August 31

Honors 9th Literature Week 6 September 3-7

Planning Your Week

 

T 9/4: Bring 2 printed articles with CRAAP Test and completed Idea and Argument Evaluator for both articles (finish the work you started in the lab Thursday and Friday).

Th 9/6: No Red Ink verb voice practice due at 11:59 p.m.

W 9/12: Submit argument paper to Turnitin.com by 11:59 p.m.

 

Monday, September 3 Labor Day Holiday

 

Tuesday, September 4

Opener: Review types of evidence in Obama’s speech; consider the counterargument.

Work Session:

  1. IAN: Complete a types of evidence chart to organize the evidence you have collected for your chart. Anticipate the counterargument(s) and how you will refute them.
  2. Writing Workshop:Compose your argument paper.

Closer: IR: Complete reading log for independent reading; book pass–read each other’s books for 5-10 minutes and log post-it summary +/-.

HOMEWORK: Complete No Red Ink verb voice practice by Thursday night; continue ZINC!

 

Wednesday, September 4

Opener: Review requirements for argument.

Work Session:

  1. Writer’s Workshop: Continue drafting the argument paper.

Closer: Read your independent reading book.

HOMEWORK: Complete No Red Ink verb voice practice by Thursday night; continue ZINC!

 

Thursday, September 6

Opener: Review rubric requirements for the argument paper.

Work Session:

  1. Conduct peer review rotations.
  2. Revise and edit the argument paper.

Closer: Read independent reading book.

HOMEWORK: Complete No Red Ink verb voice practice by 11:59 p.m. tonight night; polish argument paper and submit to Turnitin.com by Wednesday evening; continue ZINC!

 

Friday, September 7

Opener: SB: Read the excerpt from Always Running and the poem “‘Race’ Politics”

Work Session:

  1. SB:Complete the text dependent questions, “Working from the Text,” and Identifying Parallel Structure” sections.
  2. Compose a CEI paragraph to argue which genre more effectively portrays the incident and its significance in Rodriguez’s life.

Closer: Read your independent reading book.

HOMEWORK: Polish argument paper and submit to Turnitin.com by 11:59 p.m. Wednesday evening; continue ZINC!

August 31

AP Literature Week 6 September 3-7

Week 6

Planning Your Week

REVIEW THE UPDATE IN SCHOOLOGY! There are several resources for you to prepare for the discussion.

By TUESDAY: Select your research novel choices by completing the Google Form.

W 9/5: Submit scholar’s journal to Turnitin.com.

Th 9/6: “The Last Supper” discussion for The Awakening. 

S 9/8: Complete follow-up discussion post in Schoology.

ONGOING: ZINC–continue with assignments. Remember your goal is to beat Walter’s class on the Leaderboard! (I mean, your goal is to enhance the sophistication of your writing by expanding your vocabulary. It will also help with SAT and ACT.) You must log in through Clever.

 

Monday, September 3 Labor Day Holiday

 

Tuesday, September 4

Opener: Counseling lesson for seniors.

Work Session:

  1. Review The Awakening; finish presenting character and setting posters.

Closer: Discuss the end of the book.

Homework: Read articles on The Awakening and prepare for discussion. ZINC!

 

Wednesday, September 4

Opener: Review theme statements vs. theme topics. Write a theme statement for The Awakening.

Work Session:

  1. Create abstract paintings to represent thematic concepts from The Awakening.

Closer: Read your chosen article and prepare for tomorrow’s discussion.

Homework: Submit scholar’s journal to Turnitin.com; review articles on The Awakening and prepare for discussion. ZINC!

 

Thursday, September 5

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. View I Love Lucy equal rights and I Love Lucy job switching.

Homework: Post follow-up to discussion in SchoologyZINC!

 

Friday, September 6

Opener: EPCOT 1st meeting–plan a reading schedule.

Work Session:

  1. View The Gilded Cage; analyze with the Feldman method of art criticism; listen to “A Bird in a Gilded Cage”and analyze lyrics. Discuss the role of the artist in light of all three of these pieces (the novel, the painting, and the song) coming from the same time period.
  2. Label art for themes from The Awakening: add titles to peers’ art, then compose a poem based on the titles you receive.

