House by 11/16/09 |
| 10/29 | Consider the motifs you analyzed for homework. Pair up with students who have similar motifs (Thrushcross Grange and Wuthering Heights, brain fevers and motherless children). Share your quotes and insightful commentary. Look at connections, discuss, and create theme statements for the novel. Whole class discussion--we'll continue tomorrow |
What Does Your Character Want? Objective: to understand how your central character’s desires shape his/her life and to see characterization as more than description and voice and mannerisms. You will be provided with a character. Your answers to these questions should be descriptive, insightful, and analytical. You may answer each question or combine the questions for a more fluid look at the characters. Please type and have ready at the beginning of class tomorrow. What Does Your Character Want09 Absent students: please do the above activity for an assigned character. Emily T--Nelly Samantha--Joseph McKenzie--Heathcliff after the death of Catherine --------------------------------------------------- Morgan W--Edgar while he's married to Catherine Sara L--Heathcliff after he returns from a mysterious three years abroad Julianne H--Joseph
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Motif analysis--Wuthering Heights | The Awakening will be due 11/10/09. Read A Doll House by 11/16/09 |
| 10/28 | Excerpts read aloud from The Secret Lives of Great Authors "Emily Bronte" and a bit from Ophelia Joined the Group Maidens Who Don't Float: Classic Lit Signs On To Face book "Wuthering Heights News Feed" |
Class discussion over possible motifs in Wuthering Heights.
Possible motifs: birds/feathers dogs ghosts-gothic elements the moors hair/physical appearance and its reflection on personality extreme weather during times of crisis bent fir trees/crooked trees Thrushcross Grange Wuthering Heights brain fever/madness paradox of Heathcliff's name Heathcliff as Byronic hero/devil locks/gates windows violent episodes, sometimes resulting in death death from willfull means (starvation, alcohol) death from illness (tuberculosis) or childbirth motherless children Books, letters, diaries hearth/fire sibling rivalry |
The Awakening will be due 11/10/09. Read A Doll House by 11/16/09 |
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| 10/27 | AP Literature and Composition Multiple Choice Questions--in small groups, create a group answer key. Discuss the logic of your answer and collectively agree on the best answer. Rejoin as a class and create a class answer key. Again, logically discuss the best answer. |
Find an article of literary criticism from a reputable database/on-line journal. Print and read for tomorrow's class. Bring Wuthering Heights to class tomorrow.
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The Awakening will be due 11/10/09. Read A Doll House by 11/16/09 |
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| 10/26 | Wuthering Heights check-for-reading quiz/essay.
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Please complete the AP Literature and Composition multiple choice questions for homework and bring to class Tuesday. Bring WH to class this next week (or more). |
Wuthering Heights check-for-reading quiz/essay. |
The Awakening will be due 11/10/09. Read A Doll House by 11/16/09 |
| Quarter 2, Week A | ||||
| 10/23 | Listen to Bob Dylan's "It's All Over Now, Baby Blue" and make connections to the story.
Class discussion over "Where are You Going, Where have You Been?" If absent click on the link in the next column and answer four of the questions. |
Wuthering Heights due 10/26/09 If absent from class today, please see attachment. Extra credit opportunity at the bottom of the page. You may select Q2 or Q3 (the first priority, however, should be Wuthering Heights.) This is due Tuesday. More information about Charles Schmid, the actual serial killer Oates' story is based upon: http://www.trutv.com/library/crime/serial_killers/predators/schmid/sand_1.html |
Wuthering Heights due 10/26/09
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| 10/22 | Flannery O'Connor--small group discussion over violence and its impact on characters and theme in O'Connor stories.
Tomorrow, we'll continue with "Revelation" and "Greenleaf" |
Read Joyce Carol Oates "Where are You Going, Where Have You Been?" for tomorrow (on page 469 on Perrine anthology). Bring Flannery back to class on Friday.
