March 23

AP Literature Week 12 March 26 – 30

Week 12

Planning Your Week

F 3/30: Group meeting for EPCOT project; you will begin brainstorming research topics at this meeting.

 

Monday, March 26

Opener: Review 2.1, 2.2 and the setting change from Venice to Cyprus.

Work Session:

  1. Perform subtext scenarios and review the opening to 2.3 with stage directions promptbook.
  2. Analyze 2.3: annotate scripts to add cues for subtext; justify directorial choices; plan props, costumes, stage scenery/backdrops for classroom productions.

Closer: Review TWIST graphic organizer for style analysis.

HW: Read research novels and prepare for Friday’s group meeting.

 

Tuesday, March 27

Opener: MCM on a Tuesday (prose analysis)

Work Session:

  1. Continue analysis of 2.3.
  2. Rehearse and list items needed for tomorrow’s performance.

Closer: Select a passage from your research novel for a TWIST style analysis.

HW: Post passage for TWIST analysis to Schoology; read research novels and prepare for Friday’s group meeting.

 

Wednesday, March 28

Opener: Quick rehearsal for 2.3 performances.

Work Session:

  1. Perform 2.3.
  2. View film adaptation, comparing/contrasting with class performance.
  3. Compose a response to the FRQ for research novels.

Closer: Self-assess FRQ.

HW: Post passage for TWIST analysis to Schoology; read research novels and prepare for Friday’s group meeting.

 

Thursday, March 29

Opener: Review plot structure, animal imagery, and word trace.

Work Session:

  1. Read/analyze 3.1, 3.2; begin 3.3 and perform the “Temptation Scene” Lesson 16.
  2. Read & analyze 3.4 (Lesson 18: “Ocular Proof”).

Closer: Review Act III; evaluate the director’s choices in the Fishburne adaptation.

HW: Read research novels and prepare for Friday’s group meeting.

 

Friday, March 30

Opener: Review the chart of major tasks from last Friday, comparing with the rubric. Make sure you have started on all sections and have a plan for interactive stations within your EPCOT presentation. List research topics.

Work Session:

  1. 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”); read the article about KSU’s production of As You Like It.
  2. Read 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.

Closer: View film adaptation for Act IV and evaluate the director’s choices.

HW: Enjoy your break! Work on EPCOT project requirements and begin research.

March 23

Honors 9th Literature Week 12 March 26 – 30

Planning Your Week

Th 3/29: Complete USA Test Prep Benchmark test online.

F 3/30: Finish reading Part II of The Night Circus.

Continue independently reading The Night Circus by Erin Morgenstern; we will review portions in class, but it is your responsibility to finish Part II and Part II, using the Night Circus Study Guide Part II-III.

We will be reading The Tempest in class; we will use a class set of books at school, and you may read/review online using the Folger edition of The Tempest.

 

Monday, March 26

Opener: Set up USA Test Prep accounts within this class; take the EOC review benchmark.

Work Session: 

  1. Review “The Betrayed Duke Prospero” (PBS video); review the primary conflicts introduced in Act I of The Tempest (Somebody Wanted But So).
  2. Preview The Tempest Act II with film.
  3. Read/analyze Act II Scene 1 and Act II Scene 2, making note of quotes for your scholar’s journal and developing deeper analysis of your motif.

Closer: Continue reading The Night Circus Part II-III.

HOMEWORK: Read The Night Circus Part II-III.

 

Tuesday, March 27

Opener: Review motifs in literature.

Work Session:

  1. Read and summarize the information texts on circles, clocks, trees, names, and magic.
  2. Analyze motifs in The Night Circus and The Tempest, comparing and contrasting how and why each author uses the motifs.

Closer: Add to scholar’s journal; read The Night Circus Part II.

HOMEWORK: Read The Night Circus Part II-III.

 

Wednesday, March 28

Opener: Read the Act II summary; review Act II Scene i, and analyze Gonzolo’s world view vs. Sebastian and Antonio’s remarks. Focus especially on Gonzalo’s lines (II, i, 152-161) (Says, means, matters individual response).

