November 28

AP Literature November 30–December 4

WEEK 16

Monday, November 30

  1. MCM
  2. Introduce Poetry Out Loud assignment due Thurs. Dec. 12; initial poems due Wed. Dec. 2
  3. Introduce HOD inquiry stations
  4. Introduce HOD (ppt/review opening pages)

*Homework: HOD quiz Book 1 Tues.; Poetry Out Loud poems due Wed.

 Learning Goal(s): Analyze major aspects of the novella and synthesize information to determine theme(s).

 

Tuesday, December 1

  1. Creative Writing Tuesday
  2. HOD Quiz Book 1
  3. Continue reading Heart of Darkness

*Homework: Poetry Out Loud poems due Wed.; HOD Book 2 quiz Fri.

Learning Goal(s): Understand the historical context of the novel; Understand the power of imagery and how language can create that impression.         

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Wednesday, December 2

  1. Analyze “The Leap” by James Dickey; apply analytical skills to POL poems to complete TPFASTT
  2. Analyze Poetry Out Loud poems

*Homework: HOD Book 2 quiz Fri.

Learning Goal(s): Understand the historical context of the novel; Understand the power of imagery and how language can create that impression.         

 

Thursday, December 3

  1. Painting the Congo: Analyze the imagery in a selection from HOD (London or the Congo); paint the scene.

*Homework: HOD Book 2 quiz Fri. 

Learning goal(s): Create an engaging, interactive presentation to present your findings to the class.

 

Friday, December 4

  1. HOD quiz Book 2
  2. Practice POL poems

*Homework: HOD Book 3 quiz Wed.; perform POL poems Thurs. 

November 28

Honors 9th Literature November 30–December 4

9th Lit Honors                                   

Planning Your Week: November 30-December 4

Tuesday, Wednesday, & Thursday—Georgia Milestones 9th Literature/Composition End of Course Assessment (EOC); please make every effort to be on time and present these three days. This exam counts 20% of your final grade for the course.

Friday—Portfolio due; read through p. 90 of The Road

Next Week (Monday, Tuesday, Wednesday)—The Night Circus presentations

 

Monday, Nov. 30

  1. Introduce The Road book circles and reading assignment.
  2. Review EOC prompts:
    1. Review Argument
      1. Structure of an argument: thesis (primary claim), topic sentences (sub-claims), shades of the argument (circle of ten), counterargument.
      2. Finding evidence: Other sources given to you, what you have seen, what you have read, what you have experienced. YOU MAY USE FIRST PERSON
  1. Review literary analysis
    1. Arch Method: Rewrite prompt in your own words; make sure you understand what the prompt is asking you to know.
    2. Read the excerpt with a careful lens: How am I going to answer the prompt? What sticks out to me? Diction, syntax, figurative language, details, organization, etc. Diction plus details = tone; NO FIRST PERSON
  1. Review Narrative and Informational prompts

 

Tuesday-Thursday, Dec 1-3

We will be in lab 113 for the test all three days; you may not have food, drink, or cell phones in the lab. Get some rest and be on time each day.

 

Friday, Dec. 4

Portfolio Due Date! 

  1. Discuss The Road in book circles; determine roles and complete discussion preparation:
  • Discussion Leader: Based on the first 90 pages that you have read, what are some leading, open-ended questions that you can ask your group? Think about questions that might bring up thematic connections to other works that we have read, or that might spark a discussion about author’s style choices. Write at least seven questions.
  • Diction Detective: It is your job to find perplexing examples of diction and syntax in Cormac McCarthy’s prose. Using your notes from the first 90 pages, find at least seven examples, write them down and cite on your page, and then discuss the meaning and effect of these choices with your group.
  • Bridge Builder: Find real-life connections between the issues/events/conflicts in the text and yourself and your world. Make the book relevant. Part of appreciating literature is understanding why an author chooses to explore certain topics: your job is to help your group ascertain possible motivations for McCarthy’s choice in topic. Find at least three real world connections (news articles, scientific developments, other literary texts, etc.).
  • Reporter/Illustrator: What happened in the first 90 pages of the text? In at least five bullet points, list the main events, characters, setting, etc. and help your group to stay on track. Illustrate one of the scenes from this section (draw or use digital images in a unique composition to create the scene).

