July 28

AP Literature July 31-August 4

WEEK 1 

Planning Your Week: 

 Friday 8/4–In the Lake of the Woods sticky note assessment due; textual lineage w/decorated quilt square due.

 

Monday, July 31 

  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 classroom management plan & syllabus.
  3. Answer questions on Pre-Course Reading assignment (Streetcar and In the Lake due Friday, August 4). 
  4. Introduce Schoology. 
  5. Introduce textual lineage due Friday, August 4 

*Homework:  Sign & return syllabus; work on textual lineage and Pre-Course Reading assignment. 

 

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. 

 

Tuesday, August 1 

  1. Collect signed syllabi.  
  2. Complete multiple choice 1/2 length test (Five Steps to a Five—only 2 passages) *diagnostic assessment* 
  3. Review textual lineage assignment. 
  4. Introduce Streetcar re-read assignment due Monday, August 7 w/critical article from HHS Database 
  5. Review Cobb Digital Library access and literary criticism databases. 
  6. Read “Young Goodman Brown” p. 398 Bedford; discuss questions focusing on symbolism and allegory. 

*Homework:  Sign & return syllabus; work on textual lineage due Friday, August 4 and Streetcar re-read assignment due Monday, August 7. 

 

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. 

 

Wednesday, August 2 

  1. Collect signed syllabi.  
  2. Read Chapter 28: Critical Approaches Important in the Study of Literature in Pearson p.1834-56.; summarize theories and apply to Streetcar with graphic organizer.  
  3. Apply critical approaches to “Young Goodman Brown” 
  4. Review film terminology and film as text; analyze opening scene of A Streetcar Named Desire, compare and contrast directors’ choices with the text.  (Glossary of Film Terms) 

*Homework:  Sign & return syllabus; work on textual lineage due Friday, August 4 and Streetcar re-read assignment due Monday, August 7. 

 

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, August 3
1. Computer lab visit: Complete menu, including Streetcar reread, textual lineage, and Schoology/Turnitin log-ins. New Year Celebration Menu; Syllabus Form

2. 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 7.

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, August 4
1. Present textual lineage.
2. Review re-reading requirement and precis assignment for Streetcar due Monday, August 7; review literary lenses (ppt).
3. 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”
4. Analyze opening scene of A Streetcar Named Desire; compare and contrast directors’ choices with the text. (Glossary of Film Terms)
5. Assign 30 seconds of Streetcar shot analysis project.
*Homework: Streetcar article with annotated bib and re-read assignment due for Socratic discussion Monday, August 7.

Learning Goal(s): Understand how directors, interpretations of a source text affect an audience’s response and interpretation.
Standards Addressed: ELACC12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.)

July 28

Honors 9th Literature July 31 – August 4

Honors 9th Literature Week 1: 7/318/4

 

Planning Your Week:

Friday, 8/4: Mini-me due; it should be colored and cut out.

Friday, 8/4: Bring an independent reading text (print only).

 

Monday, July 31

    1. Introduce syllabus and semester overview (independent reading notebook, IAN).
    2. IAN—analyze the picture on p.1 in the textbook (access online or copy for students to paste in IAN or use Power Point); Part I: What do you see? “Tell the story” of the picture. Part II: Respond to the visual prompt (What comes to mind when you hear the phrase “coming of age”?)
    3. Discuss responses (whole group/record responses on the board); then discuss the EQ: What does it mean to come of age? (Review the concept of an EQ and how it is revisited throughout a unit.)
    4. IAN—brainstorm coming of age milestones; discuss how these milestones contribute to the growing responsibilities and privileges adulthood brings. Brainstorm novels and films with this thematic focus.
    5. Practice annotation (access online or copy for students to paste in IAN or use Power Point)—ask about previous experiences and feelings about the technique (quick irespond poll?); explain purpose and hope for it to become natural and helpful; mark the text (unit overview) by highlighting words and phrases that help them predict what the unit will be about (connect to standards).
    6. Introduce mini-me with a focus on building character and voice with the STEAL method along with the idea of coming of age/self-defining incidents. Watch VIA Character Strengths/Growth Mindset video: https://www.youtube.com/watch?v=kq-rOelLciE .
    7. Complete VIA survey at http://www.viacharacter.org/www/.

