January 27

Honors 9th Literature Jan. 30-Feb. 3

Honors 9th Lit                          January 30—February 3, 2017

 

Planning Your Week:
S 1/29: Membean 45 min. practice

T 1/31: Bring rough draft of “I Remember You” poem

Th 2/2: Final draft of “I Remember You” poem due; bring digital images and audio files to incorporate into your presentation.

S 2/5: Membean 45 min. practice

 

Monday, January 30

LG: Write an autobiographical poem using figurative language and a variety of word relationships. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  1. Killgallon: Sentence combining & unscrambling; connect to PSAT style questions
  2. Review persona, mood, and diction in “George Gray” and “Fiddler Jones”; discuss feedback from EOC prompt
  3. Review “I Remember You” assignment and continue drafting poem
  4. Read nonfiction book and work on scholar’s journal

 

Tuesday, January 31

  1. Create parts of speech and noun review foldables; connect to PSAT style questions
  2. Read “The News” p. 476—487; answer the Reading Check questions in the margins at the bottom of each odd page. Answer parts a) and b) of “the BIG question” on p. 486: Is knowledge the same as understanding?
  3. Peer review of “I Remember You” poem

 

Wednesday, February 1

  1. Read articles (choose Princess Diana, Madonna, or Tom Brady); analyze diction, tone, and claim, focusing on rhetorical strategies; compare/contrast persona in both articles.
  2. Revise “I Remember You” poem and work on nonfiction scholar’s journal.

 

Thursday, February 2

  1. Read “The Sniper”; analyze diction, mood, and character development.
  2. Compose a response to the EOC narrative prompt for “The Sniper.”

 

Friday, February 3

  1. Create presentation shells for “I Remember You” poems; add images and sound.
  2. Work on scholar’s journal and portfolio.
January 27

AP Literature Jan. 30-Feb. 4

WEEK 5

Bring Streetcar and In the Lake of the Woods to class Mon.—Wed.

T 1/31—Post your follow-up response to group microlabs to Schoology

Th 2/2—Read/annotate “The Other Wife”; Post your research novel analysis to Schoology

F 2/3—Bring materials for group meeting (directors should provide an agenda; reading coaches should provide discussion questions)

 

Monday, January 30

  1. Wrap up conversation on “Dulce Et Decorum Est” and CEI paragraph structure
  2. Group Microlabs: Apply concepts from How to Read Literature Like a Professor and How to Read Novels Like a Professor to A Streetcar Named Desire and In the Lake of the Woods; conduct a silent discussion within your group then gallery walk to visit and question/comment on other groups. Take a picture of the poster to which you want to respond in a follow-up discussion on Schoology.

*Homework: Post follow-up discussion from group microlabs to Schoology tonight; read/annotate “The Other Wife” by Thursday; post research/How to Read Lit analysis to Schoology by Thursday evening; complete Membean 45 minutes practice by Sunday evening.

 

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

Standards Addressed: ELACC11-12RL1 Cite textual evidence to support analysis of explicit and inferred meanings of a text, including uncertainties.

 

Tuesday, January 31

  1. Collaborate with peers to develop evidence and interpretation for open FRQ topics using yesterday’s discussion.

*Homework: Read/annotate “The Other Wife” by Thursday; post research/How to Read Lit analysis to Schoology by Thursday evening; complete Membean 45 minutes practice by Sunday evening.

.

 

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

Standards Addressed: ELACC11-12RL1 Cite textual evidence to support analysis of explicit and inferred meanings of a text, including uncertainties.

 

Wednesday, February 1

  1. Review essay topics and pre-writing from previous discussion.
  2. Compose a response to one of the open prompts from released AP exams.

*Homework: Read/annotate “The Other Wife” by Thursday; post research/How to Read Lit analysis to Schoology by Thursday evening; complete Membean 45 minutes practice by Sunday evening.