 

HOMEWORK: DUE DATE:  Thursday, December 10, 2014    Read page 1 through the middle of page 175.  Show that you have read with sticky notes that help contribute to your book circles. Be ready to answer the following two questions (verbally, in your book circle groups) using direct and indirect evidence from pages 1-175.

  • The post-apocalyptic setting pervades the description McCarthy gives throughout the novel.  Determine the mood of the novel and examine how the setting helps to produce that mood.
  • Cormac McCarthy has an unmistakable prose style. What do you see as the most distinctive features of that style? How is the writing in The Road in some ways more like poetry than narrative prose? Choose at least 5 words or phrases that enhance the meaning of the text due to their impactful figurative or connotative effect.  Explain how specific words affect the passage.

 

9th Lit Honors                                   

Planning Your Week: December 7-11

 

Monday, Tuesday, Wednesday—The Night Circus presentations

Thursday—The Road through p. 175

 

LG: Present circus tents.

  1. Present circus tents; students not presenting will evaluate other tents.
  2. Reflect on your own performance: Each member of the group will write a reflection answering the following questions:
  • How do you think your group did overall? What grade do you deserve and why?
  • How well did your group work together?
  • Did everyone pull his or her own weight? What issues did you encounter in your groups?
November 14

AP Literature 11/16-11/20

Week 15

Monday, November 16—Friday, November 20

  1. Present museum research projects.
  2. Read/analyze Heart of Darkness Book I (page 53-91); answer questions and analyze quotes; Quiz Tuesday, December 1.

Learning Goal(s): Create an engaging, interactive presentation to present your findings to the class.

November 14

Honors 9th Literature Nov. 16-20

9th Lit Honors                                   

Planning Your Week: November 16-20

Tempest Extra Credit due Dec. 11.

No vocab or language practice this week.

T 11/17Night Circus papers due at the end of the period; we’re in the lab Monday & Tuesday

  • Designer’s Rationale: two page long justification for why you made the design choices that you did and how those choices connect with the text. Must contain research from outside sources.
  • Concessionare’s Recipes & Rationales: Recipes for each food item, decorated to blend with the design aesthetic; two-page rationale that justifies your food choices and cites the sources that served as your inspiration.
  • Editorialist/Rêveur’s Analyses & Review: Three rhetorical analyses (1.5—2 pages each) of Thiessen’s reviews (see extra handout on these); two-page (minimum) review of your group’s tent, written in the perspective of an outsider; completed NORM forms for every group meeting.
  • Ring Masters Map: Tent map with cited references to text; printed slides or CD of multimedia presentation; check with other group members and assist them in completing their portions.

Th 11/19—Portfolio Check #3

 

 

Monday, November 16

LG: Collaborate with peers to develop an engaging presentation.  

  1. Compose Dear Reader letter and compile portfolio requirements.
  2. Collaborate with circus groups to plan and develop presentation.
  • Ringmasters: Confirm with me a list of requirements for your project. What do you need? (Laptops, carts, overhead projectors, extension cords, speakers, etc.). Also, make sure you talk with the other groups so you all agree on which part of the classroom you will use.
  • Notebook: Ring Masters – make sure your team has everything in place for the notebook. All deliverables must be typed and in the notebook ON THE DAY THAT YOU PRESENT.
  • Editing: Each member of the team should edit deliverables for grammar, typos, MLA, etc. Remember that you need quotes from outside sources as well as from your novel.
  • MultiMedia: Practice how you are going to present your multi-media. Are you going to narrate as you move through slides/pictures? Are you going to explain your map?
  • Checks & Balances: Each person should check quality of other team members’ work. Make suggestions for improvement. One weak link lessons the overall quality of the project.

 

Tuesday, November 17

LG: Collaborate with peers to develop an engaging presentation.  

