August 26

Honors World Literature 8/29–9/2

Planning Your Week:

Sun. 8/28—Membean practice due (When you log in, you will have a 15 question assessment; please complete this to mark your current progress).

Tues. 8/30—Narrative based on a Grecian urn due

Wed. 8/31Oedipus skills test (citing evidence to support analysis; understanding irony, archetypes, tragic hero, motifs, and other patterns in literature)

Thurs. 9/1—Print 2 poems from the Poetry Out Loud site and bring them to class.

Fri. 9/2–Bring a favorite board game or card game (Uno, Apples to Apples, etc.)

Oedipus Skills Test 1Oedipus Skills Test 2

**Our next unit is on The Joy Luck Club, a novel by Amy Tan. Please obtain a copy (Amazon or Barnes and Noble are similarly priced at $9.52). Contact me if you have any issues with obtaining the book.**

 

*Vocab. Study Plan: Complete Membean practice in 15 minute increments or less.

 

Monday, August 29

LG: Apply skills for close reading, gathering evidence, and making inferences to poems.

  1. IAN: View the collage of pottery (well-known art pieces). Compose a response to the following questions: Why do artists create? Why do people appreciate art?
  2. Introduce Poetry Out Loud; read the NEA interview with 2016 champion Ahkei Togun and watch his performance and “Why Poetry Out Loud?”.
  3. Read/analyze “Ode to a Grecian Urn”; use TPFASSTT model and compose a theme statement.
  4. Ticket-out-the-door: Why is Oedipus considered a work of art? Why do people continue to read it millennia after it was written and performed?

*Homework: Finish narrative writing on a Grecian urn. Oedipus skills assessment Wednesday. Find two Poetry Out Loud poems and bring the printed hard copies to class Thursday.

 

Tuesday, August 30

LG: Analyze the pattern of 3 and the motif of cheating death in “The Pardoner’s Tale”; compare/contrast with Oedipus. 

  1. IAN: Brainstorm other works that include references to the number 3 or the idea of cheating death, fate, or prophecy.
  2. Review the concept of irony (the 3 types); read “The Pardoner’s Tale” analyzing the irony and patterns similar to those in Oedipus.
  3. Read & annotate “Three Is a Magic Number”; discuss insights and observations that connect to patterns in “The Pardoner’s Tale,” Oedipus, and other works from your brainstorming.
  4. Ticket-out-the-door: Summarize your findings about how Chaucer draws on earlier literary motifs and themes.

*Homework: Oedipus skills assessment tomorrow. Find two Poetry Out Loud poems and bring the printed hard copies to class Thursday.

 

Wednesday, August 31

LG: Synthesize understanding of how authors draw from source texts and use similar patterns (archetypes, motifs, themes).  

  1. Read “The Appointment in Samarra”; view Hermione’s telling of “The Tale of the Three Brothers.”
  2. Oedipus skills assessment: Compose an essay response to the following prompt: How do authors across time draw on source materials to create patterns which deepen our understanding of texts? Cite evidence from at least three of the texts to support your response.

*Homework: Find two Poetry Out Loud poems and bring the printed hard copies to class tomorrow.

 

Thursday, September 1

LG: Revise your synthesis essay, adding sophisticated vocabulary and sentence structures.

  1. IAN: Compose 3 sentences, each using a Membean vocabulary word. One sentence should use a verbal phrase, one should be compound with a comma and coordinating conjunction, and one should use three or more items in a series.
  2. Grammar boot camp: review concepts with punctuating clauses, positioning verbal phrases, and maintaining parallelism.
  3. Revise synthesis essays for mechanical errors; analyze cohesion between claims and supporting details, using transitions and repositioning details as needed to improve essay structure.

 

Friday, September 2

LG: Experience the immigrant experience and the idea of game play. Participate effectively in collaborative discussions.

  1. Farewell to your Greek family! Conduct a round of positive notes for your family and share.
  2. Meet your new Chinese family and play a game.
  3. Discuss the implications of the card game in terms of immigration (how was your experience similar to being an immigrant in a new country?); discuss the social and cultural importance of games.
  4. Anticipation Guide: Assess statements about The Joy Luck Club; assert your opinion and persuade others to see your viewpoint.

