April 28

Honors 9th Literature May 1-5

Honors 9th Lit.                                  

Planning Your Week: May 1-5

 

No Membean this week!

 

M—W: Georgia Milestones End of Course Assessment

F: Read through p.175 in The Road; prepare annotations and questions for discussion.

 

Learning Goal: Enhance and propel collaborative discussion with relevant questioning, thoughtful responses, and appropriate preparation.

Focus Standards: ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

 

Monday, May 1—Wednesday, May 3

 Georgia Milestones End of Course Assessment

 

Thursday, May 4

  1. Organize annotations to fit the discussion questions.
  2. Read/analyze origin myths about fire; compose questions for tomorrow’s discussion.
  3. View Clash of the Gods.

Friday, May 5

  1. Participate in pinwheel discussion of The Road through p.175
April 28

AP Literature May 1-5

WEEK 16

 

Monday, May 1

  1. Review poetry terms and analyze various types of poems and prompts.
  2. Complete data sheets on novels or plays that could be used for the open prompt.

*Homework:

 

Learning goal(s): Synthesize learning to prepare for the AP exam.

 

Tuesday, May 2

  1. Review poetry.

*Homework:

 

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

 

Wednesday, May 3—AP Literature Exam

 

Thursday, May 4

  1. Film analysis—complete “Anatomy of a Scene” for your chosen director/film.

*Homework:

 

Learning goal(s): Analyze symbols and themes across multiple media.

.

Friday, May 5

  1. Film analysis—complete “Anatomy of a Scene” for your chosen director/film.

*Homework:

 

Learning goal(s): Analyze symbols and themes across multiple media.

April 21

Honors 9th Literature April 23-28

Honors 9th Lit.                                  

Planning Your Week: April 24-28

 

S 4/23: Membean Vocabulary due

M 4/24: Complete EOC writing practice on USATestPrep

W 4/26: Read through p.90 in The Road.

F 4/28: Final portfolio due.

M-W 5/1-5/3: EOC (Georgia Milestones End of Course Assesssment)

 

Learning Goal: Enhance and propel collaborative discussion with relevant questioning, thoughtful responses, and appropriate preparation.

Focus Standards: ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

 

Monday, April 24

  1. Review EOC skills: marking a text, EOC vocabulary; understand how to identify author’s purpose in a short text, explaining how the author develops his claim.
  2. Review “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.)
  3. Discuss opening scenes of The Road.

 

Tuesday, April 25

  1. Read The Road.

 

Wednesday, April 26

  1. LAB: Q3 Touchstones and EOC prompt
  2. Work on portfolios.

 

Thursday, April 27

  1. Media Center: EOC prompt
  2. Work on portfolios.

 

Friday, April 28

  1. LAB: Turn in portfolios and work on EOC practice.
April 21

AP Literature April 24-28

WEEK 15

 

S 4/23—Membean due

Th 4/27—finish reading Heart of Darkness

 

Monday, April 24

  1. Analyze, rehearse, & perform the “Temptation Scene” Lesson 16
  2. Read/analyze 4 and Act IV, Scene 1; discuss “The Slap” & Othello’s fall Lesson 20 “Is This the Noble Moor?”
  3. On Your Feet reading of Act IV, Scene 2; performance of Willow Scene (Act IV, Scene 3) Lesson 21 “O These Men, These Men!”; write a short poem, using one of Shakespeare’s lines from Act IV, Scene 2 or 3
  4. Select two volunteers to read Act IV, Scene 3

*Homework: Read Heart of Darkness Part III by Thursday.

 

Learning goal(s): Develop collaboration with peers to deepen analysis and extension of a text.

 

 

Tuesday, April 25

  1. Assign green-eyed monsters; analyze Iago’s & Emilia’s comments about jealousy and create an artistic rendition of the abstract concept.
  2. Assign final casting call for Act V.Lesson 22 “Murder’s Out of Time”
  3. Final conclusions Lesson 25 “Here Is My Journey’s End”

*Homework: Read Heart of Darkness Part III by Thursday.

 

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

.

Wednesday, April 26

  1. Warm-up: FRQ—open question.
  2. Read/analyze Heart of Darkness Part III.

*Homework: Read Heart of Darkness Part III by Thursday.

 

Learning goal(s): Analyze a range of writing, noting strategies to apply to improve your own.

 

Thursday, April 27

 1. Assess Heart of Darkness Part III.

*Homework:  Othello test Mon.

 

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

 

 

Friday, April 28—Senior Picnic

  1. Follow-up Heart of Darkness documentary; prepare for AP Exam with open review.

*Homework:  AP EXAM next Wednesday, May 3.

 

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

April 14

Honors 9th Lit April 17-21

Honors 9th Lit.                                  