  1. Compose Dear Reader letter and compile portfolio requirements.
  2. Collaborate with circus groups to plan and develop presentation. DIFFERENTIATION: Students are grouped homogeneously based on PSAT scores & class average; roles based on student survey of multiple intelligences.
  1. RINGMASTERS: Confirm with me a list of requirements for your project. What do you need? (Laptops, carts, overhead projectors, extension cords, speakers, etc.). Also, make sure you talk with the other groups so you all agree on which part of the classroom you will use.
  2. Notebook: Ring Masters – make sure your team has everything in place for the notebook. All deliverables must be typed and in the notebook ON THE DAY THAT YOU PRESENT.
  3. Editing: Each member of the team should edit deliverables for grammar, typos, MLA, etc. Remember that you need quotes from outside sources as well as from your novel.
  4. MultiMedia: Practice how you are going to present your multi-media. Are you going to narrate as you move through slides/pictures? Are you going to explain your map?
  5. Checks & Balances: Each person should check quality of other team members’ work. Make suggestions for improvement. One weak link lessons the overall quality of the project.

 

Wednesday, November 18

LG: Analyze a particular point of view or cultural experience reflected in the Odyssey, drawing on a wide reading of world literature.

  1. Review EOC skills; understand how to identify author’s purpose in a short text, explaining how the author develops his claim.
  2. Read/analyze “Dragon Mythology: East vs. West” from the EOC guide p.23.
    1. Be aware of the time and stay focused. You must understand the main point as best as you can in one reading. Underline or highlight topic sentences.
    2. Answer the question in the prompt; how does the author develop his claim (use the ARCH method, identify what you need to know as well as textual evidence; write a thesis statement.
  1. Debate issues from The Odyssey anticipation guide.
  2. Note the list of characters in The Odyssey on p. 982 of the textbook.
  3. Read the invocation to The Odyssey p. 981 and “I am Laertes’ Son” p.983.

 

Thursday, November 19

LG:  Compare how authors use different mediums to tell the same story.

  1. Read “The Cyclops” pp. 986-999.
    1. How does the Cyclops ignore the duties of hospitality? How does Odysseus break the rules of hospitality? What do these customs show about the Greek culture?
    2. List various ways your own culture greets and behaves toward guests. What do these behaviors show about your culture?
  2. Identify epic similes, epithets, and patronymics in “The Cyclops.”
  3. Read/analyze “The Land of the Dead” p.1064-69
  4. Read “Scylla and Charybdis” on p. 1073-1076; identify the two epic similes in the story of “Scylla and Charybdis” and explain what two things are being compared.
  5. Compare with the film adaptation in Percy Jackson and the Sea of Monsters.

 

 Friday, November 20

LG:  Compare how authors use different mediums to tell the same story.

  1. Finish analysis of sections of The Odyssey.
  2. Compare with the film adaptation in Percy Jackson and the Sea of Monsters.
November 7

AP Literature November 9-13

Week 14

BAND STUDENTS: Please keep up with your group responsibilities since presentations begin Monday. Pick up your copy of Heart of Darkness with the questions/quotes and the Poetry Out Loud assignment by Wednesday; these assignments are not due until after Thanksgiving, but you will have them to plan your schedule. You have no additional make up work to turn in–just stay in touch with your group.

Monday, November 9

  1. Warm-up: MCM Monday Poetry
  2. Read/analyze Act II; complete guided reading questions and notes for image trace.

*Homework:  DOAS test Wednesday; Group meeting Friday.

Learning goal(s): Draw conclusions about symbols and themes by analyzing textual evidence.

 

Tuesday, November 10

  1. Warm-up: Creative Writing
  2. Read/analyze Act II; complete guided reading questions and notes for image trace.

*Homework:  DOAS test Wednesday; Group meeting Friday.

Learning goal(s): Draw conclusions about symbols and themes by analyzing textual evidence.

 

Wednesday, November 11

  1. Assess Death of a Salesman Act II; turn in guided reading questions and notes for image trace.

*Homework:  Group meeting Friday.

Learning goal(s): Draw conclusions about symbols and themes by analyzing textual evidence.

 

Thursday, November 12

  1. Warm-up: Pondering Poetry; introduce Poetry Out Loud assignment and deadlines
  2. Introduce Heart of Darkness

*Homework:  Group meeting Friday.