 

 

August 26

AP Literature

Week 5 

Planning Your Week:

Sat. 8/27–PeerMark essays in Turnitin.com (log in to Turnitin.com and follow the prompts)

Sun. 8/28–Membean practice due

Tues. 8/30–In the lake/Streetcar final essay due (bring a hard copy and submit to Turnitin.com)

 

Monday, August 29

1. Warm-up: Multiple Choice Monday (poetry)

2. Othello introductory scenarios (write, rehearse, & perform a skit to flesh out the given scenario connecting modern situations to themes/events in the play) 

3. Anticipation guide strategy: Assess the given statements, asserting your opinion and persuading others to take your position. (Kahoots! Game and discussion) 

4. Review play map.

*Homework: Streetcar/In the Lake essay final draft due Tues, Aug. 30.

Learning goal(s): Understand a range of themes that will be addressed in Othello.

 

Tuesday, August 30

1. Warm-up: Creative Writing Tuesday

2. Discuss anticipation guide; summarize thematic connections to look for in Othello.

3. Complete a round-robin reading of 1.1.74-160 (Lesson 2 “Zounds, Sir, You’re Robbed”)—

a. students sit in a circle and read a complete thought, stopping at the period, question mark, exclamation mark, or semicolon

b. read part-by-part instead of sentence-by-sentence; jot down notes circling unfamiliar words and writing questions

c. discuss the action:

i. who are Roderigo & Iago? What kind of people are they? What does each seem to want from the other? Who’s in control? What has just happened? Who is Brabantio? What sort of person do you think the Moor is? What about Brabantio’s daughter—how do you picture her? Why is it that neither Othello nor Desdemona is mentioned by name in this scene?

ii. What sort of language does Iago use to tell Brabantio of his daughter’s elopement? On what sort of fears and prejudices is Iago playing?

d. Divide the scene into three sections; cast a different set of actors for each section & have students read in succession. Discuss the differences between the readings & instruct them to try to imagine the voices as they continue reading. 

e. Act the scene—cast characters; the rest of the class will serve as directors to suggest movement, inflection, & interpretation. 

4. Finish reading 1.1; discuss the following questions:

a. Why do Iago, Roderigo, & Brabantio hate the man they are discussing?

b. What reasons does Iago give for continuing to follow his master?

c. What kind of person do you expect the man they discuss to be? How do you imagine him? Count the number of times the word Moor is used in 1.1. Can you draw any conclusions?

*Homework: 

Learning goal(s): Understand a range of themes that will be addressed in Othello.

 

Wednesday, August 31

1. FRQ Wednesday—poetry

2. Assign dramaturgy research projects (Lesson 3 “I Am Not What I Am”)

3. Introduce museum research projects and select novels.

*Homework:  Complete the “Top 3 Novel Choices” survey in Schoology after researching the options for the museum project.

Learning Goal(s): Use further research to enhance your understanding of a literary text; develop effective presentation skills.

        

Thursday, September 1

1. Warm-up: Pondering Poetry

2. Review Othello 1.1; complete discussion from Tuesday.

*Homework:  Complete the “Top 3 Novel Choices” survey in Schoology after researching the options for the museum project.

Learning goal(s): Demonstrate mastery of standards on timed writing assessment.

 

Friday, September 2

1. Warm-up: Fun Friday!

2. Meet with research novel groups to select roles, exchange contact into, and plan a reading schedule.

3. Present Venice/Cyprus and Moors/Turks dramaturgy.

4. View the prologue from the BBC and Fishburne versions of the movie; compare & contrast the directors’ choices.

5. Create hats for the major characters. (Lesson 3 “I Am Not What I Am”) 

*Homework:  Read research novels; prepare for group meetings. 

Learning Goal(s): Identify a range of interpretations of a play script.

 

August 19

Honors World Literature August 22-26

Honors World Literature                            August 22-26

 

Planning Your Week:

Sun 8/21—Complete 45 minutes practice on Membean

M 8/22—Oedipus performances begin; bring masks and any props or “costume” pieces you would like to use.