Work Session:

  1. Finish analysis of Act II Scene 1 and Act II Scene 2, making note of quotes for your scholar’s journal and developing deeper analysis of your motif.

Closer: Draw parallels between the two texts.

HOMEWORK: Read The Night Circus Part II-III.

 

Thursday, March 29

Opener: Respond to the parallel plots prompt for The Night Circus. 

Work Session: 

  1. Review expositions with Reading Art and narrative structure for EOC prompts.
  2. Compose an EOC narrative response, developing an exposition to a story.
  3. Share narrative responses.

Closer: Read The Night Circus Part II.

HOMEWORK:  Read The Night Circus Part II-III.

 

Friday, March 30

Opener: Explore how tempests form: ingredients needed for development, steering mechanisms, phenomena that slow/stop them (informational text).

Work Session:

  1. Review Act I and II, focusing on elements of fiction; sort elements into metaphorical parallels with storm development, movement and intensification, and dissipation.
  2. Create an illustration, chart, or map to organize your metaphorical components.
  3. Introduce The Night Circus projects (something to think about as you continue reading over the break).

Closer: Review The Night Circus Part II (group prompts).

HOMEWORK:  Read The Night Circus Part II-III.

March 16

AP Literature Week 11 March 19-23

Week 11

Planning Your Week

F 3/23: Group meeting for EPCOT project; you will begin brainstorming research topics at this meeting.

 

Monday, March 19

Opener: MCM prose

Work Session:

  1. Review test structure; finish reading 1.1; discuss the following questions:
    • Why do Iago, Roderigo, and Brabantio hate the man they are discussing?
    • What reasons does Iago give for continuing to follow his master?
    • What kind of person do you expect the man they discuss to be? How do you imagine him?
    • Count the number of times the word Moor is used in 1.1. Can you draw any conclusions? 

Closer: View PBS Othello

HW: Read research novels and prepare for Friday’s group meeting.

 

Tuesday, March 20

Opener: Rehearse and perform group scenes 1.2.

Work Session:

  1. Discuss the following:
    • We saw Othello for the first time in this scene—is he what you thought he would be? Is he respected by his associates? How do you know?
    • What contrasts are there between the way Iago, Roderigo, and Brabantio have described Othello and the way he looks and behaves when he actually appears?
    • Do you notice basic differences in attitude between Cassio and Iago in their short conversation (1.2.60-65) following Othello’s exit?
    • Why is Brabantio convinced that Othello must have used witchcraft on his daughter? Why does he have difficulty believing his daughter could run to Othello’s “sooty bosom’?
    • Complete a “Somebody Wanted But So” for what we have read of Othello
      1. What are Iago’s motivations?
      2. What are Roderigo’s desires?
      3. What are Othello’s desires?
      4. How does each man react/adapt in order to achieve his objective?

Closer: Select a passage from your research novel for a style analysis.

HW: Read research novels and prepare for Friday’s group meeting.

 

Wednesday, March 21

Opener: Read 1.3 antiphonally, focusing on parallel structure and Othello’s rhetoric.

Work Session:

  1. Compare/contrast Iago’s characterization of Othello in 1.1 with Othello’s representation of himself and the council’s reactions to him in 1.3 (complete STEAL with textual evidence for both scenes).
  2. Complete Act 1 Scene 3 close reading questions with a partner
  3. Discuss responses (entire class)
  4. Ring the changes–1.3 Brabantio’s parting shot
  5. View some clips from various Othello versions

Closer: Compare/contrast professional adaptations of Act I.

HW: Post passage for TWIST analysis to Schoology; read research novels and prepare for Friday’s group meeting.

 

Thursday, March 22

Opener: Complete TWIST analysis for passage from research novel. Review Othello Act I, Scenes 1, 2, 3

Work Session:

  1. Analyze Iago’s rhetoric 1.3: complete questions on handout and identify literary and rhetorical strategies (metaphor, motif, ethos, logos, pathos); pay attention to Iago’s soliloquy at the end of the scene.
  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. Continue reading 2.1, analyzing Iago’s asides and soliloquys and the interaction between Roderigo and Iago.
  3. Compare/contrast 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?