 

 

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

Standards Addressed: ELACC12W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ELACC11-12SL1 a-d. Initiate and participate effectively in a range of collaborative discussions, building on others’ ideas and expressing their own clearly and persuasively.

 

Thursday, February 2

  1. Creative Writing: Respond to the prompt based on the story.
  2. Table for Three: Discuss “The Other Wife”

*Homework: Post research/How to Read Lit analysis to Schoology tonight; prepare for group meetings tomorrow; complete Membean 45 minutes practice by Sunday evening.

 

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

Standards Addressed: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

 

Friday, February 3

  1. MCM#1 Prose
  2. Fun Friday: Critical thinking through analogies
  3. Group meetings for research novels: collaborate with peers to analyze style in the opening sections of the novel, build community among group members, and plan museum presentations.

*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; understand film as text.

               Standards Addressed: ELACC11-12RL1 Cite textual evidence to support analysis of explicit and inferred meanings of a text, including uncertainties; ELACC12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

January 20

Honors 9th Lit January 23-27

Honors 9th Lit                          January 23-27, 2017

 

Planning Your Week:

Sun. 1/22: Membean practice 45 minutes

Mon. 1/23: Read your nonfiction choice book (try to reach your goal)

 

Monday, January 23

LG: Make and support a claim that demonstrates understanding of figurative language and meaning.  ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  1. Introduce Killgallon grammar: chunking sentences into meaningful parts
  2. Begin scholar’s journal entries for nonfiction choice book; set a reading schedule for the remainder of the book.
  3. Analyze the one of the following poems according to “How to Read Poetry” handout; apply concepts learned from Poetry Out Loud selections.
    1. “When I Am Asked” by Lisa Mueler  (Diff: on-target students)
    2. “Constantly Risking Absurdity” by Lawrence Ferlinghetti (Diff: challenge-ready students)
  4. Using your “How To Read Poetry” analysis, write a paragraph that makes a claim about the poem.
    1. Title, Author, Genre (TAG) sentence
    2. Claim sentence
    3. Evidence
    4. Interpretation

HOMEWORK: Read nonfiction choice book, working on scholar’s journal; Membean 45 minutes practice by Sunday.

 

Tuesday, January 24

LG: Make and support a claim that demonstrates understanding of figurative language and meaning.  ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  1. Continue Kilgallon grammar: unscramble, combine, imitating model sentence parts
  2. Create foldables for parts of speech review
  3. Finish paragraph analysis of “When I Am Asked” or “Constantly Risking Absurdity”; compose a reflection for your portfolio.
  4. Explore persona in Spoon River Anthology poems: “Fiddler Jones” and “George Gray.”

HOMEWORK: Read nonfiction choice book, working on scholar’s journal; Membean 45 minutes practice by Sunday.

 

Wednesday, January 25

LG: Make and support a claim that demonstrates understanding of figurative language and meaning.  ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  1. Continue analyzing Spoon River poems; write a paragraph to answer this question: How do the figurative language devices and specific diction choices work to create the persona and mood in each poem?  Use at least three Membean words and at least one sentence imitating the Killgallon model sentence.
  2. Introduce “Where I’m From”
  3. View several examples of previous “Where I’m From” projects.
  4. Brainstorm “my town” memories and compose rough draft.

HOMEWORK: Read nonfiction choice book, working on scholar’s journal; Membean 45 minutes practice by Sunday.

 

Thursday, January 26

LG: Write an autobiographical poem using figurative language and a variety of word relationships. ELAGSE9-10L5:Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  1. Revise “Where I’m From” draft, adding required poetic elements.
  2. Begin selecting photos and music for “Where I’m From” presentations.
  3. Type drafts and reflections for portfolio; continue working on scholar’s journal.

HOMEWORK: Read nonfiction choice book, working on scholar’s journal; Membean 45 minutes practice by Sunday.