 

*Vocab. Study Plan: Complete Membean practice in 15 minute increments or less.

 

Monday, August 22

LG: Participate effectively in collaborative discussion and enhance presentations with digital media.

  1. Perform Oedipus Rex.
  2. Complete peer evaluations and self-reflections of performances.

 

Tuesday, August 23

LG: Apply skills for close reading, gathering evidence, and making inferences to passages.

  1. Finish group performances, peer evaluations and self-reflections.
  2. View Greek urns; choose one and compose a narrative based on the pictures, including imagery to enhance the narrative.
  3. Illustrate an urn to demonstrate analysis of imagery within the text.
  • Select a scene from Oedipus to represent artistically on your urn.
  • Draw the scene, rooting your artistic rendering in the text-based descriptions. Place the text evidence that supports your depiction on the space around your urn; make sure to use lead-ins with your quotes to provide context. Analyze the significance of the imagery, layering commentary with your quotes.

 

Wednesday, August 24

LG: Apply skills for close reading, gathering evidence, and making inferences to passages.

  1. PSAT: Mini quiz on verbals; review dangling elements
  2. Writer’s workshop—analyze Oedipus as an archetype for the tragic hero or scapegoat.

 

Thursday, August 25

LG: Apply skills for close reading, gathering evidence, and making inferences to poems.

  1. Analyze fragments of Saphho’s poems; using images from Greek paintings, sculptures, and artifacts, pair Sappho’s fragments of poetry into strophic and antistrophic pairings. Consider elements of poetry such as structure, imagery, sound devices to make meaning.
  2. Compose a response to the open-ended prompt (2003 AP Lit).

 

Friday, August 25

LG: Apply skills for close reading, gathering evidence, and making inferences to poems.

  1. Read/analyze “Ode to a Grecian Urn”; use TPFASSTT model and compose a theme statement.
August 19

AP Literature August 22-26

WEEK 4

Planning Your Week:

Sun. 8/21–complete 45 minutes of Membean training (vocabulary)

Wed. 8/24–Read “An Occurrence at Owl Creek Bridge”; Schoology post due 11:59 p.m.

 

Monday, August 22

    1. Warm-up: Multiple Choice Monday

           2. Review Streetcar/In the Lake essay with peers; plan revisions (submit to Turnitin.com and provide a clean, printed copy NEXT Tuesday).

           3. Discuss elements of style, comparing/contrasting film techniques with writing techniques: M. Night Shyamalan montage; Tim Burton montage, Hitchcock montage; Hitchcock              opening scene and interview about Psycho.

*Homework: Revise/edit In the Lake/Streetcar, submit to Turnitin.com, print a clean copy to turn in NEXT Tuesday.

                Learning goal(s): Demonstrate mastery of standards by revising and editing a timed writing assessment.

 

Tuesday, August 23

     1. Creative Writing Tuesday (camera angles)

     2. Continue discussing elements of style, comparing/contrasting film techniques with writing techniques: M. Night Shyamalan montage; Tim Burton montage, Hitchcock montage;            Hitchcock opening scene and interview about Psycho.

     3. Analyze opening description of “The Black Cat”for Poe’s style.

     4. Analyze images to preview reading “An Occurrence at Owl Creek Bridge”; model analysis of the opening paragraphs of the short story.

*Homework: Finish reading/analyzing “An Occurrence at Owl Creek Bridge”; Schoology post due 11:59 p.m. Wednesday; Streetcar/In the Lake revised paper due NEXT Tuesday.

                Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a short story, including uncertainties; understand that texts may                              illustrate multiple themes with many implications; understand film as text.

                

Wednesday, August 24

       1. FRQ Wednesday 

       2. Assign dramaturgy research projects (Lesson 3 “I Am Not What I Am”) 

       3. Distribute play map (Lesson 1 “Who Can Control His Fate?”)

       4. Anticipation guide strategy: Assess the given statements, asserting your opinion and persuading others to take your position. 