Closer: Compare/contrast our performance with professional performances.

HW: Read research novels and prepare for Friday’s group meeting.

 

Friday, March 23

Opener: Review the list of major tasks from last Friday, comparing with the rubric. Make sure you have started on all sections and have a plan for interactive stations within your EPCOT presentation.

Work Session:

  1. Read Othello 2.2 (the Herald’s scene); review the implications of the setting change from Venice to Cyprus.
  2. Perform subtext scenarios (Fred); discuss the importance of adding cues for subtext (blocking, movement on stage, physical gestures, voice inflection, emphasis, props).
  3. Read 2.3.1-40; use stage directions promptbook to model adding cues for subtext; introduce blocking and 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.

Closer: Assign 2.3 Drinking Scene to three groups; annotate scripts to add cues for subtext; justify directorial choices; plan props, costumes, stage scenery/backdrops for classroom productions.

HW: Work on EPCOT project requirements and begin research.

March 16

Honors 9th Literature Week 11 March 19-23

Planning Your Week

M 3/19 – The Night Circus Part I quiz

Continue independently reading The Night Circus by Erin Morgenstern; we will review portions in class, but it is your responsibility to finish Part II and Part II, using the Night Circus Study Guide Part II-III.

We will be reading The Tempest in class; we will use a class set of books at school, and you may read/review online using the Folger edition of The Tempest.

 

Monday, March 19

Opener: The Night Circus Part I quiz.

Work Session: 

  1. Analyze theme: examine Bailey’s upbringing and make a claim about parent/child relationships and self-identity.

Closer: Continue reading The Night Circus Part II-III.

HOMEWORK: Read The Night Circus Part II-III.

 

Tuesday, March 20

Opener: Set up Nearpod.

Work Session:

  1. Explore Shakespeare’s world: Elizabethan language, the Globe Theatre, culture, history, and overview of The Tempest with Nearpod.
  2. Analyze, rehearse, and perform Act I Scene 1.

Closer: Compare/contrast student performances with adaptations of the play.

HOMEWORK: Read The Night Circus Part II-III.

 

Wednesday, March 21

Opener: Read the Act I Scene 2 summary.

Work Session:

  1. Prepare group scenes for Act I, Scene 2; focus on blocking, stage directions, physical gestures, and voice inflection (annotate the scene, write the actions that your groups need to complete, prepare props and timing).
  2. Perform the scene.

Closer: Read The Night Circus Part II-III.

HOMEWORK: Read The Night Circus Part II-III.

 

Thursday, March 22

Opener: Review “The Betrayed Duke Prospero” (PBS) and The Tempest Act I.

Work Session: 

  1. Analyze characters and themes introduced in Act I (using the scholar’s journal format).
  2. Review elements of exposition (Art & Reading ppt). Summarize the exposition of The Tempest, then compose an exposition: EOC narrative review of STEALelements and narrative structure; revisit punctuating dialogue correctly.

Closer: Read The Night Circus Part I.

HOMEWORK:  Read The Night Circus Part II-III.

 

Friday, March 23

Opener: Compose a response to the Utopia prompt. 

Work Session:

  1. Review Act II Scene i, and analyze Gonzolo’s world view vs. Sebastian and Antonio’s remarks. Focus especially on Gonzalo’s lines (II, i, 152-161) (Says, means, matters individual response). 
  2. Complete scholar’s journal responses for Act II Scene 1.

Closer: Review The Night Circus Part II (study guide).

HOMEWORK:  Read The Night Circus Part II-III.

March 9

Honors 9th Literature Week 10 March 12-16

Planning Your Week
S 3/11 – No Red Ink verbals practice due at 11:59 p.m.

T 3/13 – No Red Ink verbals quiz

Th 3/15 – “I Remember You” final labeled draft of poem and complete movie presentation due in class.

