January 26

AP Literature Week 5 Jan. 29 – Feb. 2

Week 5

Planning Your Week

M 1/22: Bring your 2 poems printed from the Poetry Out Loud website.

T  1/23: Schoology post (literary lens applied to “An Occurrence” or “A Rose”

 

Monday, January 29

Opener: MCM prose

Work Session:

  1. Discuss research and choose novels.
  2. Read “A Rose for Emily”; analyze structure, point of view, and mood.
  3. Create a single panel of a storyboard for the given line(s); plan transitions with the class to combine storyboards into a cohesive scene. Focus on what is shown in the frame; label all elements of film analysis.

Closer: Compose theme statement for “An Occurrence at Owl Creek Bridge” and “A Rose for Emily.”

HW: Memorize chosen poem for Poetry Out Loud and compose an explication due Tuesday, February 6.

 

Tuesday, January 30

Opener: Creative writing Tuesday–camera effects.

Work Session:

  1. Poetry mixer; place poetry handout in SN; small groups complete QHT for poetic devices.
  2. Create theme statements for poems in chapter 11.
  3. Analyze POL poems with TPFASTT/TPCASTT
  4. Compose paraphrase for both POL poems.

Closer: Write an explanation of how someone from your literary lens would view “An Occurrence” or “A Rose for Emily.”

HW: Schoology post. Obtain a copy of research novel. Memorize chosen poem for Poetry Out Loud and compose an explication due Tuesday, February 6. 

 

Wednesday, January 31

Opener: FRQ

Work Session:

  1. Analyze sample essays; self assess according to the rubric.

Closer: Read choice poem.

HW: Memorize chosen poem for Poetry Out Loud and compose an explication due Tuesday, February 6. .  

Thursday, February 1

Opener: Pondering Poetry “Old Soldier”

Work Session:

  1. Review “Old Soldier” with poetry handout.
  2. View war film clips.
  3. Read “Dulce et Decorum Est” aloud with war sounds; analyze structure, point of view, and imagery.

Closer: Compose theme statement and an introductory paragraph for an FRQ on “Dulce.”

HW: Memorize chosen poem for Poetry Out Loud and compose an explication due Tuesday, February 6.

 

Friday, February 2

Opener: Fun Friday de-stress; focus on imagery and sensory detail

Work Session:

  1. Read “The Storm”; analyze setting and imagery.
  2. Read “Desiree’s Baby”; analyze irony.

Closer: Revisit a short story or poem we have read; write an explanation of how someone from your literary lens would view it.

HW: Memorize chosen poem for Poetry Out Loud due Tuesday, February 2.

 

January 26

Honors 9th Literature Week 5 Jan. 29 – Feb. 2

Planning Your Week
M 1/29 –
 NoRedInk phrases and clauses practice due by 11:59 p.m.
F 2/2 – Bring printed copy of your response to “Writing from Sources” on Obama’s speech

T 2/6 – ZINC vocabulary due by 11:59 p.m.
Th 2/8 – Independent reading project written portion due to Turnitin.com by 11:59 p.m.; bring the completed project to class tomorrow.
F 2/9 – Independent reading project due in class (written portion should already by in Turnitin.com).

Monday, January 29, 2018

Opener: Review EOC rubric; self score “Marigolds” responses and review teacher feedback. Write a goal for improving EOC constructed responses; SB:  Activity 1.13 (p.64): unpack EA2 and review elements of argument (p.91-2). Complete a stoplight self-check IAN.

Work Session: 

  1. SB: Review interview transcripts and discuss advantages and disadvantages of a post-secondary education. Include quotes from your interviewees.
  2. SB: View the “Why go?” presentation from College Board; take notes in the table p.65. Rank the reasons and evidence for level of persuasion.
  3. SB: Compose a paragraph explaining the central claim of the “Why Go?” presentation and the way the author presents and supports that claim.

Closer: IR: Enjoy!
HOMEWORK:  Complete NoRedInk phrases and clauses practice by 11:59 p.m.

Tuesday, January 30, 2018

Opener: IAN: Role play the scenarios with a partner, listing potential appeals. Discuss (large group) then revisit “Education Still Pays” and analyze the appeals (ethos, pathos, logos); discuss the difference between argument and persuasion.