NY Times link for additional college information: http://thechoice.blogs.nytimes.com/2009/06/23/tip-sheet-essay/#more-5263 |
College essay with rubric | Wuthering Heights due 10/26/09
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| 10/21 | OK, so I fibbed. This is absolutely the very last day to look at the college essay. Turn in today or tomorrow (without late penalty). After 10/22--the late policy is in effect. JT--list specific similarities among the Flannery O'Connor short stories.
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Revisit O'Connor short stories. Read Foster's chapter on violence. Writing (informal response is fine--insight and evidence are required). In great literature no scene of violence exists for its own sake. Choose one of the O'Connor short stories and explain how the scene(s) contributes to the meaning of the work.
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College Essay with rubric | Read Joyce Carol Oates "Where are You Going, Where Have You Been?" for Friday (on page 469 on Perrine anthology).
Wuthering Heights due 10/26/09
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| 10/20 | Last day to look at college essays. | Final draft of college essay due tomorrow at the beginning of the hour. Staple to rubric. Wuthering Heights due 10/26/09 Bring Flannery and anthology to class tomorrow. |
Wuthering Heights due 10/26/09 |
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| 10/19 | Constructive class-criticism over revised college essays. | Revise, revise, revise. Final draft of your college essay is due Wednesday. |
2nd college essay | Wuthering Heights due 10/26/09 |
| Quarter 1, Week C | ||||
| 10/16 | Revising re-read your college essay with a critical eye. Circle or highlight "to be" verbs, vague language, adjectives, adverbs, etc. Select a mediocre paragraph to complete revise by reducing at least 20%, using more concise and precise language. Once you have spent 10-15 minutes alone with your essay, read it aloud to your peer. She should offer two suggestions for improvement and two positive comments.
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Uses the revising and editing sheet to completely revise your essay. Write an additional college essay for Monday's class (rough draft for essay #2 due at the beginning of the hour). Decide which of the two you want to turn in as final draft on Wednesday. |
Check the following writing activities: "Tell a Story" page 49-52 and "Entertainment Quotient"--select from:
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Wuthering Heights due 10/26/09 2nd College Essay due Monday, 10/19/09 Revise your first essay according to the handouts. Links you might be interested in: "This I Believe" from NPR "This American Life" |
| 10/15 | Continue the college application essay. Writers to model--Tim O'Brien Spend a few minutes modeling his style of writing.
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On Writing the College Application Essay read pages 57-90 for tomorrow. Also read "Anthology" 123-138 for Friday. Complete the following writing activities: "Tell a Story" page 49-52. and "Entertainment Quotient"--select from:
2nd College Essay due Monday, 10/19/09 Links you might be interested in: "This I Believe" from NPR "This American Life" |
1st college essay rough draft. "Warming Up" activity superlatives |
On Writing the College Application Essay pages 57-90 for Friday. Also read "Anthology" 123-138 for Friday. 2nd College Essay due Monday, 10/19/09 Revise your first essay according to the handouts. Links you might be interested in: "This I Believe" from NPR "This American Life" |
| 10/13 | Writing Warm-ups to get the creative juices flowing. Select one of the prompts and continue. Listen to Sedaris "Picka Pocketoni" Elements of effective essay writing. |
The College Application Essay
rough draft due Thursday. Select an interesting essay prompt--one which you'd consider answering for the application. Please write your rough draft, email me a typed copy of your rough draft, and turn in a hard copy by Thursday. Check superlatives Thursday. Select one of the activities from chapter 5 "Warming Up" On Writing the College Application Essay. Please label whichever choice you select.
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I'll be checking everything in the left column on Thursday. | On Writing the College Application Essay pages 57-90 for Friday. Also read "Anthology" 123-138 for Friday. 2nd College Essay due Monday, 10/19/09 Links you might be interested in: "This I Believe" from NPR "This American Life" |
| 10/12 | Last day of 1st quarter JT--define the characteristics of your audience for the college essay. Considering the Haggards and Blearies out there, what is it imperative to accomplish in your college essay? List at least five things original and important about you. Now write those on the board. |
List of superlatives--complete at least 30 of the 40. Select three and write a short paragraph (due Tuesday).