*Homework: Schoology post due 11:59 p.m. WednesdayStreetcar/In the Lake revised paper due Tuesday.

              Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties; understand that texts may illustrate                         multiple themes with many implications; understand film as text.

 

Thursday, August 25

  1. Pondering Poetry Thursday
  2. Review “An Occurrence at Owl Creek Bridge,” focusing on elements of style and comparing with Hitchcock, Burton, and Shyamalan.
  1. Othello introductory scenarios (write, rehearse, & perform a skit to flesh out the given scenario connecting modern situations to themes/events in the play)

*Homework:  Streetcar/In the Lake essay final draft due Tues, Aug. 30.

 Learning goal(s): Understand a range of themes that will be addressed in Othello.

Friday, August 26

1. Fun Friday Logic Problem

2. Finish writing and perform introductory scenarios

3. Distribute play map.

4. Complete a round-robin reading of 1.1.74-160 (Lesson 2 “Zounds, Sir, You’re Robbed”)

a. students sit in a circle and read a complete thought, stopping at the period, question mark, exclamation mark, or semicolon

b. read part-by-part instead of sentence-by-sentence; jot down notes circling unfamiliar words and writing questions

c. discuss the action:

i. who are Roderigo & Iago? What kind of people are they? What does each seem to want from the other? Who’s in control? What has just happened? Who is Brabantio? What sort of person do you think the Moor is? What about Brabantio’s daughter—how do you picture her? Why is it that neither Othello nor Desdemona is mentioned by name in this scene?

ii. What sort of language does Iago use to tell Brabantio of his daughter’s elopement? On what sort of fears and prejudices is Iago playing?

d. Divide the scene into three sections; cast a different set of actors for each section & have students read in succession. Discuss the differences between the readings & instruct them to try to imagine the voices as they continue reading.

e. Act the scene—cast characters; the rest of the class will serve as directors to suggest movement, inflection, & interpretation.

5. Finish reading 1.1; discuss the following questions:

a. Why do Iago, Roderigo, & Brabantio hate the man they are discussing?

b. What reasons does Iago give for continuing to follow his master?

c. What kind of person do you expect the man they discuss to be? How do you imagine him? Count the number of times the word Moor is used in 1.1. Can you draw any conclusions?

*Homework: Review research novel choices and make your selections in Schoology; Streetcar/In the Lake revised paper due Tuesday.

Learning goal(s): Understand a range of themes that will be addressed in Othello.

 

August 12

Honors World Literature August 15-19

Honors World Literature                August 15-19, 2016  

Planning Your Week:

Sun 8/14—Complete 45 minutes practice on Membean

T 8/16—Know 2 Membean words [spelling, part of speech, nuances of use (connotations)]

W 8/17—Have Oedipus reading complete Oedipus the King Full Text

Th 8/18—Oedipus performances begin; bring masks and any props or “costume” pieces you would like to use

 

Monday, August 15

LG: Collaborate with peers to explore motifs/patterns of imagery in text and their relationship to themes. Practice close “reading,” gathering evidence, and making inferences. Consider thematic concepts from Oedipus. 

  1. Set up interactive class notebooks.
  2. Review Part I of Oedipus: Excavate the text for patterns of imagery/motifs: plague/disease/pollution/infertility, fame/shame, blindness/sight, dark/light, ignorance/knowledge/enlightenment, the number 3/unity/closure/spiritual awareness, god-king/scapegoat.
  • With your Archetype/Greek family, dig into the text for your group’s assigned motif.
  • Place text evidence on your poster: be sure to incorporate lead-ins, MLA citations, and of course, commentary as to the importance of the imagery to the work as a whole.
  • Also, include on your poster a claim (theme statement) about the author’s purpose for using this particular motif and how it reveals a truism about the human condition.
  1. Introduce “Performing Oedipus” assignment.

Homework: Commit 2 Membean words to memory: for each word, know how to spell it properly, its part of speech, nuances of use (connotations) etc. Be prepared to share your word “beans” in class tomorrow.

 

Tuesday, August 16

LG: Practice close “reading,” gathering evidence, and making inferences. Consider thematic concepts from Oedipus.

