February 9

AP Literature Week 7 Feb. 12-16

Week 7–REGISTRATION FOR AP EXAMS MUST BE COMPLETED BY FEB. 28 through Total Registration!

Planning Your Week

M 2/12: Read through ch.5 of The Awakening for Monday’s class; POL paraphrase and explication due to Turnitin.com

T 2/13: Recite POL poems in class; finish ch. 1-15 of The Awakening, completing scholar’s journal entries.

Th 2/15: Read through ch.26 of The Awakening for class.

F 2/16: Read the scheduled section of your research novel; prepare for in-class group meeting.

 

Monday, February 12

Opener: MCM prose; fill in data sheet

Work Session:

  1. Rehearse POL poems and work on paraphrase and explication.
  2. Read Coventry Patmore’s “The Wife’s Tragedy” from Canto IX, Book I “The Sahara” from The Angel in the House; complete a dialectical 4-column response.
  3. Discuss the poem in context of ch. 1-5 of The Awakening.

Closer: Read ch.6-10 of The Awakening.

HW: Finish ch. 6-10 of The Awakening; submit paraphrase and explication to Turnitin.com; prepare for POL recitation tomorrow.  

 

Tuesday, February 13

Opener: Watch Modern Family episode 1:14; create a t-chart comparing what each woman gains and what each woman loses; watch I Love Lucy; analyze gender roles.

Work Session:

  1. Read The Awakening ch. 11-15; complete scholar’s journal entries, discussing comparison of houses, types of women, and bird imagery.
  2. Jigsaw chapters II-V, IX, XIII from A Vindication of the Rights of Women by Mary Wollstonecraft.

Closer: Discuss The Awakening ch. 1-15 in terms of narrative elements and Chopin’s potential themes; discuss literary lenses.

HW: Read research novels and prepare for Friday’s group meeting.

 

Wednesday, February 14

Opener: Analyze songs and ads; discuss patterns among the songs, gender roles, and society’s messages toward women.

Work Session:

  1. Read The Awakening ch. 16-20; complete scholar’s journals.

Closer: Review EPCOT project; model with The Awakening.

HW: Read research novels and prepare for Friday’s group meeting.

 

Thursday, February 15

Opener: View The Gilded Cage; analyze with the Feldman method; listen to “A Bird in a Gilded Cage”; discuss the role of the artist in the turn of the 20th century.

Work Session:

  1. Create art for themes from The Awakening; add titles to peers’ art, then compose a poem based on the titles you receive.
  2. Read The Awakening ch. 21-26; complete discussion questions.

 

Closer: Read Paul Laurence Dunbar’s “Sympathy”.

HW: Read research novels and prepare for Friday’s group meeting.

 

Friday, February 16

Opener: FRQ #3 prose

Work Session:

  1. FRQ #3 Prose 
  2. Analyze sample essays; self assess according to the rubric.
  3. Meet with research novel groups to plan a reading schedule.

Closer: Read your research novel.

HW: Enjoy the break!

 

February 9

Honors 9th Literature Week 7 Feb. 12-16

Planning Your Week
Th 2/15 – Bring completed CEI paragraph for comparing which genre is most effective in telling Rodriguez’s story and conveying his theme.
F 2/16 – No Red Ink practice due by 11:59 p.m.

Please obtain a copy of The Night Circus by Erin Morgenstern; you may get ahead and read over the break if you wish. We will begin reading as a class after the break.

 

Monday, February 12, 2018

Opener: Review “The Stolen Party” and complete narrative EOC prompt.

Work Session: 

  1. Self-assess then peer-assess EOC narrative.
  2. SB: Analyze point of view p.99; revisit “The Stolen Party” and complete an EOC narrative paragraph rewriting a scene from another character’s point-of-view.

Closer: IR: Preview additional books for this six weeks; choose something manageable and enjoyable since we will be reading a Shakespeare play and a novel for class.
HOMEWORK:  Complete NoRedInk punctuating clauses by Friday at 11:59 p.m.; work on ZINC 2nd set.

 

Tuesday, February 13, 2018

Opener: Analyze symbolism (“Fire & Ice”) SB: 103-105; compose a CEI paragraph for the “Writing to Sources” prompt p.105.

