November 10

Honors 9th Literature November 13-17

Honors 9th Lit. Week 15

Planning Your Week

 

S 11/12 – Submit The Tempest scholar’s journal to Turnitin.com

M 11/13 – The Tempest Socratic discussion; scholar’s journal and article due in class (scholar’s journal should be submitted to Turnitin.com before class).

M 11/27

Link to The Tempest full text from MIT.

Watch these videos to solidify your understanding of the play:

PBS Learning Media Parent-Child Relationships in Shakespeare’s Works Scroll down to watch three videos: “Prospero and Miranda,” “Parenting and Gender Roles in The Tempest,” and “Miranda’s Disobedience”

PBS Learning Media Shakespeare and the Evolution of Character Scroll down to watch two videos: “The Betrayed Duke Prospero” and “I’ll Drown My Book.”

 

Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website, the SpringBoard website through Zinc, and USA Test Prep website

 

Monday, 11/13

Opener: Turn in printed article with citation, printed scholar’s journal, and typed questions for Socratic seminar.

Work Session:

  1. Participate effectively in collaborative discussion of character and theme development in The Tempest.

Closer: Compose a reflection for the discussion.

Homework: Complete USA Test Prep practice for the EOC.

 

Tuesday, 11/14

Opener: Introduce The Night Circus project and begin brainstorming ideas for a 21st century tent.

Work Session: 

  1. Complete EOC prompt (individual assignments based on past performance to check off narrative and analytic responses.

Closer: Review results from EOC argument prompt; create a plan to improve performance based on the rubric.

Homework: Complete USA Test Prep practice for the EOC.

 

Wednesday, 11/15

Opener: Work with Night Circus groups to continue planning for project.

Work Session:

  1. Compose a response to the EOC informational prompt.

Closer: Peer review EOC responses with rubric.

Homework: Complete USA Test Prep practice for the EOC.

 

Thursday, 11/16

Opener: Learning Commons visit: lesson on informational writing/EOC prompts.

Work Session:

  1. Collaborate with Night Circus groups to plan projects.
  2. Develop a plan and timeline for completing the project.

Closer: Review EOC skills with USA Test Prep.

Homework: Complete USA Test Prep practice for the EOC.

 

Friday, 11/17

Opener: Create individual EOC plan for studying over the break and before the exam

Work Session:

  1. Practice EOC skills with USA Test Prep.

Closer: Collaborate with Night Circus groups.

Homework: Complete USA Test Prep practice for the EOC.

November 3

Honors 9th Literature November 6 – November 10

Honors 9th Lit. Week 14

Planning Your Week

W 11/8 – Finish reading The Night Circus Part IV-V; prepare for an in class reading quiz.

Th 11/9 – ZINC 3rd quarter deadline; learn 213 words by this deadline.

S 11/12 – Submit The Tempest scholar’s journal to Turnitin.com

M 11/13 – The Tempest Socratic discussion; scholar’s journal and article due in class (scholar’s journal should be submitted to Turnitin.com before class).

Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website, the SpringBoard website through Zinc, and USA Test Prep website

 

Monday, 11/6 

Opener: Review The Tempest scholar’s journal and Socratic discussion/article requirements.

Work Session:

  1. Complete Q3 Touchstone.
  2. Research to find an article on your Tempest topic from your scholar’s journal.

Closer: Introduce The Night Circus project.

Homework: Finish reading The Night Circus; prepare for the Part IV-V reading quiz in class on Wednesday.

 

Tuesday, 11/7 – Student Holiday 

Finish homework from Monday.

 

Wednesday, 11/8

Opener: Review EOC requirements/rubric for narrative prompts.

Work Session:

  1. Complete TNC Part IV & V quiz.
  2. Compose a response to the Bailey narrative prompt.

Closer: Review The Tempest scholar’s journal and Socratic discussion/article requirements.

Homework: Finish ZINC vocabulary practice (learn 213 words by this deadline); type scholar’s journal for The Tempest. 

 

Thursday, 11/9

Opener: View Act III Scene 1 (Miranda and Ferdinand); discuss EOC prompt highlights (writing about complexity of the evolution of their relationship vs. simple answers).

Work Session:

  1. Read Act IV & V, completing scholar’s journals.

Closer: Compose leveled questions to prepare for the Socratic discussion.

Homework: Finish ZINC vocabulary practice (learn 213 words by this deadline); type scholar’s journal for The Tempest.

 

Friday, 11/10

Opener: View Act IV-V of The Tempest. 

Work Session:

  1. Island families collaborate to complete scholar’s journals and character/theme trackers.

Closer: Compose leveled questions and article connections for Socratic discussion.

Homework: Finish scholar’s journal and submit to Turnitin.com; bring printed copy of scholar’s journal and your article on Monday. Prepare to participate in the Socratic discussion.

November 3

AP Literature Week 14 November 6 – 10

Week 14

Planning Your Week

F 11/10–Last group meeting for EPCOT presentations, which begin Monday, 11/13.

 

Monday, 11/6

Opener: Review FRQ approaches (thematic organization).

Work Session:

  1. Compose a response to the FRQ for Hamlet (Polonius to Laertes and Ophelia).

Closer: Peer score/edit FRQ responses.

Learning Goal(s): Trace theme throughout a text; analyze an author’s style; produces writing with stylistic maturity.

 

Tuesday, 11/7 — No school due to the student holiday.

 

 

Wednesday, 11/8

Opener: Finish viewing Hamlet; discuss comparisons of Kenneth Brannagh’s performance in Othello and Hamlet and contrasts of directors’ stylistic choices.

Work Session: 

  1. Analyze visual elements in still shots from the film.
  2. Compare the text to the film shots, focusing on the way directors create visual representations of motifs.

Closer: View Mel Gibson as Hamlet, comparing/contrasting the “To Be or Not To Be” speech.

Learning Goal(s): 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).

 

Thursday, 11/9

Opener: Review FRQ approaches (literary elements tied to theme; comparative writing).

Work Session:

  1. Compose a response to the FRQ for comparison of Iago’s soliloquy vs. Hamlet soliloquy.

Closer: Peer score/edit FRQ responses.

Learning Goal(s): Trace theme throughout a text; analyze an author’s style; produces writing with stylistic maturity.

 

Friday, 11/10

Opener: Group meeting for last minute issues before next week’s presentations; create a “to do list” for EPCOT presentations, which start Monday.

Work Session:

  1. Discuss Rosencrantz and Guildenstern as characters (STEAL).
  2. Introduce Rosencrantz and Guildenstern Are Dead as allusion and element of 20th century absurdity.

Closer: Read/analyze opening scene from Rosencrantz and Guildenstern Are Dead.

Learning Goal(s): 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).