  1. Share Membean words for review;begin building class word wall of sunshine words.
  1. Review PSAT grammar concepts: internal punctuation of clauses and verbal phrases: gerunds, participial phrases, infinitives.
  1. Gallery walk posters from Monday; gather text evidence for the following prompt:
  • Respond to the following prompt: Trace Sophocles’ uses of a specific motif through the play. Consider the great polarities both Oedipus and the Thebans experience. How does the use of repeated imagery deepen our understanding of the play as a whole? PSAT challenge: Write a potential theme statement incorporating a verbal phrase.
  1. Collaborate with your Greek family to plan Oedipus performances
  • Choose roles.
  • Design costumes, masks, props, and background images.
  • Cut lines for performance. Count the total number of lines within the Episode. Divide by 3. Cut that number of lines from the total scene. Be sure that all important lines are left intact. Be sure all action flows despite missing lines.

Homework: Read Part II of Oedipus (Oedipus the King Full Text)

 

Wednesday, August 17

LG: Practice close reading, gathering evidence, and making inferences. Consider thematic concepts from Oedipus.

  1. Participate in choral reading of Part II of Oedipus, analyzing the role of the strophe and antistrophe. Summarize key events and consider the following questions: 
  • Are there allusions present in the ode?
  • Are there metaphors in the ode?
  • What are they and what are they referring to?
  • What is the point of view of the chorus?
  • What other literary devices are present and what is their purpose?

2. Summarize the assigned strophic pair(s) and analyze the placement of the strophic pair(s) in the play. Create a visual depiction of the           strophic pair(s) (scene in a comic book, poster with a series of images, etc.).

3. Collaborate with Greek families to prepare Oedipus performances.

  • Choose roles.
  • Design costumes, masks, props, and background images.
  • Cut lines for performance. Count the total number of lines within the Episode. Divide by 3. Cut that number of lines from the total scene. Be sure that all important lines are left intact. Be sure all action flows despite missing lines.

4. Ticket out the door: summarize the stances of the debate presented in the strophe and antistrophe you read today.

 

Thursday, August 18

LG: Participate effectively in collaborative discussion and enhance presentations with digital media.

 

  1. Collaborate with Greek families to prepare Oedipus performances.
  • Choose roles.
  • Design costumes, masks, props, and background images.
  • Cut lines for performance. Count the total number of lines within the Episode. Divide by 3. Cut that number of lines from the total scene. Be sure that all important lines are left intact. Be sure all action flows despite missing lines.

2. Perform Oedipus Rex.

 

Friday, August 19

LG: Participate effectively in collaborative discussion and enhance presentations with digital media.

 

  1. Perform Oedipus Rex.
August 12

AP Literature August 15-19

WEEK 3

Planning Your Week:

Sun. 8/14–complete 45 minutes of Membean training (vocabulary)

M 8/15–rehearse for pop-up museum presentation

T 8/16–pop-up museum presentation; respond to Schoology by 11:59 p.m.

W 8/17–bring your book to class for the essay

 

 Monday, August 15

1.      Review Edna St. Vincent Millay poem from ½ length exam; analyze strategies for answering multiple choice questions.

2.      MCM #1—Poetry—practice strategies for analyzing poetry and answering multiple choice questions.

3.      Collaborate with groups and rehearse pop-up museum presentations; analyze “Criteria for a Classic.”

*Homework: Read/analyze assigned chapters from Foster’s How to Read Literature Like a Professor; respond to discussion board on Schoology by 11:59 p.m. Tuesday.

Learning Goal(s): Evaluate presentations and use further research to enhance understanding of a literary text.

 

Tuesday, August 16

1. Present In the Lake of the Woods pop-up museum research projects. 

*Homework: Read/analyze assigned chapters from Foster’s How to Read Literature Like a Professor; respond to discussion board on Schoology by 11:59 p.m. Tuesday.; bring A Streetcar Named Desire or In the Lake of the Woods to class TOMORROW.

 Learning Goal(s): Evaluate presentations and use further research to enhance understanding of a literary text.