Work Session:

  1. SB: Activity 1.15: Imagine the President of the United States is speaking to students at a public school with a live broadcast to schools all over the country. Predict some ways in which the president might use logos, ethos, and pathos to convince students that they should work hard in school.
  2. SB: Listen to and read Obama’s speech, analyzing rhetorical appeals, focusing on the concession and refutation in paragraphs 17 & 18 and the rhetorical questions, anaphora, and parallelism at the end of the speech.
  3. SB: Complete the text dependent questions and “Working from the Text” (with white boards in groups). Share with the class.

Closer: IR: Look for examples of parallel structure, rhetorical appeals, and anaphora. Log it in your IAN IR section.
HOMEWORK: First set of ZINC due Feb. 6; read IR book (due Feb. 9).

Wednesday, January 31, 2018

Opener: IAN: Revisit “Education Still Pays” and analyze the appeals (ethos, pathos, logos); discuss the difference between argument and persuasion. Add SOAPSTone and SMELL graphics to IAN.

Work Session:

  1. SB: Revisit Obama’s speech and complete SOAPSTone graphic organizers in small groups; share with the class.
  2. SB: Complete SMELL graphic organizers in pairs; discuss as a class.
  3. SB: Review parallel structure (practice p. 78) and discuss “Check Your Understanding.”
  4. ​SB: Compose a response to “Writing to Sources: Argument”

Closer: IR: Enjoy!.
HW: Complete “Writing to Sources: Argument” and bring a printed copy to class tomorrow; first set of ZINC due Feb. 6; read IR book (due Feb. 9).

Thursday, February 1, 2018

Opener: SB: Activity 1.16: Review the informational text, speech, and presentation from this unit and identify examples of the different types of evidence used, explaining the purpose of each as a tool of persuasion; fill in the chart p. 79.

Work Session: 

  1. SB: Read the editorial “An Early Start on College” and answer the text-dependent questions.
  2. SB: In small groups, complete “Working from the Text” using highlighted quotes from the text. Discuss “Check Your Understanding.”
  3. SB: Complete “Writing to Sources: Argument” independently; revise your printed paragraph to meet the requirements.

Closer: IR: Enjoy!
HW: Revise “Writing to Sources: Argument” bring a printed copy to class; first set of ZINC due Feb. 6; read IR book (due Feb. 9).

Friday, February 2, 2018

Opener: IAN: Add formal language handout; with a partner, analyze final drafts of analysis of Obama’s speech for formal language.

Work Session:

  1. SB: Read “Why College Isn’t (And Shouldn’t Have to Be) For Everyone” p. 83 and “Actually, College Is Very Much Worth It” p. 86.
  2. SB: Complete the text dependent questions p.88; work in pairs to complete the graphic organizer in “Working from the Text.”
  3. SB: EOC prompt p. 90: answer “Check Your Understanding” as an example of a short response prior to the extended response on EOC.
  4. SB: Compose a paragraph explaining the central claim of the “Why Go?” presentation and the way the author presents and supports that claim.

Closer: IR: Enjoy!
HW: First set of ZINC due Feb. 6; read IR book (due Feb. 9).

January 20

Honors 9th Literature Week 4 Jan. 22-26

Honors 9th Lit. Week 4

Planning Your Week

S 1/21 – No Red Ink practice for parallelism and voice due 11:59 p.m.; No Red Ink diagnostic for phrases and clauses due 11:59 p.m.

T 1/23 – Bring your typed, complete interview transcript to class.

W 1/24 – Bring a draft of your narrative interview to class.

Th 1/25  Submit your complete narrative interview to Turnitin.com by 11:59 p.m.; complete parallelism quiz by 11:59 p.m.

F 1/26  Bring a printed copy of your narrative interview to class.

M 1/29  Complete phrases and clauses practice on No Red Ink.

T 2/6 – ZINC vocabulary due by 11:59 p.m.

Th 2/8  Independent reading project written portion due to Turnitin.com by 11:59 p.m.; bring the completed project to class tomorrow.

F 2/9 – Independent reading project due in class (written portion should already by in Turnitin.com).

 

Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website and ZINC via the SpringBoard website

 

Monday, January 22

Opener: STEM STUDENTS will set up boards for science fair.

Work Session:

  1. Analyze the sample interview transcript and article with SOAPSTone strategy.
  2. Number interview questions and correlate them with where they appear in the article.
  3. Assess the narrative with the EA rubric.