Closer: Paul Laurence Dunbar’s “Sympathy”

Homework: Work on ZINC!

August 24

Honors 9th Literature Week 5 Aug. 27-31

Planning Your Week

 

S 8/26: Complete interview narrative with transcript due to Turnitin.com.

M 8/27: No Red Ink parallelism practice due at 11:59 p.m.

W 8/29: Early Release! No Red Ink parallelism quiz due at 11:59 p.m.

Th 8/30: ZINC 1st check (Remember, the goal is to learn words and increase your class and school rank. Top students will earn extra credit.) You must log in through Clever.

F 8/31: Quiz on “Writing Genres” and “Writing Skills” from pre-course vocabulary sheet.

 

Monday, August 27

Opener: Unpack Embedded Assessment 2 (argument) p.64. Review review elements of argument (p.91-2). Complete a stoplight self-check. 

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: Review “Marigolds” EOC feedback; respond to the EOC prompt p.68

Closer: IAN: Complete reading log for independent reading; book pass–read each other’s books for 5-10 minutes and log post-it summary +/-.

HOMEWORK: Complete No Red Ink parallelism practice. Read IR and complete ZINC for Aug. 30 check. Study “Writing Genres” and “Writing Skills” vocab. terms from pre-course reading list.

 

Tuesday, August 28

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

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: Read independent reading book.Look for examples of parallel structure, rhetorical appeals, and anaphora.

HOMEWORK: Complete No Red Ink parallelism quiz by Wed. night. Read IR and complete ZINC for Aug. 30 check. Study “Writing Genres” and “Writing Skills” vocab. terms from pre-course reading list.

 

Wednesday, August 29 Early Release

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

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: Read your independent reading book.

HOMEWORK: Complete No Red Ink parallelism quiz. Read IR and complete ZINC for Aug. 30 check. Study “Writing Genres” and “Writing Skills” vocab. terms from pre-course reading list.

 

Thursday, August 30

Opener: Review research pathways and databases; introduce CRAAP test for source analysis.

Work Session:

  1. Complete SRI assessment.
  2. Research articles on your chosen topic.

Closer: Read independent reading book.

HOMEWORK: Read IR and complete ZINC (due 11:59 p.m.). Study “Writing Genres” and “Writing Skills” vocab. terms from pre-course reading list.

 

Friday, August 31

Opener: Review SMELL and SOAPSTone graphic organizers.

Work Session:

  1. Complete Q1 Touchstone.
  2. Vocab. Quiz for pre-course reading.
  3. Continue research; complete CRAAP tests and a SMELL or SOAPSTone analysis for each of your sources.

Closer: Read independent reading book.

HOMEWORK: Enjoy your holiday weekend!

August 24

AP Literature Week 5 August 27-31

Week 5

Planning Your Week

 

M 8/27: Read through ch. 18 of The Awakening before class.

T 8/28: Read through ch.23 of The Awakening before class.

Th 8/30: Read through ch. 33 of The Awakening before class.  ZINC! due at 11:59 p.m. Complete Google form for research choices.

F 8/31: Finish reading The Awakening before class.

ONGOING: ZINC–continue with assignments. Remember your goal is to beat Walter’s class on the Leaderboard! (I mean, your goal is to enhance the sophistication of your writing by expanding your vocabulary. It will also help with SAT and ACT.) You must log in through Clever.

 

Monday, August 27

Opener: Daily Lines (analyze the passage for thematic connections and literary elements). Review exam structure and FRQ feedback.

Work Session:

  1. Review style analysis and comparison between Poe & Chopin.
  2. Compose a CEI paragraph.

Closer: Review through ch. 16 and read ch. 19-23 of The Awakening. 

Homework: Finish through ch. 23. ZINC!

 

Tuesday, August 28

Opener: Daily Lines; review elements of setting.

Work Session:

  1. Create symbolic settings maps and body biographies for the women in the novel.

Closer: Review ch. 24-29. 

Homework: Read through ch. 29. ZINC!

 

Wednesday, August 29 Early Release

Opener: Daily Lines

Work Session:

  1. Complete scholar’s journal peer review.

Closer: Read ch. 30-33 and revise scholar’s journal

Homework: Read through ch. 33. ZINC!