On Writing the College Application Essay--read 29-56 for tomorrow (Tuesday). College Application Essay-rough draft due Thursday. Select an interesting essay prompt--one which you'd consider answering for the application. Please write your rough draft, email me a typed copy of your rough draft, and turn in a hard copy by Thursday. |
Check Flannery O'Connor dialectical journals | Wuthering Heights due 10/26/09 |
| Quarter 1, Week B | ||||
| 10/9 | No JT Complete the AP Literature and Composition multiple choice questions for Monday.
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Complete the AP Literature and Composition multiple choice questions for Monday. The College Essay--find at least three interesting essay prompts you might answer. Please email to me by 4:00 PM Sunday (mwilcox@ndsion.edu). On Writing the College Application Essay--please read the following:
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Wuthering Heights due 10/26/09 Turn in AP Registration $ by Friday, 10/16/09
Keep a dialectical journal over two of the stories. |
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| 10/8 | 5-10 minutes to share analysis. Based on this, come up with a group theme statement for the short story. Present analysis of short story. |
No new homework. Bring Harry Bauld's On Writing the College Application Essay to class tomorrow. |
check completion of analysis | Wuthering Heights due 10/19/09 Turn in AP Registration $ by Friday, 10/16/09
Keep a dialectical journal over two of the stories. |
| 10/7 | Prepare group work over Flannery O'Connor short story--this is due Thursday. | Prepare to lead discussion over O'Connor short story for Thursday. Read the rest of the assigned O'Connor stories.
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| 10/6 | Flannery O'Connor handouts--criticism and assignment. Sign up to lead discussion over O'Connor short story. Prepare for Thursday. |
Read the rest of the assigned O'Connor stories.
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Wuthering Heights due 10/19/09
Turn in AP Registration $ by Friday, 10/16/09 (In case you'll be gone on Kairos next week, these are the stories we'll be reading). Flannery O'Connor short stories we'll be reading next week:
Keep a dialectical journal over two of the stories. |
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| Quarter 1, Week A | ||||
| 10/2 | In-class essay over "Hills Like White Elephants" | Before you read Flannery O'Connor, read "Humor and Irony" in anthology (334-338). For Tuesday, read Flannery O'Connor
Important--some of the Flannery O'Connor short stories are in your anthology but not all of them. Please take the separate book entitled The Complete Stories of Flannery O'Connor home with you. |
Wuthering Heights due 10/19/09
Turn in AP Registration $ by Friday, 10/16/09 (In case you'll be gone on Kairos next week, these are the stories we'll be reading). Flannery O'Connor short stories we'll be reading next week:
Keep a dialectical journal over two of the stories. |
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| 10/1 | "Paul's Case" Assemble into small groups according to assigned literary element over "Paul's Case"--point of view, characterization, symbolism, setting. Discuss. Jigsaw the groups so that there is one element/new group. Create a common theme, discuss. "Hills Like White Elephants" perform a dramatic reading of the short story with a few tables, chairs, waitress, etc. Imagine we (the audience) are sitting at a table next to the couple--what kind of effect does the point of view create? |
Reread "Hills Like White Elephants" a few times. For each reading, keep a dialectical journal over a new narrative technique. 1. 1st reading--look at the setting alone: pay attention to the interior and exterior setting, the two rails, the beaded curtain, and the landscape on both sides of the Ebro valley. 2. 2nd reading--look at the dialogue: what makes this conversation awkward? How does each character try to influence one another? 3. 3rd reading--analyze their actions, specifically their body language. How is their communication affected by the interruption of new drinks? What do they do as they speak? Where do they look as they're speaking? |
Before you read Flannery O'Connor read "Humor and Irony" in anthology (334-338). (In case you'll be gone on Kairos next week, these are the stories we'll be reading). Flannery O'Connor short stories we'll be reading next week:
Keep a dialectical journal over two of the stories. Wuthering Heights due 10/19/09
Turn in AP Registration $ by Friday, 10/16/09 |
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| 9/30 | JT--after finishing "Paul's Case" find the passage best depicting the story's theme. Explain.