Work Session:

  1. SB: Read “Always Running” and “Race Politics”p.37-40; answer the text-dependent questions and complete the comparison/contrast chart in “Working from the Text” p.42; identify parallel structure.
  2. Compose a response to the EOC prompt: Which of the two genres most effectively conveys the speaker’s message? Explain why.

Closer: Compare/contrast the narrative EOC response with the CEI style explanatory EOC response.
HOMEWORK: Complete NoRedInk punctuating clauses by Friday at 11:59 p.m.; work on ZINC 2nd set.

 

Wednesday, February 14, 2018

Opener: SB: 2.3 Analyzing Writer’s Style (p. 101-102); review diction, syntax, imagery, POV, irony; emulate one of the writer’s styles in the “My Notes” section.

Work Session:

  1. SB: Complete the revenge chart, practicing interpreting quotes (p.126).
  2. SB: Read the informational text “Catacombs and Carnival”–answer the second read questions and discuss. 
  3. With your partner read and annotate “The Cask of Amontillado” by Edgar Allan Poe; mark imagery, foreshadowing elements, and dramatic and verbal irony.

Closer: IR: Enjoy!
HW: Complete NoRedInk punctuating clauses by Friday at 11:59 p.m.; work on ZINC 2nd set.

Thursday, February 15, 2018

Opener: 9th Advisement with Mrs. Moody; complete the language checkpoint p.115-116 as you finish.

Work Session: 

  1. Complete the charts for verbal, situational, and dramatic irony in “The Cask of Amontillado.”
  2. Respond to the Explanatory Writing Prompt (EOC) explaining why an author would include irony in his or her story.

Closer: IR: Enjoy!
HW:
Complete NoRedInk punctuating clauses by Friday at 11:59 p.m.; work on ZINC 2nd set.

 

Friday, February 16, 2018

Opener: Review argument: Montresor insane individual or vengeful premeditator?

Work Session:

  1. Read “A Poison Tree” p.140-141; compare and contrast theme with “The Cask of Amontillado.”
  2. Compose a response to an EOC prompt on the choice menu.

Closer: IR: Enjoy!
HW: Complete NoRedInk punctuating clauses by Friday at 11:59 p.m.; work on ZINC 2nd set.

February 2

AP Literature Week 6 Feb. 5 – 9

Week 6–REGISTRATION FOR AP EXAMS MUST BE COMPLETED BY FEB. 28 through Total Registration!

Planning Your Week

S 2/4: Schoology post (literary lenses applied to “An Occurrence at Owl Creek Bridge” and “A Rose for Emily”

M 2/5: Bring your 2 poems printed from the Poetry Out Loud website; for Tuesday read ch.4 from How to Read Literature Like a Professor (p.17-19 in the pdf on Schoology) and Types of Sonnets .

T 2/6: For Wednesday, read p.571-579 (ch. 12), p. 604-610 (ch. 13), and p. 721-735 (ch.16) in the textbook. Take notes to prepare for the quiz.

W 2/7: Reading quiz for poetic diction, imagery, and form; for Thursday, read ch. 10 (p.44-47 in the pdf on Schoology) of How to Read Literature Like a Professor.

F 2/9: POL paraphrase and explication due to Turnitin.com; perform POL in class; obtain a copy of your research novel and bring to class.

 

Monday, February 5

Opener: MCM poetry

Work Session:

  1. Groups create reading schedule for research novels..
  2. Revisit “Dulce”, analyzing aural sounds and imagery; develop and intro and theme statement.

Closer: Analyze POL poems with TPFASTT/TPCASTT; compose paraphrase for both POL poems.

HW: Read ch.4 from How to Read Literature Like a Professor (p.17-19 in the pdf on Schoology) and Types of Sonnets . 

 

Tuesday, February 6

Opener: CW Tuesday–3 line poem

Work Session:

  1. Poetry mixer; place poetry handout in SN; small groups complete QHT for poetic devices.
  2. Create theme statements for poems in chapter 11.
  3. Analyze POL poems with TPFASTT/TPCASTT
  4. Compose paraphrase for both POL poems.

Closer: Write an explanation of how someone from your literary lens would view “An Occurrence” or “A Rose for Emily.”

HW: Read p.571-579 (ch. 12), p. 604-610 (ch. 13), and p. 721-735 (ch.16).

 

Wednesday, February 7

Opener: Reading quiz for diction, imagery, and form.