IAN: View the sample interviews, noting effective strategies and ineffective strategies.

Closer: IR: Review interview plan p.59-60 and revise questions.

HOMEWORK: Interview someone you know who has post-secondary experience (an adult who went to college, entered the workforce, or joined the military; someone who has been out of high school at least four years), and bring the typed, printed interview transcript to class; read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Tuesday, January 23

Opener: SB: Lesson 1.4 Parallel Structure: Grammar & Usage section–compound sentences p.13 (clauses, gerunds, nouns, pronouns, adjectives, adverbs, prepositions) and “Check Your Understanding” p. 15.

Work Session:

  1. Brief review of narrative elements & sensory details
  2. SB: Lesson 1.5 Review imagery and voice; read “Marigolds,” marking ! for interesting imagery, highlighting voice; circling unknown words and phrases.
  3. SB: Reread the story; answer the text-dependent questions.

Closer: IR: Find examples of parallel structure in your IR book.

HOMEWORK: Compose narrative interview and bring a draft to class tomorrow; final draft of narrative interview due Thursday evening to Turnitin.com; read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Wednesday, January 24

Opener: SB: Activity 1.11 Pairs should read the two excerpts and complete “Working from the Text” and “Check Your Understanding.”

Work Session: 

  1. SB: Peer review the EA1 (your narrative interview).
  2. SB: Revise your narrative based on peer and self-assessment.

Closer: IR: Enjoy!

HOMEWORK: Submit EA1 (narrative interview to Turnitin.com and bring a printed copy to class Friday. Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Thursday, January 25

Opener: SB: Activity 1.13 (p.64): unpack EA2 and review elements of argument (p.91-2). Complete a stoplight self-check IAN.

Work Session: 

  1. SB: Review interview transcripts and discuss advantages and disadvantages of a post-secondary education. Include quotes from your interviewees.
  2. SB: View the “Why go?” presentation from College Board; take notes in the table p.65. Rank the reasons and evidence for level of persuasion.
  3. SB: Compose a paragraph explaining the central claim of the “Why Go?” presentation and the way the author presents and supports that claim.

Closer: IR: Enjoy!

HOMEWORK: Submit EA1 (narrative interview to Turnitin.com and bring a printed copy to class Friday. Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Friday, January 26

Opener: IAN: Compare and contrast informational and argumentative writing. How do you analyze persuasive elements?

Work Session: 

  1. SB: Activity 1.14: read the article and answer the text-dependent questions.
  2. SB: Complete “Working from the Text” and “Check Your Understanding”; share with the class.
  3. SB: EOC prompt p.68

Closer: IR: Enjoy!

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

January 19

AP Literature Week 4 Jan. 22-26

Week 4

 

Planning Your Week

 

M 1/22: Bring 2 poems printed from the Poetry Out Loud website.

T  1/23: Summative assessment in class (essay response)

 

Monday, January 22

Opener: Set up skinny notebook; read chapters from How to Read Literature Like a Professor and How to Read Novels Like a Professor.

Work Session:

  1. Microlab: review your section from How to Read Literature Like a Professor (summarize, connect to In the Lake and Streetcar; create a group poster of your responses during a silent conversation.
  2. Complete a gallery walk of each group’s discussion poster, commenting on the other two posters.
  3. Reread/review/analyze sections from chapters of ItLotW; gather your question post-its from the text and add them to the parking lot poster.
  4. Examine horse and cart metaphor for AP essay writing; compose claim statements from ItLotW and A Streetcar Named Desire.

Closer: Compose claim statements for the summative assessment questions for In the Lake and Streetcar.

 

Tuesday, January 23

Opener: Draw the novel/prompt for SA.

Work Session:

  1. Summative Assessment: In the Lake and Streetcar.
  2. Evaluate research novel choices.

Closer: HW: Complete textual lineage and post to Schoology; prepare 30 seconds of Streetcar presentations; memorize chosen poem for Poetry Out Loud due Tuesday, February 2.

 

Wednesday, January 24

Opener: Share textual lineage and present 30 seconds of Streetcar.

Work Session:

  1. Read “An Occurrence at Owl Creek bridge” and illustrate a scene with a storyboard.
  2. View The Twilight Zone episode and compare/contrast with storyboards.

Closer: Select novels for research.