Class discussion over "Paul's Case" |
"Paul's Case" Develop perceptive insight in small groups over "Paul's Case" point of view, characterization, symbolism, or setting to convey the story's theme. Since we did not do this in small groups today, complete this on your own for homework. Write about 1/2- a full page of insight/evidence in accordance with your theme. Read Ernest Hemingway's "Hills Like White Elephants" in anthology on page 278-283. Look up either white elephants or literary minimalism before you read. Keep a dialectical journal regarding the conflict of the American and the girl (the couple in the story).
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Flannery O'Connor short stories we'll be reading next week:
Wuthering Heights due 10/19/09
Turn in AP Registration $ by Friday, 10/16/09 |
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| 9/29 | JT--How would you feel about someone like Paul in your life--what aspects of his character might you sympathize with, what would you find odd or irritating? Would Paul fit better in today's culture than he would have 100 years ago (this story was first published in 1905). Reread the first few paragraphs to determine the shifting points of view. Do these details elicit sympathy, arouse our disapproval, or both? Briefly meet in small groups to tie loose ends from yesterday's discussion. Lead discussion over "A Cask of Amontillado." Finish the other two tomorrow. |
Draw a line in your dialectical journal. Finish reading "Paul's Case" for homework tonight. Continue the dialectical journal analyzing the complexities of Paul's character. How does each setting introduce another piece of the puzzle?
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1st dialectical journal check over "Paul's Case" | Wuthering Heights due 10/19/09
Turn in AP Registration $ by Friday, 10/16/09 |
| 9/28 | JT--briefly summarize and evaluate "The Lottery," "The Jilting of Granny Weatherall," and "The Cask of Amontillado." In addition to your opinion, consider the literary merit and how well the author conveyed his/her purpose. Bootcamp focus--Point of View Divide into small groups. Answer discussion questions at the end of the story. Your group will lead discussion tomorrow. |
In addition to small group discussion questions, answer POV questions. Read part of Willa Cather's "Paul's Case" (pages 244-251-to paragraph 30). As you read keep a dialectical journal, making inferences about Paul's character in each setting (school & home). |
"The Rocking Horse-Winner" essay. Before you turn it in, evaluate your strengths and weaknesses (at this point). What have you improved, what still needs improvement? | Wuthering Heights due 10/19/09
Turn in AP Registration $ by Friday, 10/16/09 |
| Quarter 1, Week C | ||||
| 9/25 | Small group discussion over graphic organizer. Collectively, select at least three potential symbols and discuss their importance in light of the story's themes. Compare tone of the story, characters, irony, and other elements. Writer's Workshop--look at sample essays to determine strengths and weaknesses. |
Writing Assignment--complete the practice prompt over "The Rocking Horse-Winner" for Monday. Specifically, I will be looking for effective introductions, strong insight, and clearly embedded evidence. Read Anthology--"The Jilting of Granny Weatherall" (269-277) and "The Cask of Amontillado" (617-623). |
graphic organizer and introductions | Wuthering Heights due 10/19/09 |
| 9/24 | JT--listen to the prompt for "The Rocking-Horse Winner" and spend 5 minutes writing an introductory paragraph. Writer's Workshop--writing introductions (handout). Sample Essays--critique (tomorrow) Your own essays. If time work in small groups to compare symbols from yesterday's homework. |
Writing Assignment--complete the graphic organizer for "The Rocking Horse Winner"--due tomorrow at the beginning of the hour. Read Anthology--carefully read "Introducing Quotations" (15-23) and "Stance and Style" (32-34).
POV (237-243) & "The Lottery" (261-268).