Work Session:

  1. FRQ #2 Poetry
  2. Analyze sample essays; self assess according to the rubric.

Closer: Read “American Sonnet” by Billy Collins

HW: Read ch. 10 (p.44-47 in the pdf on Schoology) of How to Read Literature Like a Professor; memorize chosen poem for Poetry Out Loud and compose a paraphrase and explication due Friday.

 

Thursday, February 8

Opener: Revisit weather in In the Lake of the Woods (opening and closing chapters),  the leaf/spider scene from “An Occurrence at Owl Creek” (Twilight Zone), and the escape scene from Shawshank Redemption.

Work Session:

  1. View the trailer and rain scene from Bridges of Madison County.
  2. Read “The Storm”; analyze imagery
  3. Develop a theme statement for “The Storm.”
  4. Read Paul Laurence Dunbar’s “Sympathy”.

Closer: Choose three poems from the ones we have read or from the textbook and examine them through your literary lens.

HW: Memorize chosen poem for Poetry Out Loud and compose a paraphrase and explication due tomorrow.

 

Friday, February 9

Opener: Fun Friday de-stress; focus on imagery and sensory detail

Work Session:

  1. Perform POL poems.
  2. Meet with research groups to plan a research schedule.

Closer: Read your research novel.

HW: Enjoy the weekend!

 

February 2

Honors 9th Literature Week 6 Feb. 5 – 9

Planning Your Week
M 2/5 –
 NoRedInk phrases and clauses quiz due by 11:59 p.m.
T 2/6 – Bring rough draft of EA2 argument essay to class; ZINC vocabulary due by 11:59 p.m.
Th 2/8 – Final draft of EA2 argument essay due to Turnitin.com; independent reading project written portion due to Turnitin.com by 11:59 p.m.; bring the completed project to class tomorrow.
F 2/9 – Independent reading project due in class (written portion should already be in Turnitin.com).

Sample Works Cited for Argument

Credit Recovery for STEM Science Fair

 

Monday, February 5, 2018

Opener: Review types of evidence, formal language, argument structure, lead-ins, MLA format, citations.

Work Session: 

  1. SB: Draft EA2 argument essay using the graphic organizer.

Closer: IR: Plan your project due Thursday night to Turnitin.com/Friday present in class.
HOMEWORK:  Complete NoRedInk phrases and clauses quiz by 11:59 p.m.; bring rough draft of EA2 argument to class tomorrow; first set of ZINC due tomorrow evening.

 

Tuesday, February 6, 2018

Opener: Participate in orientation to the learning commons.

Work Session:

  1. Research Opposing Viewpoints database for additional evidence for your argument.
  2. Continue drafting the argument.

Closer: IR: Plan your project due Thursday night to Turnitin.com/Friday present in class.
HOMEWORK: First set of ZINC due 11:59 p.m.

 

Wednesday, February 7, 2018

Opener: IAN: Write a 202 word story

Work Session:

  1. SB: Intro to fiction: review plot diagram, compare points of view, and discuss style (SB p.97 & 99-102).
  2. SB: Read “The Stolen Party” (with alternate reading plan), composing levels of questions as you read.
  3. SB: Discuss the story, completing the text dependent questions under “Second Read,” “Working from the Text,” and “Check Your Understanding.”
  4. SB: Compose a response to the EOC Narrative Writing prompt.

Closer: IR: Plan your project due Thursday night to Turnitin.com/Friday present in class.
HW: Final draft of EA2 argument due Thursday to Turnitin.com; IR project written portion due to Turnitin.com Thursday, due for presentation in class Friday.

Thursday, February 8, 2018

Opener: LAB 113

Work Session: 

  1. Work on IR project and submit one-pager to Turnitin.com.
  2. Complete punctuating clauses practice in No Red Ink.

Closer: IR: Plan your project due Thursday night to Turnitin.com/Friday present in class.
HW:
Final draft of EA2 argument due Thursday to Turnitin.com; IR project written portion due to Turnitin.com Thursday, due for presentation in class Friday.

 

Friday, February 9, 2018

Opener: IR: Set up IR projects; gallery walk to discover new titles.

Work Session:

  1. SB: Read “Always Running” and “Race Politics”p.37-40; answer the text-dependent questions and complete the comparison/contrast chart in “Working from the Text” p.42; identify parallel structure.
  2. Compose a response to the EOC prompt: Which of the two genres most effectively conveys the speaker’s message? Explain why.