Learning goal(s): Draw conclusions about symbols and themes by analyzing textual evidence.

 

Friday, November 13

  1. Warm-up: Fun Friday
  2. Collaborate with research groups to clarify reading and plan View sample presentations on the ipads and explore apps that could enhance your presentation.
  3. View/analyze Death of a Salesman film; evaluate director’s choices in adapting the play to film.

*Homework:  Museum presentations begin Monday.

Learning goal(s): Draw conclusions about symbols and themes by analyzing textual evidence.

November 7

Honors 9th Literature November 9-13

9th Lit Honors                                   

 

Planning Your Week: Nov. 9-13

No vocab or language practice this week.

W 11/11TNC Part III literary analysis questions (choose 2) due (this should be either submitted via Google Docs before class or printed and turned in at the beginning of class); TNC Part II and III combined quiz

Th 11/19—Portfolio check #3

BAND STUDENTS: You will miss continued group planning for The Night Circus projects, reading time for the novel, and lab time to work on your portfolios. Make sure you are doing your part to keep up with the deadlines (portfolio check #3 NEXT THURSDAY; The Night Circus Part IV-V reading and final essay due NEXT FRIDAY).  You will not have any additional make up work to turn in.

 

Monday, November 9

LG: Differentiate between expository and argumentative writing; continue developing reading/analysis skills.

  1. Discuss The Night Circus Part I-II; refine understanding of character relationships, plot sequence, and conflicts.
  2. Reflect on expository writing performance; distinguish between expository and argumentative writing (ethos, logos, pathos, claims, counterclaims, logical fallacies, cohesion).
  3. Analyze an argument prompt for The Night Circus, discuss the layers of meaning in small groups, and compose a response to the prompt.

 

Tuesday, November 10

LG: Reflect on performance standards and learning thus far; analyze the novel.

  1. SRI/SMI assessment.
  2. Teacher surveys.
  3. Select pieces for portfolio check #3; compose reflections for portfolio.
  4. Read/analyze The Night Circus Part III. Compose responses to literary analysis questions.

 

Wednesday, November 11

LG: Collaborate with peers to develop an engaging presentation.

  1. Demonstrate understanding of The Night Circus Part II & III (Quiz & analysis questions due)
  2. Collaborate with circus groups to plan and develop presentation. DIFFERENTIATION: Students are grouped homogeneously based on PSAT scores & class average; roles based on student survey of multiple intelligences.
  • Editorialist/Rêveur should complete Collaboration Norm Form; keep careful notes on today’s progress and work on reviews.
  • Designer and Concessionaire should gather research for justifying design/theme and food choices.
  • Ringmaster should work on map and multimedia component as well as manage the work of the other group members, preventing distractions and making efficient use of time and resources. Build the notebook/binder/Google folder for your group’s materials.

 

Thursday, November 12

LG: Reflect on performance standards and learning thus far; analyze the novel.  

  1. Select pieces for portfolio check #3; compose reflections for portfolio.
  2. Read/analyze The Night Circus Part IV & V. Compose responses to literary analysis final essay.  
  3. Collaborate with circus groups to plan and develop presentation.
  • Editorialist/Rêveur should complete Collaboration Norm Form; keep careful notes on today’s progress and work on reviews.
  • Designer and Concessionaire should gather research for justifying design/theme and food choices.
  • Ringmaster should work on map and multimedia component as well as manage the work of the other group members, preventing distractions and making efficient use of time and resources. Build the notebook/binder/Google folder for your group’s materials.

 

Friday, November 13

LG: Collaborate with peers to develop an engaging presentation.  

  1. Review narrative writing with The Night Circus prompt.
  2. Collaborate with circus groups to plan and develop presentation.
  • Editorialist/Rêveur should complete Collaboration Norm Form; keep careful notes on today’s progress and work on reviews.
  • Designer and Concessionaire should gather research for justifying design/theme and food choices.
  • Ringmaster should work on map and multimedia component as well as manage the work of the other group members, preventing distractions and making efficient use of time and resources. Build the notebook/binder/Google folder for your group’s materials.