 

Wednesday, August 17

1.      Review essay topics and pre-writing from last week’s discussion.

2.      Compose a response to one of the open prompts from released AP exams.

*Homework: 

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a novel, including uncertainties; understand that texts may illustrate multiple themes with many implications.

 

Thursday, August 1

1.    Read aloud “Dulce Et Decorum Est”; introduce “horse” and “cart” metaphor for AP essays; compose theme statement using template; share within the group and combine into one quality statement for the group.

2.    Complete TPFASTT chart/organizer together for “Dulce Et Decorum Est.”

3.    Compose an introduction and body paragraph in response to the poetry prompt.

*Homework: 

Learning Goal(s): Cite evidence to support analysis of a poem, relating themes across works.

 

Friday, August 19

1.      Introduce Poetry Out Loud.

2.      Discuss elements of style, comparing/contrasting film techniques with writing techniques: M. Night Shyamalan montage; Tim Burton montage, Hitchcock montage; Hitchcock opening scene and interview about Psycho.

3.      Analyze images to preview reading “An Occurrence at Owl Creek Bridge”; model analysis of the opening paragraphs of the short story.

*Homework: Finish reading/analyzing “An Occurrence at Owl Creek Bridge.”

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a short story, including uncertainties; understand that texts may illustrate multiple themes with many implications; understand film as text.

             

August 6

Honors World Literature August 8-12

Honors World Literature                  August 8-12, 2016     

 

Planning Your Week:

M 8/8—Personal narrative draft and selfie due for revision.

W 8/10—Personal narrative final draft due to Turnitin.com; selfie due to Google Drive.

S 8/14—Complete vocabulary practice on Membean before class.

 

Monday, August 8

LG: Collaborate with peers to create a personal presentation; explore vocabulary.

  1. Computer Lab: Set up Google Drive shared folder instructions and Turnitin HWL account.
  2. Assess vocabulary level on Membean and begin practice sessions.
  3. Polish personal narratives and selfies due Wednesday.

 Homework: Personal narrative final draft and selfie due Wednesday; complete 45 minutes of Membean practice by Sunday evening.

 

Tuesday, August 9

LG: Practice close “reading,” gathering evidence, and making inferences. Consider thematic concepts from Oedipus. 

  1. Review vocabulary—list a word you learned yesterday on a Post-It note, including as much information as you remember.
  2. PSAT concept: Sentence types and punctuating clauses (within sentence punctuation); The Simpsons Teach Sentences
  3. View “An Introduction to Greek Tragedy” https://www.youtube.com/watch?v=dSr6mP-zxUc and take notes with Greek tragedy questions.
  4. Read Intro to Greek Tragedy and Greek Theater; complete notes.
  5. Ticket out the Door—Respond to the following questions:
    1. If you defied your parents and did something wrong, what’s the worst punishment they could dole out to make sure you wouldn’t do such a thing again?
    2. Should a person be judged guilty of a crime if he/she is unaware that any crime is being committed?
    3. Is being self-assured ever a bad thing?
    4. Have you ever wanted to see a movie after having read the book? Why would you want to spend the money if you already know the story?

Homework: Personal narrative final draft and selfie due Wednesday (submit to your Google folder); complete 45 minutes of Membean practice by Sunday evening.

 

Wednesday, August 10

LG: Analyze Greek culture and patterns of symbolism in Oedipus. 

  1. My Favorite No: Analyze examples of poor clause recognition/sentence punctuation and correct these issues in your personal narrative.
  2. Review characteristics of a tragic hero (Tragic Hero ppt).
  3. View History of Theatre 2—Development of Classical Greek Tragedy https://www.youtube.com/watch?v=dmBDfl9YJY4
  4. Review “Structure of Oedipus” chart; read p.460-7 in textbook.
  5. Assign Oedipus Rex performance assessment to Greek families.

Homework: Complete 45 minutes of Membean practice by Sunday evening.

 

Thursday, August 11

LG: Analyze Greek culture and patterns of symbolism in Oedipus.  