Closer: IR: Enjoy!
HW: Work on ZINC 2nd set.

January 26

AP Literature Week 5 Jan. 29 – Feb. 2

Week 5

Planning Your Week

M 1/22: Bring your 2 poems printed from the Poetry Out Loud website.

T  1/23: Schoology post (literary lens applied to “An Occurrence” or “A Rose”

 

Monday, January 29

Opener: MCM prose

Work Session:

  1. Discuss research and choose novels.
  2. Read “A Rose for Emily”; analyze structure, point of view, and mood.
  3. Create a single panel of a storyboard for the given line(s); plan transitions with the class to combine storyboards into a cohesive scene. Focus on what is shown in the frame; label all elements of film analysis.

Closer: Compose theme statement for “An Occurrence at Owl Creek Bridge” and “A Rose for Emily.”

HW: Memorize chosen poem for Poetry Out Loud and compose an explication due Tuesday, February 6.

 

Tuesday, January 30

Opener: Creative writing Tuesday–camera effects.

Work Session:

  1. Poetry mixer; place poetry handout in SN; small groups complete QHT for poetic devices.
  2. Create theme statements for poems in chapter 11.
  3. Analyze POL poems with TPFASTT/TPCASTT
  4. Compose paraphrase for both POL poems.

Closer: Write an explanation of how someone from your literary lens would view “An Occurrence” or “A Rose for Emily.”

HW: Schoology post. Obtain a copy of research novel. Memorize chosen poem for Poetry Out Loud and compose an explication due Tuesday, February 6. 

 

Wednesday, January 31

Opener: FRQ

Work Session:

  1. Analyze sample essays; self assess according to the rubric.

Closer: Read choice poem.

HW: Memorize chosen poem for Poetry Out Loud and compose an explication due Tuesday, February 6. .  

Thursday, February 1

Opener: Pondering Poetry “Old Soldier”

Work Session:

  1. Review “Old Soldier” with poetry handout.
  2. View war film clips.
  3. Read “Dulce et Decorum Est” aloud with war sounds; analyze structure, point of view, and imagery.

Closer: Compose theme statement and an introductory paragraph for an FRQ on “Dulce.”

HW: Memorize chosen poem for Poetry Out Loud and compose an explication due Tuesday, February 6.

 

Friday, February 2

Opener: Fun Friday de-stress; focus on imagery and sensory detail

Work Session:

  1. Read “The Storm”; analyze setting and imagery.
  2. Read “Desiree’s Baby”; analyze irony.

Closer: Revisit a short story or poem we have read; write an explanation of how someone from your literary lens would view it.

HW: Memorize chosen poem for Poetry Out Loud due Tuesday, February 2.

 

January 26

Honors 9th Literature Week 5 Jan. 29 – Feb. 2

Planning Your Week
M 1/29 –
 NoRedInk phrases and clauses practice due by 11:59 p.m.
F 2/2 – Bring printed copy of your response to “Writing from Sources” on Obama’s speech

T 2/6 – ZINC vocabulary due by 11:59 p.m.
Th 2/8 – Independent reading project written portion due to Turnitin.com by 11:59 p.m.; bring the completed project to class tomorrow.
F 2/9 – Independent reading project due in class (written portion should already by in Turnitin.com).

Monday, January 29, 2018

Opener: Review EOC rubric; self score “Marigolds” responses and review teacher feedback. Write a goal for improving EOC constructed responses; SB:  Activity 1.13 (p.64): unpack EA2 and review elements of argument (p.91-2). Complete a stoplight self-check IAN.

Work Session: 

  1. SB: Review interview transcripts and discuss advantages and disadvantages of a post-secondary education. Include quotes from your interviewees.
  2. SB: View the “Why go?” presentation from College Board; take notes in the table p.65. Rank the reasons and evidence for level of persuasion.
  3. SB: Compose a paragraph explaining the central claim of the “Why Go?” presentation and the way the author presents and supports that claim.

Closer: IR: Enjoy!
HOMEWORK:  Complete NoRedInk phrases and clauses practice by 11:59 p.m.

Tuesday, January 30, 2018

Opener: IAN: Role play the scenarios with a partner, listing potential appeals. Discuss (large group) then revisit “Education Still Pays” and analyze the appeals (ethos, pathos, logos); discuss the difference between argument and persuasion.