F 3/16 – ZINC 2nd quarter check (142 words learned) at 11:59 p.m.

M 3/19 – The Night Circus Part I quiz

 

Continue independently reading The Night Circus by Erin Morgenstern; we will review portions in class, but it is your responsibility to finish Part I by Monday, March 19. To prepare for the quiz, use the Night Circus Study Guide Part I. 

 

Monday, March 12

Opener: Review exposition of The Night Circus and the study guide.

Work Session: 

  1. Introduce The Tempest: View images Visual Texts and Shakespeare’s Language; Word/Phrase Bank and write poems/prose passages to share.
  2. Discuss themes that emerge from the images and poems and create a list for the unit study of The Tempest.

Closer: Continue reading The Night Circus Part I and/or revise your “I Remember You” poem and reflections.

HOMEWORK: “I Remember You” complete video and labeled poem due Thursday; ZINC 2nd set due Friday. The Night Circus Part I quiz Monday.

 

Tuesday, March 13

Opener: Review “I Remember You” assignment requirements and rubric; focus on developing strong reflections to explain your literary technique. Review qualities of strong presentations through the speaking/listening standards for ELA 9th grade.

Work Session:

  1. Computer Lab: Revise “I Remember You” poem and reflections; develop your multimedia presentation.

Closer: Read The Night Circus Part I.

HOMEWORK: “I Remember You” complete video and labeled poem due Thursday; ZINC 2nd set due Friday. The Night Circus Part I quiz Monday.

 

Wednesday, March 14–EARLY RELEASE

Opener: Review “I Remember You” assignment requirements and rubric; focus on developing strong reflections to explain your literary technique. Review qualities of strong presentations through the speaking/listening standards for ELA 9th grade.

Work Session:

  1. Computer Lab: Revise “I Remember You” poem and reflections; develop your multimedia presentation.

Closer: Read The Night Circus Part I.

HOMEWORK: “I Remember You” complete video and labeled poem due Thursday; ZINC 2nd set due Friday. The Night Circus Part I quiz Monday.

 

Thursday, March 15

Opener: Review The Night Circus Part I.

Work Session: 

  1. Present “I Remember You” poems.

Closer: Read The Night Circus Part I.

HOMEWORK:  ZINC 2nd set due Friday. The Night Circus Part I quiz Monday.

 

Friday, March 16

Opener: Finish “I Remember You” presentations and set up Nearpod. 

Work Session:

  1. Explore Shakespeare’s world: Elizabethan language, the Globe Theatre, culture, history, and overview of The Tempest with Nearpod.
  2. Analyze, rehearse, and perform Act I Scene 1 (pantomime, self-reflection, group discussion; add dialogue).

Closer: Compare/contrast student performances with professional adaptations of the play.

HOMEWORK:  ZINC 2nd set due Friday. The Night Circus Part I quiz Monday.

March 9

AP Literature Week 10 March 12-16

Week 10

Planning Your Week

F 3/16: Group meeting for EPCOT project; ideally, you will be finished reading the novel on this date.

 

Monday, March 12

Opener: MCM poetry

Work Session:

  1. Continue viewing Pleasantville
  2. Small group discussion questions about film as text and how directors/authors enter into social conversations
  3. Mural assignment mini-writing

Closer: IR: Read research novels.

HW: Read research novels and prepare for Friday’s group meeting.

 

Tuesday, March 13

Opener: Review writing strong claim statements.

Work Session:

  1. Create a mobile of theme statements and text evidence for each of the novels/films/poems we have read so far.
  2. Connect theme mobiles to present models for the various ways in which authors make statements in text.
  3. Othello/modern scenes: act out thematically related scenarios

Closer: Distribute Othello books; hang mobiles

HW: Read research novels and prepare for Friday’s group meeting.

 

Wednesday, March 14–EARLY RELEASE

Opener: Review FRQ opportunities for growth.

Work Session:

  1. Respond to the open novel question attempting to use one of the texts we have studied in class so far.

Closer: Peer score/edit for immediate feedback.