 

Friday, January 27

LG: Write an autobiographical poem using figurative language and a variety of word relationships; create a multimedia presentation for your poem. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  1. Revise “Where I’m From” draft, adding required poetic elements.
  2. Begin selecting photos and music for “Where I’m From” presentations.
  3. Type drafts and reflections for portfolio; continue working on scholar’s journal.

HOMEWORK: Read nonfiction choice book, working on scholar’s journal; Membean 45 minutes practice by Sunday.

January 20

AP Literature January 23-27

WEEK 4

Th 1/26—In the Lake pop up museum presentations; discussion board response for How to Read Literature Like a Professor

F 1/27—First due date for research novel reading

 

Monday, January 23

  1. Complete ½ length multiple choice exam.
  2. Discuss “An Occurrence at Owl Creek Bridge” and compose a paragraph response to the prompt.
  3. View The Twilight Zone episode and analyze the directors’ choices for adapting the story to screen.

*Homework: Complete Membean 45 minutes practice by Sunday; In the Lake pop-up museum presentations Thurs., Jan. 26; read research novel to your 1st goal by Friday.

 

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

Standards Addressed: ELACC11-12RL1 Cite textual evidence to support analysis of explicit and inferred meanings of a text, including uncertainties.

 

Tuesday, January 24

  1. Review Edna St. Vincent Millay poem from ½ length exam; analyze strategies for answering multiple choice questions.
  2. 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.
  3. Complete TPFASTT chart/organizer together for “Dulce Et Decorum Est”
  4. Compose an introduction and body paragraph in response to the poetry prompt.

*Homework: Complete Membean 45 minutes practice by Sunday; In the Lake pop-up museum presentations Thurs., Jan. 26; read research novel to your 1st goal by Friday.

 

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

Standards Addressed: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

 

Wednesday, January 25

  1. Compose a response to the RQ poetry prompt.
  2. Review your writing, analyzing claim, evidence, and interpretation.
  3. Collaborate with groups to rehearse pop-up presentations.

*Homework: Complete Membean 45 minutes practice by Sunday; In the Lake pop-up museum presentations Thurs., Jan. 26; read research novel to your 1st goal by Friday.

 

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

Standards Addressed: ELACC12W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ELACC11-12SL1 a-d. Initiate and participate effectively in a range of collaborative discussions, building on others’ ideas and expressing their own clearly and persuasively.

 

Thursday, January 26

  1. Present In the Lake of the Woods pop-up museum research projects.
  2. Read/analyze chapters from Foster’s How to Read Literature Like a Professor.

*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. TONIGHT; read research novel to your 1st goal by TOMORROW; complete Membean 45 minutes practice by Sunday.

 

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

Standards Addressed: ELACC12SL4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. ELACC12SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ELACC12SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

 

Friday, January 27

  1. Present In the Lake of the Woods pop-up museum research projects.
  2. Discuss chapters from Foster’s How to Read Literature Like a Professor; collaborate with “Putting It All Together.”

*Homework: Complete Membean 45 minutes practice by Sunday; bring A Streetcar Named Desire or In the Lake of the Woods to class next week.

 

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

Standards Addressed: ELACC12SL4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. ELACC12SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ELACC12SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

January 13

Honors 9th Lit January 16-20

Honors 9th Lit                          January 16-20, 2017

 

Planning Your Week:

Th 1/19: Poetry Out Loud annotations, TPFASST, and recitations

Sun 1/22: Membean practice 45 minutes

 

Monday, January 16—Holiday MLK, Jr. Day

 