Work Session:

  1. SB: Activity 1.15: Imagine the President of the United States is speaking to students at a public school with a live broadcast to schools all over the country. Predict some ways in which the president might use logos, ethos, and pathos to convince students that they should work hard in school.
  2. SB: Listen to and read Obama’s speech, analyzing rhetorical appeals, focusing on the concession and refutation in paragraphs 17 & 18 and the rhetorical questions, anaphora, and parallelism at the end of the speech.
  3. SB: Complete the text dependent questions and “Working from the Text” (with white boards in groups). Share with the class.

Closer: IR: Look for examples of parallel structure, rhetorical appeals, and anaphora. Log it in your IAN IR section.
HOMEWORK: First set of ZINC due Feb. 6; read IR book (due Feb. 9).

Wednesday, January 31, 2018

Opener: IAN: Revisit “Education Still Pays” and analyze the appeals (ethos, pathos, logos); discuss the difference between argument and persuasion. Add SOAPSTone and SMELL graphics to IAN.

Work Session:

  1. SB: Revisit Obama’s speech and complete SOAPSTone graphic organizers in small groups; share with the class.
  2. SB: Complete SMELL graphic organizers in pairs; discuss as a class.
  3. SB: Review parallel structure (practice p. 78) and discuss “Check Your Understanding.”
  4. ​SB: Compose a response to “Writing to Sources: Argument”

Closer: IR: Enjoy!.
HW: Complete “Writing to Sources: Argument” and bring a printed copy to class tomorrow; first set of ZINC due Feb. 6; read IR book (due Feb. 9).

Thursday, February 1, 2018

Opener: SB: Activity 1.16: Review the informational text, speech, and presentation from this unit and identify examples of the different types of evidence used, explaining the purpose of each as a tool of persuasion; fill in the chart p. 79.

Work Session: 

  1. SB: Read the editorial “An Early Start on College” and answer the text-dependent questions.
  2. SB: In small groups, complete “Working from the Text” using highlighted quotes from the text. Discuss “Check Your Understanding.”
  3. SB: Complete “Writing to Sources: Argument” independently; revise your printed paragraph to meet the requirements.

Closer: IR: Enjoy!
HW: Revise “Writing to Sources: Argument” bring a printed copy to class; first set of ZINC due Feb. 6; read IR book (due Feb. 9).

Friday, February 2, 2018

Opener: IAN: Add formal language handout; with a partner, analyze final drafts of analysis of Obama’s speech for formal language.

Work Session:

  1. SB: Read “Why College Isn’t (And Shouldn’t Have to Be) For Everyone” p. 83 and “Actually, College Is Very Much Worth It” p. 86.
  2. SB: Complete the text dependent questions p.88; work in pairs to complete the graphic organizer in “Working from the Text.”
  3. SB: EOC prompt p. 90: answer “Check Your Understanding” as an example of a short response prior to the extended response on EOC.
  4. SB: Compose a paragraph explaining the central claim of the “Why Go?” presentation and the way the author presents and supports that claim.

Closer: IR: Enjoy!
HW: First set of ZINC due Feb. 6; read IR book (due Feb. 9).

January 20

Honors 9th Literature Week 4 Jan. 22-26

Honors 9th Lit. Week 4

Planning Your Week

S 1/21 – No Red Ink practice for parallelism and voice due 11:59 p.m.; No Red Ink diagnostic for phrases and clauses due 11:59 p.m.

T 1/23 – Bring your typed, complete interview transcript to class.

W 1/24 – Bring a draft of your narrative interview to class.

Th 1/25  Submit your complete narrative interview to Turnitin.com by 11:59 p.m.; complete parallelism quiz by 11:59 p.m.

F 1/26  Bring a printed copy of your narrative interview to class.

M 1/29  Complete phrases and clauses practice on No Red Ink.

T 2/6 – ZINC vocabulary due by 11:59 p.m.

Th 2/8  Independent reading project written portion due to Turnitin.com by 11:59 p.m.; bring the completed project to class tomorrow.

F 2/9 – Independent reading project due in class (written portion should already by in Turnitin.com).

 

Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website and ZINC via the SpringBoard website

 

Monday, January 22

Opener: STEM STUDENTS will set up boards for science fair.

Work Session:

  1. Analyze the sample interview transcript and article with SOAPSTone strategy.
  2. Number interview questions and correlate them with where they appear in the article.
  3. Assess the narrative with the EA rubric.