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check completion of symbol assignment but keep for "The Rocking Horse Winner" essay | Wuthering Heights--yes, the due date will move. Stay tuned for more information. |
| 9/23 | JT--recall your favorite fairy tales. Briefly summarize and see if you can recall the moral. What common attributes do fairy tales share regarding style and tone? Briefly look at the opening and closing sentences of several fairy tales. "Once Upon a Time" Close reading of "The Rocking Horse Winner"
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"A Rocking Horse Winner" Reread and paraphrase the four attributes of symbolism and allegory (on pages 289-292). Notice how the author weaves his insight with examples from the short stories to support his claims. Using this format as a model, consider two symbols from "A Rocking Horse Winner" or "A Very Old Man with Enormous Wings" to support the definitions of symbolism. No new reading tonight; however, you may want to reread "A Rocking Horse Winner" to complete the preceding assignment. |
check dialectical journals--select good observations of tone, style, and figurative language | Wuthering Heights--yes, the due date will move. Stay tuned for more information. |
| 9/22 | JT--listen to The Rolling Stones, "Sympathy for the Devil." Make connections between lyrics and "Young Goodman Brown." Response to introduction on symbol, allegory, and fantasy? Parallels between "A Worn Path" and "Young Goodman Brown." |
For Wednesday, read "A Very Old Man with Enormous Wings" (327-333) and "The Rocking Horse Winner" (295-309). Attached is a dialectical journal assignment. Please complete for tomorrow. |
Wuthering Heights--yes, the due date will move. Stay tuned for more information. |
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| 9/21 | JT--Define the main conflict in both "A Worn Path" and "The Gilded Six-Bits." Characterize the protagonist and antagonist in each story. Write rough statements of theme for "A Worn Path" and "The Gilded Six-Bits." Class discussion |
Revise your journal topic after class discussion today. Make sure the theme statements over "A Worn Path" and "The Gilded Six-Bits" are more precise. For tonight read/reread the following:
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Wuthering Heights--yes, the due date will move. Stay tuned for more information.
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| Quarter 1, Week B | ||||
| 9/18 | JT--evaluate Chekov's "The Darling" Brief discussion over the short story. Theme Activity--in small groups, write two theme statements for five of the ten short stories we've read (for a total of ten).
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Homework--read "A Worn Path" 223-230 & "The Gilded Six-Bits" 553-563 for Monday. Also--if absent today, please complete today's in-class activity on your own (see column on the left). |
Wuthering Heights | |
| 9/17 | Revise thematic statements from "A&P" Sage/Contrarian Thematic Activity--see me for details.
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Since you've worked so hard, you only have one short story for tonight's reading: Anton Chekov's "The Darling" (212-222). | "Everyday Use" practice prompt. | Wuthering Heights |
| 9/16 | 1. Check "Everyday Use" journal response. 2. Turn in "Int. of Maladies" group thesis introduction. 3. 15 minutes to finish group Body Biographies over Miss Brill and Dave. 4. Present 5. "Everyday Use" |
Using your "Everyday Use" dialectical journal/response and the story itself, write a practice essay over the following prompt. Please type, double-space, correct MLA heading, etc. Writing Practice Prompt: Although her mother narrates the story, how is Dee/Wangero characterized? Evaluate Dee's character based on the indirect characterization provided. Reading homework: Reread theme and John Updike's |
"Everyday Use" journal response. | Wuthering Heights |
| 9/15 | JT--describe the flat, static, or stock characters from both "Miss Brill" and "The Man Who Was Almost a Man." How do they function in the work? What is their relationship to the main character from each story? 5 minutes to finish "Interpreter of Maladies" and turn in. "Miss Brill" and "The Man Who Was Almost a Man" Body Biographies. Listen to instructions carefully. |
Read "Everyday Use" in anthology (166-174). Complete a reader response as you read. See handout/link for specifics. Due tomorrow at the beginning of the hour.
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"Interpreter of Maladies" practice prompt--introduction and main points. | Wuthering Heights |
9/14
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Divide into small groups according to the response you answered over "Interpreter of Maladies" homework. --small group discussion. Come back together as a class and have a larger discussion over important elements in Lahiri's "Interpreter of Maladies." In your small groups, look at the practice prompt and write an introduction .
