July 29

AP Literature August 1-5

WEEK 1

Monday, August 1

  1. Poker Night—A Streetcar Named Desire; simulate Mitch and Stanley’s poker night with Spit in the Ocean, Seven-card Stud, lemonade, and 40s music, including “Paper Moon.”
  2. Welcome & introductions; read & discuss FA2016 syllabus APLit
  3. Answer questions on Pre-Course Reading assignment (Streetcar and In the Lake due Friday, August 5).
  4. Introduce Schoology
  5. Introduce sun-shadow mandala due Friday, August 5.

*Homework:  Sign & return syllabus; work on mandala and Required Reading assignment; create a folder to share with me via Google Drive (click here for instructions).

Learning Goal(s): Introduce yourself clearly and distinctly by providing organized evidence in a style appropriate to your peers.

 

Tuesday, August 2

  1. Collect signed syllabi.
  2. Review Streetcar re-read assignment due Monday, August 8 w/critical article from HHS Database
  3. Review Cobb Digital Library access and literary criticism databases.
  4. Complete multiple choice 1/2 length test (Five Steps to a Five—only 2 passages)
  5. Review film terminology and film as text; analyze opening scene of A Streetcar Named Desire.

*Homework:  Sign & return syllabus; work on Streetcar re-read assignment due Monday, August 8.

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties.

 

Wednesday, August 3

  1. Collect signed syllabi.
  2. View A Streetcar Named Desire; compare and contrast directors’ choices with the text. (Glossary of Film Terms)

*Homework:  Sign & return syllabus; work on Streetcar re-read assignment due Monday, August 8.

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties.

 

Thursday, August 4

  1. Computer lab visit: Research Streetcar article for annotated bibliography; summarize and assess the validity of the article’s argument.

*Homework: Streetcar article with annotated bib and re-read assignment due for Socratic discussion Monday, August 8.

Learning Goal(s): Conduct further research to enhance your understanding of a literary text, realizing that different perspectives with a range of support exist.

 

Friday, August 5

  1. Present sun-shadow mandalas
  2. Finish viewing portions of A Streetcar Named Desire; compare and contrast directors’ choices with the text.

*Homework: Streetcar article with annotated bib and re-read assignment due for Socratic discussion Monday.

Learning Goal(s): Understand how directors, interpretations of a source text affect an audience’s response and interpretation.

 

July 29

Honors World Literature August 1-5

Honors World Literature                August 1-5, 2016      

Planning Your Week:

T 8/2—Return signed syllabus.  Bring $10 for Membean vocabulary program.

M 8/8—Personal narrative draft due

 

Monday, August 1

LG: Reflect on personal qualities and characteristics; set goals for timed writing.

  1. Read the HWL Syllabus F16 and review class procedures; complete TRSS forms.
  2. Read The Bee Tree by Patricia Polacco; consider—Is there a moment that has turned you into who you are today?
  3. Compose a response to the timed writing prompt (1990 parental conflict).

Homework: Read the syllabus and have parent sign; bring $10 for Membean vocabulary.

 

Tuesday, August 2

LG: Understand the pattern of a quest in literature; analyze the elements in a short story.

  1. Gather signed syllabi and receipt payments for Membean vocabulary.
  2. Read and annotate chapter 1 of How to Read Literature Like a Professor: “Every Trip is a Quest.”
  3. Read and annotate James Joyce’s “Araby”; identify the elements of the quest and analyze the real reason vs. the stated reason for the quest with the graphic organizer.

 Homework: Return signed syllabus and $10 for Membean vocabulary.

 

Wednesday, August 3

LG: Continue identifying literary patterns, including archetypes.

  1. Gather signed syllabi and receipt payments for Membean vocabulary.
  2. Discuss “Araby” and clarify understanding of the elements of the quest.
  3. Archetypes Mixer: Question peers to discover your character then pair up with your character’s counterpart; analyze your partnership—what qualities does each character possess? What is the pair’s relationship?
  4. Review common literary archetypes and discuss patterns that emerged from 9th Literature/Comp. readings (ppt).
  5. Take the archetypes quiz to discover your best match.

 

Thursday, August 4

LG: Apply understanding of quest elements and archetypes to a cold reading passage (EOC/PSAT prep); construct a personal narrative.

  1. Gather signed syllabi and receipt payments for Membean vocabulary.
  2. Apply understanding of quest elements and archetypes in Marquez’s “A Very Old Man with Enormous Wings.”
  3. Construct a personal narrative based on the results of the archetype quiz; plan the selfie you will use to illustrate your narrative.

 Homework: Work on a draft of your personal narrative and selfie due Monday for revision.

 

Friday, August 5

LG: Explore motifs and thematic elements of Oedipus.

  1. Gather signed syllabi and receipt payments for Membean vocabulary.
  2. Analyze “Choice Blindness” (Brain Games episode) and various clips of popular films that include prophecy and fate (The Matrix, Maleficent, Hercules, Sleeping Beauty, Star Wars, Harry Potter).
  3. Create foldables with motifs and thematic concepts (fate vs. free will, prophecy, supernatural/paranormal).

Homework: Work on a draft of your personal narrative and selfie due Monday for revision.