HW: Read research novels and prepare for Friday’s group meeting.

 

Thursday, March 15

Opener: Othello anticipation guide.

Work Session:

  1. Introduce Othello: Round robin reading of 1.1 Slightly Cut Script
  2. View opening scenes from various film adaptations.
  3. Watch PBS Othello video (Who Is Othello?); answer discussion questions.
  4. Analyze 1.1 Slightly Cut Script
  5. Audition, cast, and rehearse actors for 1.1, opening scene

Closer: Compare/contrast our performance with professional performances.

HW: Read research novels and prepare for Friday’s group meeting.

 

Friday, March 16

Opener: Review the list of major tasks from last Friday. All sections must be complete by the end of today’s session.

Work Session:

  1. Meet with research novel groups; complete the required elements for the project (handout).
  2. Rehearse and perform group scenes 1.2.
  3. Read 1.3; analyze Iago’s rhetoric in 1.3.
  4. TWIST with a passage from Othello 1.1.

Closer: Finish research novels.  

HW: Finish research novels and work on EPCOT project requirements.

 

March 2

Honors 9th Literature Week 9 March 5 – 9

Planning Your Week
F 3/9 – Poetry Out Loud recitation of one poem due; TPFASST and annotated poems for 2 poems due.

S 3/11 – No Red Ink verbals practice due at 11:59 p.m.

Th 3/15 – “I Remember You” final labeled draft of poem and complete movie presentation due in class.

F 3/16 – ZINC 2nd quarter check (142 words learned) at 11:59 p.m.

Elective course registration this week. Please bring signed forms (downloaded from Harrison’s website) with 6 choices for each semester!

Thank you for obtaining a copy of The Night Circus by Erin Morgenstern; we will begin reading in class soon, but feel free to get ahead if you would like. Use the Night Circus Study Guide Part I. 

 

Monday, March 5

Opener: View sample “I Remember You” videos; read and annotate “George Gray.” 

Work Session: 

  1. Mini-lesson on ppt tricks and hints for how to put together a seamless presentation.
  2. Writer’s workshop on “I Remember You” poems; add sensory imagery, sound devices (assonance, consonance, rhyme, etc.)
  3. Compose 2nd reflection
  4. Work on POL: TPFASTT/Soapstone/memorization

Closer: Enjoy!

HOMEWORK:  POL TPFASST and annotation of both poems due in class Friday; you will recite one of your poems in class. No Red Ink verbals practice due Sunday at 11:59 p.m. Work on “I Remember You” poem and video due next Thursday, March 15. ZINC 2nd set (142 words learned) due next Friday, March 16 at 11:59 p.m.

 

Tuesday, March 6

Opener: Read/annotate “Fiddler Jones.”

Work Session:

  1. Writer’s workshop on “I Remember You” poems; label sensory imagery, add figurative language (metaphors, connotative diction, etc.).
  2. Compose 3rd reflection.
  3. Work on POL TPFASTT/annotation/memorization.

Closer: Revise your poem, focusing on the person you plan to be the subject of “I Remember You”; add imagery and repetition.

HOMEWORK: POL TPFASST and annotation of both poems due in class Friday; you will recite one of your poems in class. No Red Ink verbals practice due Sunday at 11:59 p.m. Work on “I Remember You” poem and video due next Thursday, March 15. ZINC 2nd set (142 words learned) due next Friday, March 16 at 11:59 p.m.

 

Wednesday, March 7

Opener: Memory games.

Work Session:

  1. Reread “George Gray” by Edgar Lee Masters: define unknown words, paraphrase sections, re-read and discuss reactions to the text.
  2. CEI (EOC) writing assignment with poems. Compose response to EOC prompt.

Closer: View the Brain Games episode: “Patterns”; discuss how recognizing patterns in literature can aid your interpretation.

HOMEWORK: POL TPFASST and annotation of both poems due in class Friday; you will recite one of your poems in class. No Red Ink verbals practice due Sunday at 11:59 p.m. Work on “I Remember You” poem and video due next Thursday, March 15. ZINC 2nd set (142 words learned) due next Friday, March 16 at 11:59 p.m.