HW: Memorize chosen poem for Poetry Out Loud due Tuesday, February 2.

 

Thursday, January 25

Opener: View Hitchcock montage and interview; discuss the significance of “assembly” and the parallel with composing narratives (like “Owl Creek”) (3 types of montages; elements that repeat).

Work Session:

  1. Read “A Rose for Emily”; analyze structure, point of view, and mood.

Closer: Respond to the prompt to analyze how Faulkner develops theme.

HW: Memorize chosen poem for Poetry Out Loud due Tuesday, February 2.

 

Friday, January 26

Opener: Place poetry handout in SN; small groups complete QHT for poetic devices.

Work Session:

  1. Review “Old Soldier” with poetry handout.
  2. View war film clips.
  3. Read “Dulce et Decorum Est” aloud with war sounds; analyze structure, point of view, and imagery.

Closer: Compose theme statements for “An Occurrence,” “A Rose,” “Old Soldier,” and “Dulce”

HW: Memorize chosen poem for Poetry Out Loud due Tuesday, February 2.

 

January 13

AP Literature Week 3 Jan. 15 – 19

Week 3

 

Planning Your Week

T 1/16: Schoology post for In the Lake research/inquiry project

Th 1/18: Schoology post responses to 2 classmates’ posts for In the Lake research/inquiry project; Schoology post links for 2 poems from the Poetry Out Loud website and print copies to bring to class tomrrow.

M 1/22: Bring 2 poems printed from the Poetry Out Loud website.

T  1/23: Summative assessment in class (essay response)

 

Monday, 1/15  Enjoy your holiday!

 

Tuesday, 1/16

Opener: Review ½ length multiple choice; complete data sheet.

Work Session:

  1. Complete research for the Literary Theory Research Inquiry Project on In the Lake of the Woods
  2. Investigate film directors for your film project. 
  3. Decide on 2 poems for POL performances. * Reminder that anyone who competes in the school wide performance on January 23 receives extra credit.
  4. Analyze your clip for 30 seconds of Streetcar. 

Closer: Review your feedback on the sticky note assessment for In the Lake; gather the questions you placed on post-it notes to prepare for tomorrow’s discussion.

HW: Post your 2-3 paragraphs response to research on Schoology. Comment on at least two other students’ posts by Thursday night, 11:59 p.m. Review the literary criticism section (pages 1566-88) of your Pearson text; choose two poems from POL website and post links to Schoology Thursday night, 11:59 p.m. and print copies to bring to class Monday.

 

Wednesday, 1/17 Enjoy your snow day!

Thursday, 1/18 Enjoy your snow day!

Friday, 1/19 Enjoy your snow day!

January 12

Honors 9th Literature Week 3 Jan. 15 – 19

Honors 9th Lit. Week 3

Planning Your Week

Enjoy your holiday Monday and your snow days Wednesday, Thursday, and Friday!

S 1/21 – No Red Ink practice for parallelism and voice due 11:59 p.m.; No Red Ink diagnostic for phrases and clauses due 11:59 p.m.

Bring your typed, complete interview transcript to class.

T 1/23  Bring your typed, complete interview transcript to class; submit your “Marigolds” EOC prompt to Turnitin.com by 11:59 p.m.

T 2/6 – ZINC vocabulary due by 11:59 p.m.

Th 2/8  Independent reading project written portion due to Turnitin.com by 11:59 p.m.; bring the completed project to class tomorrow.

F 2/9 – Independent reading project due in class (written portion should already by in Turnitin.com).

 

Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website and ZINC via the SpringBoard website

 

Monday, 1/15 Enjoy your holiday!

 

Tuesday, 1/16

Opener: IR: Book pass sampler; read for 3-4 min. and complete the log; rotate through the group, then discuss and create a sticky note for each book in your group (we are “meeting” a variety of independent reading books in case you finish or get tired of the one you chose).

Work Session: 

  1. SB: Lesson 1.6 Write questions and interview a partner; write a script for introducing your partner to the class: highlight direct and indirect quotations and parallel structure, explaining why you used them.
  2. SB: Lesson 1.12 Plan Your Interview and Lesson 1.10 The Art of Questioning

Closer: SB: Review EA1 requirements for interview, transcript, and narrative; STEM STUDENTS will add project-specific questions to their interviews.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Wednesday, 1/17–Snow Day! Enjoy!