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Review the elements of characterization on pages 161-166. Read and annotate
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Students absent on Friday, turn in answers to Munro and Faulkner stories (see "Today's Lesson" on Friday, 9/11). All students--check "Interpreter of Maladies" homework. |
Wuthering Heights |
| Quarter 1, Week A | ||||
| 9/11 | 1. "How I Met My Husband" (125-141). 2. "A Rose for Emily" (526-534). In-class discussion over short stories. Absent AP Students: If absent today, please select two questions from "How I Met My Husband" (125-141) and two questions from "A Rose for Emily" (see attached link). Please turn in Monday at the beginning of class. |
Bootcamp homework for Monday: Read Jhumpa Lahiri's "Interpreter of Maladies" (141-159). Click on the attached link for the handout. Please complete a response to one of the questions as you read the short story. Bring response to class on Monday. |
Begin reading Wuthering Heights independently. Completed novel due 10/12 (first day of 2nd quarter). | |
| 9/10 | In small groups, list several stories and books you have read through the years at school. For each title, indicate the protagonist, the antagonist, at least one conflict, an example of suspense, and the type of ending. If time, select one of the stories and imagine a different ending. How would the ending change the impact of the story? Explain. "The Story of an Hour" analysis. Discuss "The Destructors"--answer a minimum of two questions at the end of the story. |
Short Story Bootcamp--carefully read the following short stories: 1. "How I Met My Husband" (125-141). 2. "A Rose for Emily" (526-534). Remember--there's always the possibility of a reading quiz. |
Begin reading Wuthering Heights independently. Completed novel due 10/12 (first day of 2nd quarter). | |
| 9/9/09 | In-class essay over summer reading | Short Story Bootcamp--for Thursday, 9/11/09, review the elements of plot, 103-111. Carefully and actively read "The Destructors" (111-124) and "The Story of an Hour" (524-526). |
Short Story Bootcamp--for Thursday, 9/11/09, review the elements of plot, 103-111. Carefully and actively read "The Destructors" (111-124) and "The Story of an Hour" (524-526).
Begin reading Wuthering Heights independently. Completed novel due 10/12 (first day of 2nd quarter). |
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| 9/8 | Finish SR Presentations | In-class essay tomorrow. You may use one page of notes and your novel. If you use notes, be prepared to turn in with your essay. Review Perrine's "Writing About Literature" pages 3-58, especially part VII "Writing In-Class Essays or Essay Tests." See attached handout for more tips: Essay Writing Tips for AP Writing09 Short Story Bootcamp--for Thursday, 9/11/09, review the elements of plot, 103-111. Carefully and actively read "The Destructors" (111-124) and "The Story of an Hour" (524-526). |
"A&P" theme statements. | Short Story Bootcamp--for Thursday, 9/11/09, review the elements of plot, 103-111. Carefully and actively read "The Destructors" (111-124) and "The Story of an Hour" (524-526).
Begin reading Wuthering Heights independently. Completed novel due 10/12 (first day of 2nd quarter). |
| Quarter 1, Week C | ||||
| 9/4 | Finish summer reading presentations!!! | Theme homework: answer at least three of the "Reviewing Chapter Four" questions on page 198. Without looking at the anthology's definition of theme, write your own definition. Read John Updike's "A&P" pages 624-629. Using the criteria listed on pages 195-197, write down a primary theme from Updike's "A&P." Due Tuesday at the beginning of the hour. |
Turn in point of view assignment. | Begin reading Wuthering Heights independently. Completed novel due 10/12 (first day of 2nd quarter). |
| 9/3 | Discuss thematic relevance of the epigraph in Atonement. Finish Atonement presentation. In the Time of the Butterflies--complete today. |
Point of View Continue analyzing point of view in a work of literature. Find and re-read one of your favorite children's books. Analyze the point of view and its effect. Re-write a portion of the story from two additional perspectives. Analyze how this changes the meaning of the story. Read "Theme," pages 192-198 in Perrine's Literature for tomorrow. |
The answer to a peer's question over Atonement. | Begin reading Wuthering Heights independently. Completed novel due 10/12 (first day of 2nd quarter). |
| 9/2 | Listen to a passage from Atonement. Make inferences about character and meaning. Continue summer reading presentation over Atonement |
Read "Point of View," pages 237-243 in Perrine's Literature. Share questions and switch with one another. Answer a peer's question over Atonement for homework. |
Begin reading Wuthering Heights independently. Completed novel due 10/12 (first day of 2nd quarter). | |
| 9/1 | JT--describe some of the differences between plot in a work considered to be "literary" and a commercial piece of fiction. Which do you prefer reading: a work of fiction that ends nicely and neatly or a story with ambiguity? Explain. Atonement--summer reading presentation. Other groups should take notes. |