IAN: View the sample interviews, noting effective strategies and ineffective strategies.

Closer: IR: Review interview plan p.59-60 and revise questions.

HOMEWORK: Interview someone you know who has post-secondary experience (an adult who went to college, entered the workforce, or joined the military; someone who has been out of high school at least four years), and bring the typed, printed interview transcript to class; read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Tuesday, January 23

Opener: SB: Lesson 1.4 Parallel Structure: Grammar & Usage section–compound sentences p.13 (clauses, gerunds, nouns, pronouns, adjectives, adverbs, prepositions) and “Check Your Understanding” p. 15.

Work Session:

  1. Brief review of narrative elements & sensory details
  2. SB: Lesson 1.5 Review imagery and voice; read “Marigolds,” marking ! for interesting imagery, highlighting voice; circling unknown words and phrases.
  3. SB: Reread the story; answer the text-dependent questions.

Closer: IR: Find examples of parallel structure in your IR book.

HOMEWORK: Compose narrative interview and bring a draft to class tomorrow; final draft of narrative interview due Thursday evening to Turnitin.com; read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Wednesday, January 24

Opener: SB: Activity 1.11 Pairs should read the two excerpts and complete “Working from the Text” and “Check Your Understanding.”

Work Session: 

  1. SB: Peer review the EA1 (your narrative interview).
  2. SB: Revise your narrative based on peer and self-assessment.

Closer: IR: Enjoy!

HOMEWORK: Submit EA1 (narrative interview to Turnitin.com and bring a printed copy to class Friday. Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Thursday, January 25

Opener: SB: Activity 1.13 (p.64): unpack EA2 and review elements of argument (p.91-2). Complete a stoplight self-check IAN.

Work Session: 

  1. SB: Review interview transcripts and discuss advantages and disadvantages of a post-secondary education. Include quotes from your interviewees.
  2. SB: View the “Why go?” presentation from College Board; take notes in the table p.65. Rank the reasons and evidence for level of persuasion.
  3. SB: Compose a paragraph explaining the central claim of the “Why Go?” presentation and the way the author presents and supports that claim.

Closer: IR: Enjoy!

HOMEWORK: Submit EA1 (narrative interview to Turnitin.com and bring a printed copy to class Friday. Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Friday, January 26

Opener: IAN: Compare and contrast informational and argumentative writing. How do you analyze persuasive elements?

Work Session: 

  1. SB: Activity 1.14: read the article and answer the text-dependent questions.
  2. SB: Complete “Working from the Text” and “Check Your Understanding”; share with the class.
  3. SB: EOC prompt p.68

Closer: IR: Enjoy!

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

January 19

AP Literature Week 4 Jan. 22-26

Week 4

 

Planning Your Week

 

M 1/22: Bring 2 poems printed from the Poetry Out Loud website.

T  1/23: Summative assessment in class (essay response)

 

Monday, January 22

Opener: Set up skinny notebook; read chapters from How to Read Literature Like a Professor and How to Read Novels Like a Professor.

Work Session:

  1. Microlab: review your section from How to Read Literature Like a Professor (summarize, connect to In the Lake and Streetcar; create a group poster of your responses during a silent conversation.
  2. Complete a gallery walk of each group’s discussion poster, commenting on the other two posters.
  3. Reread/review/analyze sections from chapters of ItLotW; gather your question post-its from the text and add them to the parking lot poster.
  4. Examine horse and cart metaphor for AP essay writing; compose claim statements from ItLotW and A Streetcar Named Desire.

Closer: Compose claim statements for the summative assessment questions for In the Lake and Streetcar.

 

Tuesday, January 23

Opener: Draw the novel/prompt for SA.

Work Session:

  1. Summative Assessment: In the Lake and Streetcar.
  2. Evaluate research novel choices.

Closer: HW: Complete textual lineage and post to Schoology; prepare 30 seconds of Streetcar presentations; memorize chosen poem for Poetry Out Loud due Tuesday, February 2.

 

Wednesday, January 24

Opener: Share textual lineage and present 30 seconds of Streetcar.

Work Session:

  1. Read “An Occurrence at Owl Creek bridge” and illustrate a scene with a storyboard.
  2. View The Twilight Zone episode and compare/contrast with storyboards.

Closer: Select novels for research.

HW: Memorize chosen poem for Poetry Out Loud due Tuesday, February 2.