Planning Your Week: April 17-20

 

S 4/16: Membean Vocabulary due

W-F 4/19-4/21: The Night Circus presentations

F 4/21: Portfolio Check #3

 

Learning Goal: Enhance and propel collaborative discussion with relevant questioning, thoughtful responses, and appropriate preparation.

Focus Standards: ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

 

Monday, April 17

  1. Computer Lab: Finish work on TNC projects; continue to polish portfolios.

 

Tuesday, April 18

  1. Anticipation Guide: Four corners for The Road; debate issues from the novel.

 

Wednesday, April 19—21

  1. Present circus tents; students not presenting will evaluate other tents.
  2. Reflect on your own performance.
April 14

AP Literature April 17-21

WEEK 14

 

S 4/16—Membean

S 4/23—Membean

 

Monday, April 17

  1. MCM—Heart of Darkness
  2. FRQ—Heart of Darkness
  3. Introduce character objectives—Act II, Scene 1; assign parts & read through 2.1.204; discuss character objectives (what he/she wants for that scene; a goal—after each attempt to achieve it, a “beat change” occurs where he/she shifts gears to try to achieve it a different way (one also occurs when the goal is achieved, and the character creates a new goal); the “superobjective” is what he/she means to have by the end of the play.

*Homework:

 

Learning goal(s): Analyze your timed writing and plan revisions to strengthen it.

 

Tuesday, April 18

  1. Analyze Heart of Darkness Part I
  2. Review Othello Act II.
  3. Analyze, rehearse, & perform the “Temptation Scene” Lesson 16 \

*Homework: Read research novels.

 

Learning goal(s): Develop collaboration with peers to deepen analysis and extension of a text.

 

Wednesday, April 19

  1. Perform “The Temptation Scene”
  2. Read/analyze Act III with the study guide.
  3. Read & analyze 4 (Lesson 18: “Ocular Proof”).
  4. Review Act III; evaluate the director’s choices in the Fishburne adaptation.
  5. Analyze the politics of casting of Othello (Lesson 18: “The Moor Is Far More Fair than Black”) and the gender issues (Lesson 19 “There’s Magic in the Web”).

*Homework:

 

Learning goal(s): Create an engaging, interactive presentation to present your findings to the class and apply a range of themes found in Othello.

 

Thursday, April 20

  1. Read/analyze Act III with the study guide.
  2. Read & analyze 4 (Lesson 18: “Ocular Proof”).
  3. Review Act III; evaluate the director’s choices in the Fishburne adaptation.
  4. Analyze the politics of casting of Othello (Lesson 18: “The Moor Is Far More Fair than Black”) and the gender issues (Lesson 19 “There’s Magic in the Web”).

*Homework:

 

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

 

Friday, April 20

  1. Warm-up: Creative Writing Tuesday—expand the metaphor of jealousy as a green-eyed monster
  2. Quiz Heart of Darkness Part II
  3. Read Act IV, Scene 1; discuss “The Slap” & Othello’s fall Lesson 20 “Is This the Noble Moor?”
  4. On Your Feet reading of Act IV, Scene 2; performance of Willow Scene (Act IV, Scene 3) Lesson 21 “O These Men, These Men!”; write a short poem, using one of Shakespeare’s lines from Act IV, Scene 2 or 3
  5. Select two volunteers to read Act IV, Scene 3

*Homework:

 

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

April 2

Honors 9th Lit. April 10-21

Honors 9th Lit.  

 

Planning Your Week: April 10-14

S 4/2 and S 4/9: Membean 45 minutes extra credit due

M 4/10: Finish reading The Night Circus

 

Learning Goal: Enhance and propel collaborative discussion with relevant questioning, thoughtful responses, and appropriate preparation.

Focus Standards: ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

 

Monday, April 10

  1. Review The Night Circus and requirements for the projects.
  2. Introduce The Night Circus flyer; mini-art school.
  3. Reread the sections on your chosen attraction; sketch a rough draft of your flyer, planning elements based on key quotes you identified for your attractions.
  4. EOC Prep: Review elements of characterization Art & Reading ppt & compose a response to the narrative prompt.

 

Tuesday, April 11

  1. Computer Lab: Groups begin research for concessions, design of the attraction, and information on the flyer for The Night Circus.
  2. Work on portfolio materials for check #3.

 

Wednesday, April 12

  1. EOC Prep: Read the articles related to the themes of trees and names in literature.  Answer this question:  How has Erin Morgenstern borrowed from old literary traditions involving trees and names?  Cite textual evidence from the articles and from The Night Circus.  Include three vocab unit 8 words. Turn in.
  2. Read the reviews of The Night Circus; compare/contrast the claims and diction.

 

Thursday, April 13

  1. Computer Lab: Groups continue research and development of tent projects.
  2. Work on portfolio materials for check #3.

 

Friday, April 14

  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.
    • 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.
    • 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.

 

Honors 9th Lit.                                  