Thursday, 1/18–Snow Day! Enjoy!

Friday, 1/19–Snow Day! Enjoy!

 

January 5

Honors 9th Literature Week 2 Jan. 8 – 12

SCHOOL IS CLOSED MONDAY DUE TO WEATHER! ENJOY YOUR DAY OFF!

 

Honors 9th Lit. Week 2

Planning Your Week

 

ASAP  Complete Tech Menu S18 and sign your syllabus/survey here.

M 1/8  Mini Me Character Strength STEAL due, cut out and colored; bring an independent reading text to class (print only); No Red Ink diagnostic assessment due 11:59 p.m.

T 2/6 – ZINC vocabulary due

 

Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website and ZINC via the SpringBoard website

 

Monday, 1/8

Opener: SB: p. 8 Read aloud group discussion norms, marking the text for keywords; brainstorm rules for collegial discussion (on chart paper in groups); share to create a class master list of “rules for collegial discussion.”

Work Session: 

  1. Share mini-mes, focusing on VIA character strengths and textual lineage (collaborate in groups to make a poster and present).
  2. Make clock partners in IAN.

Closer: IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Tuesday, 1/9

Opener: PSAT score review.

Work Session: 

  1. SRI in library.
  2. SB: Preview the unit and examine text features: Read goals p.2; read “Learning Targets” (goals for today’s preview, not the entire unit) and “Making Connections”; mark unknown words and discuss meanings.
  3. Review EQ #1 briefly, then answer EQ #2 in My Notes (we’ll discuss later).
  4. Unpack Embedded Assessment 1: read the EA#1 on p.2, then read the proficient column of the scoring guide p.62; number the proficient column 1-9, then self-assess your ability to perform each task, using the individual stoplight (place number of the skill(s) you’ve mastered in the green section, etc.) Highlight words in the exemplary column that are different from those in the proficient column: What do you have to do? What strategies will you use? What knowledge and skills do you need?

Closer: IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Wednesday, 1/10

Opener: Assemble IAN with Table of Contents and Independent Reading Log (back 20 pages); add STEAL handouts; briefly review of narrative elements.

Work Session: 

  1. Review coming of age—brainstorm self-defining moments in your life thus far
  2. Freewrite a narrative on one single moment.
  3. Exchange with your 9 o’clock partner; mark/highlight elements of the STEAL method of characterization https://www.youtube.com/watch?v=kHt8RjkFs98 .
  4. Review your partner’s assessment of your work; write a goal for yourself for narrative writing: “I need to improve my character development in writing by ________.”
  5. Respond to the pizza prompt (12 minutes); evaluate each group member’s writing, identifying tone and elements of voice.

Closer: IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Thursday, 1/11

Opener: Review skills on the EA#1; assess class mastery of standards on laminated cards and place them on the class stoplight.

Work Session: 

  1. Read aloud the sample pizza prompt, focusing on voice and how diction, syntax, and imagery contribute to voice. 
  2. Complete the graphic organizer with inferences and evidence about tone and the speaker; rank inferences from most convincing/supportable to least.
  3.  Discuss why inferences 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)
  4. 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.)
  5. Revisit web or stoplight/QHT.

Closer: IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Friday, 1/12

Opener: Review voice, inferences, and textual evidence.

Work Session–Computer Lab:

  1. SB: Read the excerpt from Speak p.10-11; reread and answer questions 1-4 p. 11; note Vocabulary p.10, Word Connections p.11, Roots & Affixes p.6
  2. SB: Lesson 1.3 Read aloud while students mark diction, imagery, and syntax to determine voice and tone; focus on dashes and how a 38 year old author creates an authentic teen voice *Check Your Understanding* question (relate to EA1 where you will do the reverse)
  3. SB: Lesson 1.4 Parallel Structure: TEACH using ppt with Grammar & Usage section–compound sentences p.13 (clauses, gerunds, nouns, pronouns, adjectives, adverbs, prepositions); complete “Check Your Understanding” p.15.

Closer: IR: Identify parallel structure in your IR book.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

January 5

AP Literature Week 2 Jan. 8 – 12

SCHOOL IS CLOSED MONDAY DUE TO WEATHER! ENJOY YOUR DAY OFF!

Week 2

 

Planning Your Week

ASAP: Please sign your syllabus here.