Tuesday, January 17

LG: Make and support a claim that demonstrates understanding of figurative language and meaning.  ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  1. Journal #3: Define imagery
  2. Review Membean expectations/requirements
  3. Introduce the portfolio; compose a reflection for Mini Me Character Strengths essay.
  4. Introduce Killgallon grammar: chunking sentences into meaningful parts
  5. Imagery Lesson: Groups will analyze passages for different types of imagery.
  6. Students will work in pairs to analyze the one of the following poems according to “How to Read Poetry” handout; apply concepts to Poetry Out Loud selections.
    • “When I Am Asked” by Lisel Mueller
    • “Constantly Risking Absurdity” by Lawrence Ferlinghetti
  7. Using your “How To Read Poetry” analysis, write a paragraph that makes a claim about the poem.
    • Title, Author, Genre (TAG) sentence
    • Claim sentence
    • Evidence
    • Interpretation

HOMEWORK: Work on Poetry Out Loud annotations, TPFASST, and recitations due Thursday; Membean 45 minutes practice by Sunday.

 

Wednesday, January 18

LG: Make and support a claim that demonstrates understanding of figurative language and meaning.  ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  1. Continue Kilgallon grammar: unscramble, combine, imitating model sentence parts
  2. Create foldables for parts of speech review
  3. Practice POL recitations in small groups.
  4. Finish paragraph analysis of “When I Am Asked” or “Constantly Risking Absurdity”; compose a reflection for your portfolio.

HOMEWORK: Work on Poetry Out Loud annotations, TPFASST, and recitations due tomorrow; Membean 45 minutes practice by Sunday.

 

Thursday, January 19

LG:  Demonstrate analysis of figurative language and meaning in a style appropriate to the task. ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

  1. Recite Poetry Out Loud poems.
  2. Introduce autobiography, biography, memoir requirements.
  3. Explore persona in Spoon River Anthology poems.
  4. Journal #4—Reflect on your experience with Poetry Out Loud.

 

HOMEWORK: Bring an autobiography, biography, or memoir to class or prepare to choose one in the library tomorrow; Membean 45 minutes practice by Sunday.

 

Friday, January 20—PSAT Score Report Day & Media Center Orientation

LG: Analyze persona in multiple genres; use research strategies to select an autobiography, biography, or memoir. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

  1. PSAT Score Report Analysis—identify areas of strength and weakness, formulate a plan through Khan Academy to improve areas of weakness.
  2. Participate in media center scavenger hunt for orientation.
  3. Use research strategies to locate an autobiography, biography, or memoir; begin reading, analyzing the way the author creates a persona for the subject individual.
  4. Ticket out the door: 3-2-1 notecard (3 facts you have learned about your individual, 2 questions you have about your individual, 1 goal you have for reading by Monday)

HOMEWORK: Membean 45 minutes practice by Sunday; bring your autobiography, biography, or memoir to class each day.

January 13

AP Literature Jan. 16-20

WEEK 3

T 1/17—Streetcar precis and annotated article due for Socratic seminar

F 1/20—TPFASST and annotated poems due; recite one poem; annotated “An Occurrence at Owl Creek Bridge” due

Th 1/26—In the Lake pop up museum presentations

F 1/27—First due date for research novel reading

 

Monday, January 16 MLK, Jr. Holiday

 

Tuesday, January 17

  1. Prepare for seminar with individual questions.
  2. Participate in Socratic discussion of Streetcar.
  3. Review style characteristics and application from film to Poe’s “The Black Cat”; introduce Bierce’s “An Occurrence at Owl Creek Bridge.”

*Homework:  Read and annotate Ambrose Bierce’s “An Occurrence at Owl Creek Bridge” for Friday; review In the Lake of the Woods; complete Membean 45 minutes practice by Sunday.

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

Standards Addressed: ELACC11-12SL1 a,c,d Participate in collaborative discussions, propelling the conversation and responding thoughtfully to others.

 

Wednesday, January 18

  1. Introduce pop-up museum research for In the Lake of the Woods; collaborate and create a presentation of findings (present Jan. 26).
  2. Computer Lab Visit: Complete pop-up museum research for In the Lake of the Woods; collaborate and create a presentation of findings (present Jan. 26).

