CALENDAR

2014-2015 SCHOOL YEAR PRIDE AND PREJUDICE READING TEST: Monday, September 15 and //Great Expectations// essays due for upload at 6pm Week of September 7: Great Expectations Group Mad 40s (Optional Individual); individual conferencing. DUE SATURDAY, SEPTEMBER 6 BY 9AM: Streetcar Mad 40s typed and uploaded to turnitin. See instructions on Turnitin Page. Thursday, September 4: Great Expectations Reading Test; bring copy of novel please. Wednesday, September 3: Streetcar Mad 40 and discussion. For Friday, August 29: Bring a copy of Streetcar (there are free copies you can obtain and keep on your phone if you like - or bring a Kindle/iPad) to class. We will be discussing the AP Open Questions in which Streetcar was a suggested work. Those questions are available on the Streetcar page to the left. You should come to class prepared to lead the discussion on any of those topics --feel free to bring your notes. Periods 2 and 3: Streetcar Reading Test: Thursday, August 28 Great Expectations Reading Test: Thursday, September 4

ARCHIVED 2013-2014 Thursday/Friday September 6/7 - Review participles; writing exercise -Summer Reading groups -20 point participation work assigned by groups - For end of class today: Each group should bring up answers to the following questions: 1. How will your group be assessed? 2. How will you know others absorbed what you taught? 3. What are the major literary techniques you will be covering? 4. What will the format of your presentation be? - You must work in a work of literary criticism Tuesday, September 4: Summer Reading Outlines Due; Summer Reading Mad 40s August 30: Select three characters from our summer reading, and articulate how or why you identified with those characters. Do not select characters from the same book or play. Period 7: Ideas for Summer Reading Study: Competition 5 groups (each book) with a point system: group Mad 40, visual, discussion, etc. - Make a novel timeline as a group - Socratic seminar - in small groups discuss themes, motifs, and messages in any of the novels - Socratic seminar/discussion Plot Maps (connect major themes to examples) Dress up as characters and be an expert on the character Illustrated word web Pair up a person who hated the book with someone who loved it. //__**ARCHIVED INFORMATION FROM PRE-2012**__// FOR MONDAY, SEPTEMBER 19: Online reading of Literary Theory and Schools of Criticism; read all subtopics, which are brief synopses of various lit crit theories. Take brief notes to help you remember important aspects of Schools. Available [|here] _ For Monday, April 11, Please select a villanelle from here: [|Villanelles] and in twenty minutes: 1. Write a cohesive paragraph in which you select an element(s) of the villanelle and discuss how it furthers purpose. 2. Be sure you note what writing weakness you're focusing on. For Tuesday, January 4 - Be prepared for Mad 40 on The Crucible - come in with outlines of Q3 2007B, 2008B, and 2009. Outlines should include thesis statement, topic sentences, and bulleted evidence. You need not type this. For Monday, January 3 - Please have accomplished rewrites of formal essays in all caps in google docs. (Please retype my instructions to you for the rewrite). December 10 - Common task (juniors) and reflections (seniors) due. Possible questions: What kind of passages and/or questions do you find easiest/hardest? Why do you think this is so?

What do you observe about your mental processes as you read? Do you struggle with attention? Memory? Small details? Difficult vocabulary? Do you believe you read too quickly or slowly? What steps might you take to improve your reading comprehension? Monday December 6 - Grammar corrections due - Wednesday, December 8 by 9pm - upload both AP Mad 40's and write in caps "Formal Grading" for the one you want to be graded fully. Please read all the article links on the Theories of Literary Criticism page to the left: Due Thursday, November 4 Please collect quote nuggets (limit to five words per quote) that demonstrate characterization or irony with respect to your assigned character. Bring in a neatly hand-written or typed version for class tomorrow (10/26) (J - do the grandmother; S - do Nora; K - do Jackie, pp.362 and 365) // For Tuesday, October 19- Please read “How to Become a Writer.” // *"Paul's Case" essays must be uploaded to google docs by Friday, October 1 at 9pm. If you don't know how to use google docs, you may use this tutorial here: google docs *For Wednesday, September 30 - Bring Bible project work. Remember they are due tomorrow. * For Tuesday, September 29 - Finish reading "Paul's Case." -Return paragraphs; discuss writing issues - Mad 40: In a well-written essay, please explain how Cather employs literary devices to further theme. You might discuss such elements as plot, structure, characterization, motifs, symbolism, etc., but do not feel compelled to discuss or limit your discussion to these elements. *For Wednesday, September 22: Bring completed writing regarding WIHBDL (How does [monkey/woman/shiny people] further a purpose in Kincaid's story?) - 30 point assessment grade. Bring material for Bible project work. *For Thursday, September 23: Read and take notes on Plot and Structure (p. 109-115). Expect Quiz. For Friday, September 17 - Be prepared to discuss symbolism, paragraph structure, and tense in connection with short story "Taking Care." (page 95). Please read "What I Have Been Doing Lately" on page 148. List instances of positive imagery on one column and negative imagery on another column. We will finish discussing Taking Care next week, including tense and paragraph structure. Bible projects due date pushed to Thursday, September 30 For Tuesday, 9/7, finish TTTC and bring notes re assigned characterBegin working on Bible projects, which are due on Friday 9/17Summer reading Mad 40 on Friday, 9/10For Friday, September 3: Quiz on Fiction OverviewNeed book for class (to read TTTC and assign characters for quote nuggets)