Thursday, 1/11: Streetcar rhetorical precis due w/Socratic discussion

Friday, 1/12: In the Lake sticky notes due

 

Monday, 1/8

Opener: Review precis requirements and rubric along with Cobb Digital Library access and search tips.

Work Session:

  1. Complete tech menu.
  2. Locate an article on A Streetcar Named Desire from CDL; print and annotate, then compose a rhetorical precis.

Closer: Review sticky note assessment for In the Lake of the Woods.

 

Tuesday, 1/9

Opener: Review exam structure; complete ½ length multiple choice.

Work Session:

  1. Review precis structure.
  2. Read annotated article (In the Lake) and compose a class precis.

Closer: Review sticky note assessment for In the Lake.

 

Wednesday, 1/10

Opener: Review pre-course assignment for sticky notes: characterization, setting, literary elements, summaries, questions.

Work Session:

  1. Sort range finders for sample sticky notes.
  2. Read/analyze sections from the opening chapters of ItLotW; compose sticky notes for group discussion, placing them on the posters

Closer: Respond to randomly drawn discussion questions for A Streetcar Named Desire.

 

Thursday, 1/11

Opener: Gather materials for Socratic discussion.

Work Session:

  1. Participate in Socratic discussion of A Streetcar Named Desire.

Closer: Reflect on your performance and expand your thinking, adding to your response to the discussion question.

 

Friday, 1/12

Opener: Turn in sticky note assessment for ItLotW.

Work Session:

  1. Introduce pop up museum assignment for ItLotW
  2. Groups work in lab 113 to research and plan pop up museums.

Closer: Exchange contact information, set up Google doc for collaboration, and plan homework for pop-ups.

 

January 3

Honors 9th Literature Week 1 January 1 – 5

Honors 9th Lit. Week 1

Planning Your Week

 

F 1/5  Complete Tech Menu S18 and sign your syllabus/survey here.

M 1/8  Mini Me Character Strength STEAL due, cut out and colored; bring an independent reading text to class (print only)

T 2/6 – ZINC vocabulary due

 

 

 

Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website and ZINC via the SpringBoard website

 

Monday, 1/1 – Wednesday, 1/3 Winter Break!

Thursday, 1/4

Opener: Introduce syllabus and semester overview (independent reading notebook, IAN).

Work Session: 

  1. Read “Making the Grade” and annotate according to the directions.
  2. Teacher will review TRSS forms.
  3. 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: STEAL method of characterization.
  4. IAN: Review STEAL handout.
  5. Watch VIA Character Strengths/Growth Mindset video.

Closer: Brainstorm ideas for STEAL elements for your mini me.

HOMEWORK: Mini me due Monday; bring an independent reading text (print only).

 

Friday, 1/5

Opener: Review mini-me requirements and independent reading choices.

Work Session–Computer Lab:

  1. Complete SRI.
  2. Complete VIA character strengths survey for mini-me.
  3. Complete Tech menu, including syllabus signing.

Closer: Work on ZINC vocabulary practice.

HOMEWORK: Mini me due Monday; bring an independent reading text (print only); first set of ZINC due Feb. 6.

 

January 3

AP Literature Week 1 Jan. 4 – 5

Week 1

 

Planning Your Week

Friday, 1/5: Please sign your syllabus here.

Thursday, 1/11: Streetcar rhetorical precis due w/Socratic discussion

Friday, 1/12: In the Lake sticky notes due

 

Monday, 1/1 – Wednesday, 1/3 Winter Break!

 

Thursday, 1/4

Opener: 1940s music, including “Paper Moon”, lemonade & cookies

Work Session:

  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; complete TRSS forms.

Closer: Answer questions on Pre-Course Reading assignment (Streetcar due tomorrow w/Socratic discussion Thursday, 1/11 ; In the Lake sticky notes due Friday, 1/12).

 

Friday, 1/5

Opener: Introduce literary theory.

Work Session:

  1. Compete in a literary lenses race: match descriptions with titles of literary lenses and time periods.
  2. Review Streetcar reread in small group “Fouray” into Streetcar discussion (divide paper into 4 sections; jigsaw questions; pass around group, adding to the response).

Closer: View opening scene of A Streetcar Named Desire, analyzing the director’s choices in emphasizing Blanche’s characteristics.