*Homework: Read and annotate Ambrose Bierce’s “An Occurrence at Owl Creek Bridge” for Friday; complete Membean 45 minutes practice by Sunday; In the Lake pop-up museum presentations Thurs., Jan. 26.

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

Standards Addressed: ELACC11-12W7-9 Conduct research projects, gathering relevant information, citing properly, and drawing evidence to support analysis, reflection, and research. ELACC11-12RI7 Integrate and evaluate multiple sources of information in different formats in order to address a question.

 

Thursday, January 19

  1. Practice POL recitations
  2. Media Center Visit: Complete pop-up museum research for In the Lake of the Woods; collaborate and create a presentation of findings (present Jan. 26).

*Homework: Read and annotate Ambrose Bierce’s “An Occurrence at Owl Creek Bridge” for Friday; complete Membean 45 minutes practice by Sunday; In the Lake pop-up museum presentations Thurs., Jan. 26.

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

Standards Addressed: ELACC11-12W7-9 Conduct research projects, gathering relevant information, citing properly, and drawing evidence to support analysis, reflection, and research. ELACC11-12RI7 Integrate and evaluate multiple sources of information in different formats in order to address a question.

 

Friday, January 20–PSAT Score Report Day

  1. Review resources for SAT prep
  2. Perform Poetry Out Loud
  3. Discuss “An Occurrence at Owl Creek Bridge” and create a storyboard for a scene.
  4. View The Twilight Zone episode and analyze the directors’ choices for adapting the story to screen.
  5. Meet with research novel groups for reading schedule update.

*Homework: Complete Membean 45 minutes practice by Sunday; In the Lake pop-up museum presentations Thurs., Jan. 26.

 

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

Standards Addressed: ELACC11-12RL1 Cite textual evidence to support analysis of explicit and inferred meanings of a text, including uncertainties.

January 6

Honors 9th Literature Jan. 9-13

Honors 9th Literature                           January 9-13, 2017     

 Planning Your Week:

W 1/11—Mini-me due; $10 Membean subscription

F 1/13—2 poems printed from the Poetry Out Loud website; post the links to your poems to Schoology

Th 1/19: Poetry Out Loud recitations

 

Monday, January 9—Inclement Weather Day/No School

Tuesday, January 10—Inclement Weather Day/No School

 

Wednesday, January 11

LG: Reflect on personal qualities and characteristics that will guide study habits.  ELAGSE R17 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively.

  1. Introduce daily grammar activities
  2. Introduce Poetry Out Loud; locate two poems from the POL website that you will analyze. Post the links to Schoology, then print the poems and bring to class
  3. Share Mini-Mes and define common characteristics; Hang up Mini mes in your group. Divide into groups based on the main virtue your top strength falls under (Wisdom/Knowledge, Courage, Humanity, Justice, Temperance, Transcendence). VIA Character Strengths.docx
  4. Argument Lesson/CEI Structure:
    • Review Thesis/Primary Claim
    • Topic sentences/Reasons
    • Details/Evidence
    • Analysis of connections among details/evidence and claim
  1. Review video (The Science of Character). Discuss perceived character strengths, weaknesses, and differences. Compose a character strengths essay based on the prompt.

 

Homework: Locate 2 poems from the Poetry Out Loud website; post the links to Schoology and bring printed copies to class Friday. Sign & return syllabus and bring $10 for Membean subscription if you have not done so already.

 

Thursday, January 12

LG: Write an argument using reasons and evidence.  ELAGSEW1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  1. Finish character strengths essay.
  2. Continue choosing Poetry Out Loud poems.
  3. Read Making the Grade and complete timed writing prompt.

Homework: Locate 2 poems from the Poetry Out Loud website; post the links to Schoology and bring printed copies to class Friday. Sign & return syllabus and bring $10 for Membean subscription if you have not done so already.