  1. In Greek families, complete the following work. Divide the questions among all group members. For instance, Kaela will write all Reading Strategy questions, Gabe will write all Literary Analysis questions, etc. Turn in all work at the end of the period.
  • Read Oedipus the King Part I in the textbook p. 468-499.
  • Answer all questions in the margin: Reading Strategy (11), Literary Analysis (11), Critical Viewing (5), Reading Check (15). Identify the question with the page number (example: Reading Strategy #1 p. 469).
  • Answer questions #1-8 on p. 499.
  • Answer questions #1-9 on p. 500.

Homework: Complete 45 minutes of Membean practice by Sunday evening.

 

Friday, August 12

LG: Analyze Greek culture and patterns of symbolism in Oedipus.  

  1. In Greek families, complete the following work. Divide the questions among all group members. For instance, Kaela will write all Reading Strategy questions, Gabe will write all Literary Analysis questions, etc. Turn in all work at the end of the period.
  • Read Oedipus the King Part II in the textbook p. 503-525.
  • Answer all questions in the margin: Reading Strategy (9), Literary Analysis (8), Critical Viewing (4), Reading Check (11). Identify the question with the page number (example: Reading Strategy #1 p. 469).
  • Answer questions #1-7 on p. 524.
  • Answer questions #1-9 on p. 525.

2. Greek family performance planning:

  • Choose roles.
  • Design costumes, masks, props, and background images.
  • Cut lines for performance. Count the total number of lines within the Episode. Divide by 3. Cut that number of lines from the total scene. Be sure that all important lines are left intact. Be sure all action flows despite missing lines.

Homework: Complete 45 minutes of Membean practice by Sunday evening; prepare props/costumes/performances for Oedipus Rex.

August 6

AP Literature August 8-12

WEEK 2

 

Monday, August 8

  1. Prepare for seminar with individual questions
  2. Participate in Socratic discussion of Streetcar.

*Homework:  Review In the Lake of the Woods.

 

Learning Goal(s): Use verbal interaction and collaboration with peers enhance your understanding of a literary text; refine your verbal collaboration skills.

 

Tuesday, August 9

  1. Computer Lab Visit: Create shared Google Folder; set up Schoology (class ID F7V6K-2KZNJ) and Membean accounts; submit Streetcar precis to Turnitin.com (class ID 11014604; password sanford); complete pop-up museum research for In the Lake of the Woods; collaborate and create a presentation of findings (present Tues. Aug. 16).

*Homework: In the Lake of the Woods presentations due Tues. Aug. 16; practice Membean vocabulary 45 minutes by Sunday, August 14, 9:00 p.m.

 

Learning Goal(s): Use further research to enhance your understanding of a literary text; develop effective presentation skills.

 

Wednesday, August 10

  1. Read aloud “Dulce Et Decorum Est”; introduce “horse” and “cart” metaphor for AP essays; compose theme statement using template; share within the group and combine into one quality statement for the group.
  2. Complete TPFASTT chart/organizer together for “Dulce Et Decorum Est”
  3. Compose an introduction and body paragraph in response to the poetry prompt.

*Homework: Review In the Lake of the Woods; practice Membean vocabulary 45 minutes by Sunday, August 14, 9:00 p.m.

 

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

 

Thursday, August 11

  1. Computer Lab Visit: Complete pop-up museum research for In the Lake of the Woods; collaborate and create a presentation of findings (present Tues. Aug. 16).

*Homework: In the Lake of the Woods presentations due Tues. Aug. 16; practice Membean vocabulary 45 minutes by Sunday, August 14, 9:00 p.m.

 

Learning Goal(s): Use further research to enhance your understanding of a literary text; develop effective presentation skills.

 

Friday, August 12

  1. Meet with pop-up museum groups to plan Tuesday’s presentations.
  2. Model using Foster’s How to Read Literature Like a Professor
  3. View Streetcar film

*Homework: Practice Membean vocabulary 45 minutes by Sunday, August 14, 9:00 p.m.; read/analyze assigned chapters from Foster’s How to Read Literature Like a Professor; respond to discussion board on Schoology by midnight of Thursday; In the Lake of the Woods artifacts/pop-up museum presentations due Tuesday.

 

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