November 25

AP Literature Week 16 November 27 – December 1

Week 16

PLEASE BRING YOUR TEXTBOOK TO CLASS MONDAY AND TUESDAY.

Planning Your Week

Research your director’s biography as it relates to their film career and their entire body of work. Watch several films!!

Film Analysis Rubric

Film Director Analysis Project

 

F 12/1–Perform absurd plays.

W 12/13–Begin presentations for director projects.

 

Monday, 11/27

Opener: Review film director/style analysis project.

Work Session:

  1. Review Rosencrantz and Guildenstern as characters in Hamlet and summarize Rosencrantz and Guildenstern Are Dead.
  2. View humorous scenes: Rosencrantz and Guildenstern Funny Scenes
  3. Introduce existentialism and theater of the absurd: Existentialism in History and Literature
  4. Perform The Sandbox.

Closer: Introduce absurd plays.

 

Tuesday, 11/28

Opener: Review The Sandbox and absurd play requirements.

Work Session: 

  1. Compose absurd plays.
  2. Research film directors.

Closer: Rehearse absurd plays.

 

Wednesday, 11/29

Opener: Review FRQ requirements.

Work Session: 

  1. Compose a response to the FRQ prompt.

Closer: Rehearse absurd plays.

 

Thursday, 11/30

Opener: MCM on a Thursday.

Work Session:

  1. Compose absurd plays.

Closer: Rehearse absurd plays.

 

Friday, 12/1

Opener: Perform absurd plays.

Work Session:

  1. Introduce Death of a Salesman with pre-reading discussion questions and Pleasantville clip.
  2. Read/analyze opening scene of DOAS, completing questions and image trace.

Closer: Discuss DOAS test structure.

November 25

Honors 9th Lit November 27 – December 1

Honors 9th Lit. Week 16

Planning Your Week

W 11/29 – F 12/1: Georgia Milestones 9th Literature/Composition End of Course Assessment

W 12/13 – The Night Circus presentations due.

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

 

Monday, 11/27

Opener: Review TNC project requirements and due dates. View Tim Burton’s Movie Montage (1982-2005); list stylistic techniques characteristic of Burton. Watch “What If Tim Burton Directed Frozen?”  and discuss stylistic changes.

Work Session:

  1. Review goals p.94-5 and EA 2 p.185-6.
  2. Read/analyze “Comparing Points of View” p.99 (2.2); groups work through #1-5 then discuss “Check Your Understanding” with the class.
  3. Connect style and point-of-view analysis to EOC prompts.

Closer: Compose a response to narrative prompt (either “Summer” mood/setting conversion or Nighthawks character and point of view development).

Homework: Rest and prepare for the EOC.

 

Tuesday, 11/28

Opener: Activity 2.3 “Analyzing Writer’s Style” p. 101; complete the language check p.115 and work through USA Test Prep multiple choice for within sentence punctuation.

Work Session: 

  1. Complete Activity 2.7 “Introducing a Story of Revenge” and focus on context clues for finding meaning of unknown words.
  2. Read aloud for Activity 2.8 “Irony in the Vaults,” identifying examples of irony.

Closer: Compose a response to the explanatory prompt p. 139.

Homework: Rest and prepare for the EOC.

 

Wednesday, 11/29 – Friday, 12/1

Georgia Milestones 9th Literature/Composition End of Course Assessment

November 20

Honors 9th Literature Happy Thanksgiving!

Please enjoy your break, resting and relaxing with family. When you return to school, we will take the End of Course assessment, which counts for twenty percent of your grade in the course. We start the EOC on Wednesday, November 29.

I have added a variety of practice assessments in SpringBoard and USA Test Prep based on how well you have performed in class on our “EOC ready” practice assessments. You know if you are ready in each area of writing (argumentative, expository, and narrative), and you can check your “Progress Report” in USA Test Prep to see your areas of strength and weakness in reading.

You can self-select more practice in any area you choose on USA Test Prep.

All of the additional assessments I have assigned are for practice only; they will not be recorded in Synergy. I just wanted you to have personalized tools to enhance your performance on the EOC should you wish to practice.

Happy Thanksgiving!

Mrs. Sanford

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).