Friday, January 13 Pep Rally Schedule

LG: Make and support a claim that demonstrates understanding of figurative language and meaning.  ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  1. Introduce the portfolio; compose a reflection for Mini Me Character Strengths essay or Making the Grade essay.
  2. View Billy Collins “Introduction to Poetry” and analyze the poem with TPFASST chart and How to Read Poetry handout.
  3. Annotate and analyze Poetry Out Loud choices; practice POL recitations.

Homework: Finish annotations for Poetry Out Loud poems (2 poems); practice recitation for POL poem (1 poem) due Thurs., Jan. 19. Complete Membean weekly practice (45 minutes) by Sunday, Jan. 22.

January 1

Honors 9th Literature January 5-6

Welcome to Honors 9th Literature with Mrs. Sanford! There is no pre-course assignment for this class, so enjoy your break!

Honors 9th Literature                           January 5-6, 2017       

 Planning Your Week:

F 1/6—Return signed syllabus and welcome sheet.  Bring $10 for Membean vocabulary subscription.

M 1/9—Mini-me due; 2 poems printed from the Poetry Out Loud website

 

Monday, January 2

Student Holiday

 

Tuesday, January 3—Wednesday, January 4, 2017

Student Holiday/Teacher Workday

 

Thursday, January 5, 2017

LG: Learn how to be successful in this class. Reflect on personal qualities and characteristics that will guide study habits.  ELAGSER17 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively.

  1. Discuss syllabus; begin welcome sheet.
  2. View The Science of Character video https://www.youtube.com/watch?v=BdQRECe37K0
  3. Bring a sheet of paper and pencil and go to computer lab­ 113.  Log in with student number (lunch number)
  4. Teacher will review TRSS sheets while students are taking the SRI and survey.
  5. Computer Lab Instructions
  6. Complete the SRI.
  7. Take the VIA Character Strengths survey http://www.viacharacter.org/www/The-Survey
    • Register (choose NOT to receive emails) (it’s free)
    • Take the YOUTH survey
    • 120 questions (about 10 minutes)
    • Supply personal demographic info
    • Write down top five strengths
  1. Set up Schoology, Turnitin.com, and Office 365 or Google folder.

Homework: Sign & return syllabus, fill out Welcome Sheet, and bring $10 for Membean subscription. Finish the VIA survey if you did not have time in class.

 

Friday, January 6, 2017

LG: Reflect on personal qualities and characteristics that will guide study habits.  ELAGSE R17 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively.

  1. Gather signed syllabi. Receipt payments for Membean vocab.
  2. Students will gather data from Welcome sheet.
  3. Discuss questions related to syllabus and course.
  4. Mini-Me assignment (Due Monday).
    • Introduce Assignment
    • Brainstorm personal strengths and character traits. Relate to the top three results from the survey
    • Begin working on your mini-me. You MUST finish it for homework to participate in Monday’s activity.
  1. Introduce Poetry Out Loud; locate two poems from the POL website that you will analyze. Post the links to Schoology, then print the poems and bring to class

Homework: Complete Mini-Me and bring to class with VIA survey results Monday; sign & return syllabus and bring $10 for Membean subscription if you have not done so already. Locate 2 poems from the Poetry Out Loud website; post the links to Schoology and bring printed copies to class Tuesday.

January 1

AP Literature January 5-6 and 9-13

AP Literature: Week 1 Jan. 5-6

Planning Your Week

F 1/6—Sign & return syllabus; bring $10 for Membean vocabulary subscription

 Monday, January 2 Student Holiday

 Tuesday, January 3-4 Student Holidays/Teacher Work Days

 Thursday, January 5

  1. Poker Night—A Streetcar Named Desire; simulate Mitch and Stanley’s poker night.
  2. Welcome & introductions; read & discuss classroom management plan & syllabus.
  3. Discuss literary criticism spectrum (handout).
  4. Answer questions on Pre-Course reading assignment (Streetcar and In the Lake due Wednesday, January 11).
  5. Introduce sun-shadow mandala due Wednesday, January 11.