__June syllabus: -__ __Wednesday, June 2: Finish draft senior project letters of intent (Due Monday, June 7)__
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__Thursday, June 3: We have laptop carts scheduled; work on college essays__

__Friday, June 4: no class__

__Monday, June 7: Senior Project Letters of Intent due; work on college essays with laptops__

__Tuesday, June 8: College Essays__

__Wednesday, June 9: Peer Editing of college essays - you must bring typed, full draft to class (25 point quiz grade)__

__Friday, June 11: Final college essays due__

__Read King Lear for Friday, April 16 - Plot Test - postponed through class vote to Tuesday, April 27__

__For Monday, May 3, please download Q3 Prompts and outline an answer for each question. We will also devote 15 minutes of every day to this task, so you can get one prompt done per day then. Please start from 1970 in your work at home, and we'll work from 2009 in class. This will count as half your final exam grade, so type your work and create a thorough outline for each question (a thesis with projected order and three topic sentences. A very industrious student will also bullet point evidence under each TS).For two of these prompts, please write out essay based on two different works of literary merit.__

__Please read pp 147-150 of [|Women's Studies Quarterly]__

__Prosody (Sound, Rythm & Rhyme) (Quiz Grade: 40 Points)__ Tina and Mike: Pope's "An Essay on Man" - p. 874 (Effects of couplets, iambs, caesura, end-stopped lines)
 * Overview: Working in small groups, you will study your assigned poem and the questions that follow. On Monday, be prepared to present your poem to the class by**
 * (1) Providing definitions and examples (not from your poem) of the terms for which your group is responsible. You may do this in a handout or using smart board, Elmo, or projector.**
 * (2) Presenting your poem to the class and directing class discussion that:**
 * (a) Has class read poem aloud**
 * (b) Discusses the way in which your assigned terms operate in the poem. It is not enough to identify the terms. Your discussion must elicit responses from the class that demonstrate the possible function of such terms within the poem.**
 * (c) You must present a cohesive thesis statement at the discussion's close for the class to discuss (this should be prepared in advance.)**
 * Assigned Poems:**
 * Bobby and Sonali: John Donne's "The Sun Rising" - p. 860**
 * (Apostrophe; solar, seasonal, geographic, political metaphors; rhyme scheme; meter)**
 * Ben, Kelsey, and Charlotte: Hughes' "Let America Be America Again" - p. 864**
 * (Effects of stanza patterns, refrains, alliteration, assonance, slant rhyme)**
 * (Effects of stanza patterns, refrains, alliteration, assonance, slant rhyme)**


 * Amanda, Keegan and Ollie: Gardner's "At a Summer Hotel" - p. 862 (Effects of alliteration, repetition, internal rhyme, rhyme type - rising/falling; exact/slant )**

Kyle, Kerri, and Ianna: Tennyson's "Idylls of the King: The Passing of Arthur" p. 880) (Effects of assonance, alliteration, onomatopoeia)

Midterm Assessment - this AP English Midterm Period Assessment

(Note: This assessment counts as a regular essay, not as a midterm grade). __Directions**:**__ __**2. Write your response in 40 minutes.**__ __**3. At the end of 40 minutes, have two people edit your essay while you peer edit two of your classmates’ essays.**__ __**4. Do not revise your essay, but read your editors’ comments and write a two paragraph reflection in which you comment upon the quality of your essay and explain its strengths and weaknesses. In your reflection, include any patterns of weakness/strength that you see in your writing as a whole this year.**__
 * 1. Select one of the prompts below, or use your own, and answer the prompt using** __Othello__ as the work of literary merit.