 

Thursday, January 25

Opener: View Hitchcock montage and interview; discuss the significance of “assembly” and the parallel with composing narratives (like “Owl Creek”) (3 types of montages; elements that repeat).

Work Session:

  1. Read “A Rose for Emily”; analyze structure, point of view, and mood.

Closer: Respond to the prompt to analyze how Faulkner develops theme.

HW: Memorize chosen poem for Poetry Out Loud due Tuesday, February 2.

 

Friday, January 26

Opener: Place poetry handout in SN; small groups complete QHT for poetic devices.

Work Session:

  1. Review “Old Soldier” with poetry handout.
  2. View war film clips.
  3. Read “Dulce et Decorum Est” aloud with war sounds; analyze structure, point of view, and imagery.

Closer: Compose theme statements for “An Occurrence,” “A Rose,” “Old Soldier,” and “Dulce”

HW: Memorize chosen poem for Poetry Out Loud due Tuesday, February 2.

 

January 13

AP Literature Week 3 Jan. 15 – 19

Week 3

 

Planning Your Week

T 1/16: Schoology post for In the Lake research/inquiry project

Th 1/18: Schoology post responses to 2 classmates’ posts for In the Lake research/inquiry project; Schoology post links for 2 poems from the Poetry Out Loud website and print copies to bring to class tomrrow.

M 1/22: Bring 2 poems printed from the Poetry Out Loud website.

T  1/23: Summative assessment in class (essay response)

 

Monday, 1/15  Enjoy your holiday!

 

Tuesday, 1/16

Opener: Review ½ length multiple choice; complete data sheet.

Work Session:

  1. Complete research for the Literary Theory Research Inquiry Project on In the Lake of the Woods
  2. Investigate film directors for your film project. 
  3. Decide on 2 poems for POL performances. * Reminder that anyone who competes in the school wide performance on January 23 receives extra credit.
  4. Analyze your clip for 30 seconds of Streetcar. 

Closer: Review your feedback on the sticky note assessment for In the Lake; gather the questions you placed on post-it notes to prepare for tomorrow’s discussion.

HW: Post your 2-3 paragraphs response to research on Schoology. Comment on at least two other students’ posts by Thursday night, 11:59 p.m. Review the literary criticism section (pages 1566-88) of your Pearson text; choose two poems from POL website and post links to Schoology Thursday night, 11:59 p.m. and print copies to bring to class Monday.

 

Wednesday, 1/17 Enjoy your snow day!

Thursday, 1/18 Enjoy your snow day!

Friday, 1/19 Enjoy your snow day!

January 12

Honors 9th Literature Week 3 Jan. 15 – 19

Honors 9th Lit. Week 3

Planning Your Week

Enjoy your holiday Monday and your snow days Wednesday, Thursday, and Friday!

S 1/21 – No Red Ink practice for parallelism and voice due 11:59 p.m.; No Red Ink diagnostic for phrases and clauses due 11:59 p.m.

Bring your typed, complete interview transcript to class.

T 1/23  Bring your typed, complete interview transcript to class; submit your “Marigolds” EOC prompt to Turnitin.com by 11:59 p.m.

T 2/6 – ZINC vocabulary due by 11:59 p.m.

Th 2/8  Independent reading project written portion due to Turnitin.com by 11:59 p.m.; bring the completed project to class tomorrow.

F 2/9 – Independent reading project due in class (written portion should already by in Turnitin.com).

 

Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website and ZINC via the SpringBoard website

 

Monday, 1/15 Enjoy your holiday!

 

Tuesday, 1/16

Opener: IR: Book pass sampler; read for 3-4 min. and complete the log; rotate through the group, then discuss and create a sticky note for each book in your group (we are “meeting” a variety of independent reading books in case you finish or get tired of the one you chose).

Work Session: 

  1. SB: Lesson 1.6 Write questions and interview a partner; write a script for introducing your partner to the class: highlight direct and indirect quotations and parallel structure, explaining why you used them.
  2. SB: Lesson 1.12 Plan Your Interview and Lesson 1.10 The Art of Questioning

Closer: SB: Review EA1 requirements for interview, transcript, and narrative; STEM STUDENTS will add project-specific questions to their interviews.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Wednesday, 1/17–Snow Day! Enjoy!

Thursday, 1/18–Snow Day! Enjoy!

Friday, 1/19–Snow Day! Enjoy!