Read "Characterization," pages 161-166 in Perrine's Literature. Re-read the epigraph at the beginning of the novel. Consider Ian McEwan's Atonement and record at least three questions you have about the novel. |
Begin reading Wuthering Heights independently. Completed novel due 10/12 (first day of 2nd quarter). | |
| 8/31 | No JT today. I will check rough drafts of individual analysis in class today. Use classtime today to accomplish the following: A. Five-six sentence summary over your summer reading novel. Include 1. Title of the novel, correctly punctuated, and the author's name. 2. Name of the main character and supporting characters. 3. at least two clues about the setting of the novel. 4. three sentences about the plot including the conflict, rising action, and resolution. 5. A concluding statement about the novel that indicates the lesson to be learned from reading the novel (themes). B. Work on your creative scene or visual. |
Homework To prepare for each student's individual analysis, read about each element of fiction in Perrine's Literature. For tomorrow, read chapter two "Plot and Structure," from pages 103-111. |
Begin reading Wuthering Heights independently. Completed novel due 10/12 (first day of 2nd quarter). | |
| Quarter 1, Week B | ||||
| 8/28 | Summer Reading Presentations Continue discussing, writing, and revising your summer reading presentations. Read your assigned section in the Perrine anthology: plot, 103-111 characterization, 161-166 theme, 192-198 point of view, 237-243 symbol, 284-291 Another helpful section in the text, "Writing about Literature," pages 3-58. Helpful sections include
A draft of your analysis is due Monday at the beginning of the hour. Make sure you've included page numbers and textual evidence.
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see 1st column
You will have class-time Monday to work on the group presentation (skit/visual). Presentations will begin Tuesday. If you haven't done so already, please include me (mwilcox4@gmail.com). |
If you are a peer minister, your "Hunters in the Snow" character analysis was due Thursday before you left for retreat. | Begin reading Wuthering Heights independently. Completed novel due 10/12 (first day of 2nd quarter). |
| 8/27 | Summer Reading Presentations Give your group presentation a title, click "share," and share with me (mwilcox4@gmail.com). --Read the corresponding section in Perrine's anthology. --compose your analysis using the questions in the anthology on pages 100-102. --make sure to weave your insight with quotes, passages, and supporting evidence (and page numbers). --if there are two people in your group covering the same element (plot, characterization, point of view, symbols, etc), try not to overlap. For example, Courtney and Kat have been assigned point of view in The Time of the Butterflies. Courtney could focus on Mate and Minerva while Kat covers Dede and Patria. |
--Read the corresponding section in Perrine's anthology. --compose your analysis using the questions in the anthology on pages 100-102. --make sure to weave your insight with quotes, passages, and supporting evidence (and page numbers). --if there are two people in your group covering the same element (plot, characterization, point of view, symbols, etc), try not to overlap. For example, Courtney and Kat have been assigned point of view in The Time of the Butterflies. Courtney could focus on Mate and Minerva while Kat covers Dede and Patria. |
AP Practice Writing--"Hunters in the Snow" character analysis. Staple your dialectical journal to the analysis. |
Begin reading Wuthering Heights independently. Completed novel due 10/12 (first day of 2nd quarter). |
| 8/26 | JT--look at Peter Brueghel's famous painting, "Hunters in the Snow," and describe what you see. How do Wolff and Brueghel's visions differ? How are they similar? Does the painting deepen or change your appreciation of the story? Small group discussion 1. Break into small groups to look closely at one character. Create a master list adding to your list. 2. Break into heterogeneous groups with all three characters represented to discuss the following: -significance of the characters' names -shifting alliances throughout the story, how does these change? -any irony present? -which character, if any, is most sympathetic? Does this change as the story develops? Each group will present an overall character analysis to the class. Large group discussion--how does the setting enhance the characters, the story's themes and outcome? consider the significance of the North Star. |
AP Practice Writing Assignment (please type and staple your dialectical journal to the final draft) Write a brief but detailed analysis of one character from Tobias Wolff's "Hunters in the Snow." In your essay, make sure to use supporting details from the lists you and your group members prepared. Develop your insight about your selected character. Remember-the "so what?" is more important than the plot. The ideas don't really matter unless you relate to theme! Due 8/27 at the beginning of class.