__**2003 Prompt:**__ __**Novels and plays often depict characters caught between colliding cultures – national, regional, ethnic, religious, institutional. Such collisions can call a character’s sense of identity into question. Select a novel or play in which a character responds to such a cultural collision. Then write a well-organized essay in which you describe the character’s response and explain its relevance to the work as a whole.**__

__**2007**__ __**Works of literature often depict acts of betrayal. Friends and even family may betray a protagonist; main characters may likely be guilty of treachery or may betray their own values. Select a novel or play that includes such acts of betrayal. Then, in a well-written essay, analyze the nature of the betrayal and show how it contributes to the meaning of the work as a whole.**__ __is what you'll receive in class on Monday - you may bring notes and your book to use__

AP English Midterm Period Assessment (Note: This assessment counts as a regular essay, not as a midterm grade). __Directions__

__Othello__ as the work of literary merit. 2. Write your response in 40 minutes. 3. At the end of 40 minutes, have two people edit your essay while you peer edit two of your classmates’ essays. 4. Do not revise your essay, but read your editors’ comments and write a two paragraph reflection in which you comment upon the quality of your essay and explain its strengths and weaknesses. In your reflection, include any patterns of weakness/strength that you see in your writing as a whole this year.

2003 Prompt: Novels and plays often depict characters caught between colliding cultures – national, regional, ethnic, religious, institutional. Such collisions can call a character’s sense of identity into question. Select a novel or play in which a character responds to such a cultural collision. Then write a well-organized essay in which you describe the character’s response and explain its relevance to the work as a whole. 2007 Works of literature often depict acts of betrayal. Friends and even family may betray a protagonist; main characters may likely be guilty of treachery or may betray their own values. Select a novel or play that includes such acts of betrayal. Then, in a well-written essay, analyze the nature of the betrayal and show how it contributes to the meaning of the work as a whole.

__Crucible Grammar Correction (Due December 7 - Monday)__ __1. Grammar errors highlighted in orange.__ __2. Number and list your errors (you may put similar errors together).__ __3. Write out the rule you violated.__ __4. Then underneath, make your correction.__

__Crucible Mad 40 by **Saturday, November 21 at noon**:__ __1. Please type up your essay exactly as written, except you may correct spelling and grammar errors.__ __2. Upload to google docs with label "Crucible/yourlastname/AP."__ __3. Please also copy and paste the Literary Analysis Scoring Guide Rubric (available at the top of the page here) at the bottom of your essay.__ __4. Use the rubric by highlighting in yellow those portions of the rubric you believe apply to your your essay.__

__Test on Elements of Fiction is now **Monday, November 23** and Mad 40 on Crucible is Thursday, November 19__

__For class Friday, November 13: Finish The Crucible and be ready for discussion.__ _ FOR CLASS WEDNESDAY, OCTOBER 28: READ SECTION ON SYMBOLISM AND ALLEGORY p. 425-431 - AND AESOP'S "THE FOX AND THE GRAPES" ON P. 431, "MYTH OF ATALANTALA" ON P. 432.

For week before end of quarter 1 - Bible project - Friday, October 30

[plan for week of 26th - review symbolism and allegory in connection with YGB and other stories}__ _ For class on Monday, October 26 Review Writing About Style (p. 375-379) and Writing About Tone (p. 419-424) - be prepared to write several paragraphs on Monday explaining, with examples from our readings, the difference between the two. You may NOT use notes for this writing quiz, but it is strongly suggested you outline the reading in any event.

In class on Friday, October 23: In Class Mad 20 - using apt and specific textual references and a well-formed paragraph, discuss how Dickenson's tone reflects theme in "Because I Could Not Stop for Death." Finish discussing Hawthorne's "Young Goodman Brown"** For Friday, October 9: Read Setting and Writing about Setting (p. 285-290 and 335-339) and "And Sarah Laughed"

For Thursday, October 8: Read Bierce's Occurrence at Owl Creek Bridge and Writing about Point of View (p. 278)

For Thursday, Sept 17: Write a paragraph discussing the relevance of the death/rebirth of children (German song, Jones' daughter and granddaughter, dead rabbit). Also please finish reading Kinkaid's short story.

For Wednesday, September 16: Be prepared to discuss the meaning of Jones' "taking care." Does he truly love his wife and older daughter? What evidence do you have to support your position?

Class Monday, September 14: Two class members led discussion regarding "Taking Care." Discussed nature of expressing love, symbolism, use of tense.

For Monday, September 14: Finish reading "Taking Care" on page 95 of the text. Be prepared to discuss how Williams uses symbolism to further her theme(s). Three students will be selected to lead that class discussion, but everyone will receive a participation grade so come prepared with good notes. Also by Monday at 9pm: type up your Summer Reading Mad 40, save as "SummerMD40/Your last Name/AP", upload to google docs and invite me to collaborate. Bring your original to me on Wednesday - we don't 'have class on Tuesday.

For Friday, September 11: Summer Reading Mad 40.

By Thursday, September 10 at 6pm: Please type up and save your TTTC paragraph as "Your Last Name/AP/TTTC." Invite me as a collaborator.

September 8: Finish reading TTTC - collect quote nuggets on assigned character

September 4: Quiz on Fiction Overview; to read "TTTC" in class.