 

 

 

Tuesday, August 1 (Walter; Charrette & Sanford use plan for Wednesday)

  1. Computer Lab: SRI  
  2. Complete VIA character strengths survey for mini-me assignment.
  3. Complete syllabus questionnaire: https://goo.gl/forms/0WE95EMYNCrNbBO03

Wednesday, August 2 (Walter; Charrette & Sanford use plan for Tuesday)

  1. Review coming of age—brainstorm self-defining moments in your life thus far; freewrite a narrative on one single moment. Exchange with your partner; mark/highlight elements of the STEAL method of characterization.  https://www.youtube.com/watch?v=kHt8RjkFs98 . IAN: STEAL handout.
  2. Read goals on p.2; mark unfamiliar words. Share and list on the board.
  3. Preview the unit:
  • Read Learning Targets (these are goals just for today’s preview, not the entire unit) and Making Connections; highlight unknown words and discuss meanings)
  • Review EQ #1 briefly, then answer EQ #2 in My Notes (we’ll discuss later).
  • Self-assess vocabulary knowledge with QHT chart for Academic Vocabulary and Literary Terms p.2.
  • Unpack Embedded Assessment 1; create web or stoplight as we analyze the scoring guide p. 55. What do you have to do? What strategies will you use? What knowledge and skills do you need?
  • IAN: Plan independent reading p. 5—(skip Q4 referencing literary theory)
  1. Work on mini-me.
  2. Read aloud from the selected autobiography, biography, or memoir or a Scholastic Classroom Library text.

 

Homework: Select an independent reading text and make sure you have it with you in class by Friday. This should be a print text (no digital texts for this reading purpose). You may select from the classroom library if you wish.  

 

Thursday, August 3

  1. IAN: Quickwrite pizza prompt
  2. Read aloud the sample pizza prompt:
  • Read monotone; ask what is wrong with the reading they heard.
  • Volunteers read aloud until we create a voice.
  • Close read: model annotation on the board, focusing on diction, syntax, and imagery that contribute to voice
  • Model completing the graphic organizer with inferences and evidence about tone and the speaker
  • Rank inferences; which are most convincing/most supportable?
  1. Partner: Read, annotate, and make inferences with supporting evidence for the 3 additional samples.
  2. Read aloud group discussion norms, marking the text for keywords. Brainstorm rules for collegial discussion (on chart paper in groups).
  3. Group discussion:  
  • Share inferences, compare them, and evaluate which is most supportable and why
  • Discuss why they have positive, negative, and neutral responses to each speaker—identify where these opinions are shaped by factors other than the text and reinforce the need for solid evidence from the text (connect back to web or stoplight standard/skill)
  1. Partner: Exchange quick writes; annotate for diction, imagery, and syntax; make inferences and discuss a few responses with your partner. (You can repeat with a new partner as needed.)

 

FORMATIVE ASSESSMENT: Examine writing; analyze group discussion for ability to cite textual evidence.

  1. Revisit web or stoplight/QHT
  2. IR: Read aloud from autobiography, biography, memoir or Scholastic classroom library; identify diction, imagery, syntax; make inferences about voice.

Friday, August 3

  1. Share mini-mes, focusing on VIA character strengths and textual lineage (collaborate in groups to make a poster and present).
  2. IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

 

July 5

Welcome to Honors 9th Literature!

While there is no pre-course required reading assignment for Honors 9th Literature, you are encouraged to begin thinking about biographies, autobiographies, or memoirs you would like to read for one of our first units of study. You will choose one text of at least 150 pages, keeping in mind that the topic you choose (a person) must be well-known enough to have other articles, films, or books written about him or her. You will be comparing and contrasting how different sources cover the same topic: the person you choose to read about.

July 5

Welcome Back! AP Literature Required Reading

Please set yourself up for success. Complete the required reading assignment. This is pre-reading for our first unit of study on In the Lake of the Woods and A Streetcar Named Desire, so feel free to go above and beyond in your annotations and in your thinking about both works. The expectation is that you have thoroughly read both books by the time you come to class July 31.

You will work with and complete assessments on these texts throughout the first three weeks of school. You can learn more about both texts from scholarly research via Cobb Digital Library Search in the Literature and Criticism databases Literary Reference Center and Literature Resource Center.