 

Thursday, March 8

Opener: Watch Ted Talk: (ties into Poetry out Loud AND word pool activity) 3:30-11:00.

Work Session: 

  1. Trios perform POL poems for one another; provide feedback on delivery, dramatic expression, voice inflection and pronunciation.
  2. Writer’s workshop on “I Remember You” poems.
  3. Poetic device scavenger hunt: swap and trade to annotate each other’s “I Remember You” poems–what devices/techniques can you spot? What is the effect?

Closer: Share annotations and comments with your group.

HOMEWORK: POL TPFASST and annotation of both poems due in class Friday; you will recite one of your poems in class. No Red Ink verbals practice due Sunday at 11:59 p.m. Work on “I Remember You” poem and video due next Thursday, March 15. ZINC 2nd set (142 words learned) due next Friday, March 16 at 11:59 p.m.

 

Friday, March 9

Opener: Rehearse your poem with your group.

Work Session:

  1. Perform POL
  2. Take notes on performances to provide peer feedback
  3. Write a reflection/mini argument on which performance was most effective and why.

Closer: Share POL feedback with others.

HOMEWORK: POL TPFASST and annotation of both poems due in class Friday; you will recite one of your poems in class. No Red Ink verbals practice due Sunday at 11:59 p.m. Work on “I Remember You” poem and video due next Thursday, March 15. ZINC 2nd set (142 words learned) due next Friday, March 16 at 11:59 p.m.

March 2

Week 9 AP Literature March 5 – 9

Week 9

Planning Your Week

T 3/6: Scholar’s journal due to Turnitin.com before class; bring annotated article to class; prepare for the in class Socratic discussion on The Awakening.

W 3/7: Post to Schoology before class: select a piece of art (photograph, painting, sculpture, etc.) that connects to The Awakening. Add a short paragraph explaining the features of the art work and how it connects thematically to the novel.

 

Monday, March 5

Opener: MCM prose: compose multiple choice questions for the assigned passages from The Awakening.

Work Session:

  1. Review How to Read Literature Like a Professor (“Yes, She’s a Christ Figure Too,” “If She Comes Up, It’s Baptism,” and “Nice to Eat With You: Acts of Communion”).
  2. Complete literary lens prompt.
  3. Preview literary criticism articles for tomorrow’s discussion.

Closer: Prepare major works data sheet for The Awakening.

HW: Prepare items for tomorrow’s Socratic discussion (scholar’s journal, scholar’s article–annotated) and submit to Turnitin.com; read research novels; select art work for Schoology post.

 

Tuesday, March 6

Opener: Organize Socratic Seminar materials/deliverables (scholar’s journal); respond to your assigned question on The Awakening.

Work Session:

  1. Participate in Socratic Seminar; have collegial discussion with your peers about literary elements, themes, and literary lenses as they relate to the novel.

Closer: Write a seminar reflection, adding to your initial response.

HW: Post art to Schoology; read research novels and prepare for Friday’s group meeting.

 

Wednesday, March 7

Opener: Review Schoology posts, discussing connections to The Awakening.

Work Session:

  1. Read “Tamer and Hawk” by Thom Gunn.
  2. Write a claim statement for a possible essay; organize paragraphs of support.

Closer: Connect themes from The Awakening to release AP open prompts.

HW: Read research novels and prepare for Friday’s group meeting.

 

Thursday, March 8

Opener: Review themes from the novels and poems we have read in this unit.

Work Session:

  1. View Pleasantville.
  2. Assign mural.

Closer: Ticket out the door–connect themes in Pleasantville to The Awakening.

HW: Read research novels and prepare for Friday’s group meeting.

 

Friday, March 9

Opener: Meet with research novel groups; complete the required elements for the project (handout).

Work Session:

  1. Finish Pleasantville. 

Closer: Complete anticipation guide for Othello. 

HW: Finish research novels and work on EPCOT project requirements.