*Homework:  Sign & return syllabus; bring $10 for Membean vocabulary subscription; read literary criticism handout & be prepared to discuss tomorrow; work on mandala and Pre-Course Reading assignment (due Wednesday, January 11).  

Learning Goal(s): Introduce yourself clearly and distinctly by providing organized evidence in a style appropriate to your peers. Standards Addressed: ELACC11-12SL4 Present findings in a way that is appropriate for the audience.

 

Friday, January 6

  1. Collect signed syllabi.
  2. Introduce Streetcar reread and discuss literary criticism in terms of the play.
  3. Introduce Poetry Out Loud
  4. Review Cobb Digital Library access and literary criticism databases.
  5. Computer Lab: Complete New Year Celebration Menu2, including Streetcar reread assignment due Thursday, January 12 w/critical article from HHS Database, Poetry Out Loud, research novel selection, film director selection, Schoology/Turnitin/Google set up.

*Homework:  Sign & return syllabus; mandalas due Monday, January 9; work on pre-course reading In the Lake due Wednesday, January 11; Streetcar re-read assignment due Thursday, January 12.

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties. Standards Addressed: ELACC11-12RL1 Cite textual evidence to support analysis of explicit and inferred meanings of a text, including uncertainties.

 

AP Literature WEEK 2 January 9-13

Planning Your Week

W 1/9—Sunshadow mandala due; sign & return syllabus and bring $10 for Membean vocabulary subscription; In the Lake pre-course reading assignment due

Th 1/12—Streetcar reread assignment

F 1/13—Film analysis presentations for Streetcar

 T 1/17—Streetcar precis with annotated article; Streetcar Socratic discussion

W 1/18—Poetry Out Loud performances

 

Monday, January 9—Inclement Weather Day

Tuesday, January 10—Inclement Weather Day

Wednesday, January 11

  1. Collect Membean money.
  2. Present sunshadow mandalas
  3. Review re-reading requirement and precis assignment for Streetcar due Thursday; review literary lenses (ppt).
  4. Review film terminology and film as text; analyze style with Burton, Hitchcock, and Shyamalan and relate to written text with the opening scene of Poe’s “The Black Cat”
  5. Analyze opening scene of A Streetcar Named Desire; compare and contrast directors’ choices with the text.
  6. Assign 30 seconds of Streetcar shot analysis project.

*Homework:  Sign & return syllabus; work on In the Lake pre-course reading due Wednesday; Streetcar re-read assignment and precìs due Thursday; film analysis presentations due Friday.

 

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties. Standards Addressed: ELACC11-12RL1 Cite textual evidence to support analysis of explicit and inferred meanings of a text, including uncertainties.

 

Thursday, January 12

  1. Computer Lab: Complete 30 seconds of Streetcar shot analysis projects
  2. Set up Membean and complete weekly practice.
  3. Select Poetry Out Loud poems.

*Homework: Film analysis presentations due Friday.

 

Learning Goal(s): Conduct further research to enhance your understanding of a literary text, realizing that different perspectives with a range of support exist. Standards Addressed: ELACC11-12W7-9 Conduct research projects, gathering relevant information, citing properly, and drawing evidence to support analysis, reflection, and research. ELACC11-12RI7 Integrate and evaluate multiple sources of information in different formats in order to address a question.

 

 

Friday, January 13—Pep Rally Schedule

  1. Present 30 seconds of Streetcar film analysis
  2. Compare/contrast director’s choices with play script.
  3. Anticipate stylistic characteristics of your chosen director.
  4. Practice Poetry Out Loud performances.

*Homework:  Streetcar precis with annotated article and prepare for Socratic discussion on Streetcar Tuesday; analyze and practice Poetry Out Loud poems due Wednesday. 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. Standards Addressed: ELACC11-12SL1 a,c,d Participate in collaborative discussions, propelling the conversation and responding thoughtfully to others.