Bring your summer reading assignment handout and novel to class tomorrow. Summer Reading (see long term column to the right). Individual analysis--due in class on Monday. Class-time to work on creative piece Monday. Begin presentations on Tuesday. |
Check dialectical journal over a character in "Hunters in the Snow." | Begin reading Wuthering Heights independently. Completed novel due 10/12 (first day of 2nd quarter). Summer Reading Presentation Those students who will be absent on Thursday and Friday for various reasons, you will still need to complete the individual analysis over your assigned summer reading novel. --Read the corresponding section in Perrine's anthology. --compose your analysis using the questions in the anthology on pages 100-102. --make sure to weave your insight with quotes, passages, and supporting evidence (and page numbers). --if there are two people in your group covering the same element (plot, characterization, point of view, symbols, etc), try not to overlap. For example, Courtney and Kat have been assigned point of view in The Time of the Butterflies. Courtney could focus on Mate and Minerva while Kat covers Dede and Patria. Bring a typed, double-spaced copy of your analysis to class Monday. |
| 8/25 | Handout--My teacher recommendation form. I will post this document 4th hour. JT--What do you enjoy reading for pleasure? List some of your favorite kinds of books. List stories you remember reading that were especially enjoyable? Do you find that stories and novels ever go beyond being merely entertaining? What would make you want to read a story or novel more than once?
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Handout--My teacher recommendation form. I will post this document 4th hour. Summer Reading information and handout (see me). Individual/group summer reading presentations will begin next Tuesday. Homework--individual analysis over summer reading due Monday, 8/31. Tonight's homework--select one of the main characters from "Hunters in the Snow" (Frank, Kenny, or Tub). Carefully re-read the story. Create a table/column on a sheet of paper and fold in half. On the left-hand side, record as many specific details of characterization as you can find (what he looks like, what he says, what others say about him, etc.) Please include page and paragraph numbers next to evidence. On the right side, record your analysis--what do these details reveal about the character? |
Turn in signed syllabus | Begin reading Wuthering Heights independently. Completed novel due 10/12 (first day of 2nd quarter). |
| 8/24 | Summer Reading Quiz--HTRLLP and Cat's Eye OR In the Time of the Butterflies |
Read chapter one "Reading the Story," pages 61-102 for Tuesday. Perrines Literature, Structure, Sound, and Sense. Gentle reminder--look forward to a quiz or a detailed writing assignment with this first reading, so read actively and critically. Look over the questions at the end of each section. |
summer reading quiz | Begin reading Wuthering Heights independently. Completed novel due 10/12 (first day of 2nd quarter). |
| Quarter 1 | ||||
| 8/20 | Summer Reading Quiz--HTRLLP & Atonement | S.R. Quiz over HTRLLP and Cat's Eye OR In the Time of the Butterflies |
Take Perrines Literature, Structure, Sound, and Sense home and read chapter one "Reading the Story," pages 61-102 for Tuesday. | |
| 8/19 | JT--"There's no frigate like a book" Analyze the poem, considering diction and literary devices. What message does the poem convey? Write a personal response to the poem. Course Expectations & Syllabus--I accidentally passed out an abbreviated version. The full document is posted on my website. |
Share English IV AP Literature and Composition expectations and syllabus with parents, sign, and turn in last page by Friday (one parental/guardian signature is fine). Summer Reading quiz/exam--Friday |
N/A | Begin reading Wuthering Heights independently. Completed novel due 10/12 (first day of 2nd quarter). |