Planning Your Week: April 17-20

 

S 4/16: Membean Vocabulary due

W-F 4/19-4/21 The Night Circus presentations

 

Learning Goal: Enhance and propel collaborative discussion with relevant questioning, thoughtful responses, and appropriate preparation.

Focus Standards: ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

 

Monday, April 17

  1. Computer Lab: Finish work on TNC projects; continue to polish portfolios.

 

Tuesday, April 18

  1. Anticipation Guide: Four corners for The Road; debate issues from the novel.

 

Wednesday, April 19—21

  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?
April 2

AP Literature April 10-14

WEEK 13

 

S 4/2 and S 4/9—Membean extra credit opportunities (45 min. practice each week)

 

Monday, April 10

  1. Warm-up: MCM
  2. Introduce Heart of Darkness and reading schedule
  3. Review exposition of Othello; View PBS Learning Media video “Who Is Othello?” https://gpb.pbslearningmedia.org/collection/othello/
  4. Compare/contrast opening scene in Oliver’s and BBC’s adaptations.
  5. Read Act I Scene 3:
  6. Divide into two groups; facing each other, read antiphonally Othello’s speech beginning “Her father loved me . . . “ (1.3.149-96) to end-stops (period, colon, or semicolon)
  7. Read again, with a three-person group miming as the class reads.
  8. “Ring the Changes”—several volunteers should individually read Brabantio’s parting shot (1.3.333-34) focusing on different interpretations.

*Homework:  Read Heart of Darkness Part I.

 

Learning goal(s): Use nonverbal, performance-related aspects of a script to influence the audience’s perception of theme.

 

Tuesday, April 11

  1. Close read (handout) 1.3.343-447, analyzing Iago’s persuasive & rhetorical techniques, comparing/contrasting AP Language strategies with AP Literature strategies.
  2. Introduce character objectives—Act II, Scene 1; assign parts & read through 2.1.204; discuss character objectives (what he/she wants for that scene; a goal—after each attempt to achieve it, a “beat change” occurs where he/she shifts gears to try to achieve it a different way (one also occurs when the goal is achieved, and the character creates a new goal); the “superobjective” is what he/she means to have by the end of the play.
  3. Choose five students to read 2.1.161-204 on their feet (one is Emilia, who has no lines, but is in the scene); direct and paraphrase Iago’s first aside 2.1.161-170; “Ring the Changes” for Iago’s second aside 2.1.190-92
  4. Continue reading 2.1; for the conversation between Roderigo & Iago, cast one person as Roderigo & three as Iago (read “Round-Robin”/each person reads one sentence). Explain how Iago’s mind moves at three times the speed of Roderigo’s; cast two people to take turns reading alternating sentences for Iago’s soliloquy.
  5. Discuss the opening scene of Act II:
    • Roderigo is first astonished when Iago tells him that Desdemona is in love with Cassio. How does Iago convince him?
    • What does Iago mean when he says of Desdemona “Now, I do love her too”? Do you believe Iago when he says, “I fear Cassio with my nightcap too”?
    • Do you notice particular lines that add to or change the impression give so far of any character’s personality?
    • Compare Iago’s soliloquy from Act I with this one. Has his motive changed in any way?
    • Coleridge referred to Iago’s “motiveless malignity.” Do you agree that his malignity is fundamentally without motive?
  6. Closer: Read Act II Scene 2 (the Herald’s short scene); Why does Shakespeare include this scene? What effect does it have on the audience?

*Homework:  Read Heart of Darkness Part I.

 

Wednesday, April 12

  1. Warm-up: FRQ #4 (poetry)
  2. Review Act I and Act II Scenes 1-2
  3. Introduce blocking & stage directions; the way a director decides to block a scene conveys meaning that can either reinforce or contradict the spoken word; use four – ten volunteers (Cassio, Othello, Desdemona, Iago, & attendees) to be silent actors while four other actors read the scene to line 37. The remaining class will direct. Decide how the characters enter, how many attendants enter, where they stand, whether all or only some exit with Othello, where they stand in relation to each other, and so on.
  4. Perform subtext scenarios, focusing on intonation of words and nonverbal cues that express meaning to an audience.
  5. Assign three acting companies for the “Drinking Scene.” Collaborate to analyze Othello 3; design a performance with blocking, stage directions, and subtext, justifying the directorial choices.

*Homework:  Read Heart of Darkness Part I.

 

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

 

Thursday, April 13

  1. Analyze & rehearse 3 “The Drinking Scene

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

 

Learning goal(s): Use nonverbal, performance-related aspects of a script to influence the audience’s perception of theme.

 

Friday, April 14

  1. Perform 3 “The Drinking Scene”
  2. Compare/contrast with film adaptation.
  3. Ticket-out-the-door: Evaluate each group’s performance; identify strengths and highlight key points in the scene.

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

 

Learning goal(s): Use nonverbal, performance-related aspects of a script to influence the audience’s perception of theme.