 

Thursday, August 30

Opener: Daily Lines (justice, tyranny, love, desire, sacrifice, failure to adapt, humor). Watch Modern Family Season 1 Episode 14 “Moon Landing”; make a t chart detailing what each woman has gained and what each woman has lost.

Work Session:

  1. Read Coventry Patmore’s “The Wife’s Tragedy” and complete a dialectical 4-column response (text, me, peer, new).
  2. Analyze types of men in The Awakening. 

Closer: Introduce EPCOT research novel choices.

Homework: Research novel choices and fill out the Google form to make your selections. Finish The Awakening. ZINC!

 

Friday, August 31

Opener: Daily Lines; View The Gilded Cage; analyze with the Feldman method of art criticism; listen to “A Bird in a Gilded Cage”and analyze lyrics. Discuss the role of the artist in light of all three of these pieces (the novel, the painting, and the song) coming from the same time period.

Work Session:

  1. Create art for themes from The Awakening; add titles to peers’ art, then compose a poem based on the titles you receive.

Closer: Read Paul Laurence Dunbar’s “Sympathy.”

Homework: Read/annotate assigned articles for The Awakening; finish your scholar’s journal and prepare for Socratic discussion. Work on ZINC!

August 17

Honors 9th Literature Week 4 Aug. 20-24

Planning Your Week

M 8/20: Continue to bring your autobiography, biography, or memoir to class. We will continue to work with it this week. This should be a print text–no ebooks, please. You should also have your work on the Prerequisite Vocabulary and Skills sheet; remember we will have a quiz over the words under “Writing Genres” and “Writing Skills” in a few weeks. Bring an independent reading text (print only, please) to class each day.

W 8/22: Bring your typed interview transcript to class.

S 8/26: Complete interview narrative with transcript due to Turnitin.com

Th 8/30: ZINC 1st check (Remember, the goal is to learn words and increase your class and school rank. Top students will earn extra credit.) You must log in through Clever.

 

Monday, August 20

Opener: Finish interviews with Robert Downey, Jr. and Quentin Tarantino. Discuss interview results from the weekend and interview plans for this week.

Work Session:

  1. QHT: Individuals mark QHT beside vocabulary in the unit preview; groups will sort on a small QHT chart; class discussion of where we are–move words on the wall to match current understanding.
  2. SB: Lesson 1.4 Parallel Structure: TEACH using ppt with Grammar & Usage section–compound sentences p.13 (clauses, gerunds, nouns, pronouns, adjectives, adverbs, prepositions).

Closer: IAN: Complete reading log for independent reading; book pass–read each other’s books for 5-10 minutes and log post-it summary +/-.

HOMEWORK: Complete your interview transcript for Wednesday (bring a typed, printed copy). Read your independent reading text and work on ZINC vocabulary.

 

Tuesday, August 21

Opener: Complete orientation to learning commons.

Work Session:

  1. Begin researching articles on your chosen issue.

Closer: Complete ZINC articles.

HOMEWORK: Complete your interview transcript for Wednesday (bring a typed, printed copy). Read your independent reading text and work on ZINC vocabulary.

 

Wednesday, August 22

Opener: Share interview transcripts and review effective introductions and conclusions; begin writing your narrative interview draft. 

Work Session:

  1. SB: Predict the focus and tone of the article. What do you know about the sources (NPR and Rolling Stones)?
  2. Analyze the sample interview transcript and article with SOAPSTone strategy.
  3. Number interview questions and correlate them with where they appear in the article.
  4. Assess the narrative with the EA rubric.

Closer: Read your independent reading book.

HOMEWORK: Complete your EOC response and submit to Turnitin.com by Thursday, 11:59 p.m.

 

Thursday, August 23

Opener: Explore verb voice and mood with 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: View the “Why go?” presentation from College Board; take notes in the table p.65. Rank the reasons and evidence for level of persuasion.
  2. SB: Compose a paragraph explaining the central claim of the “Why Go?” presentation and the way the author presents and supports that claim.

Closer: Read independent reading book.

HOMEWORK: Complete your EOC response and submit to Turnitin.com by Thursday, 11:59 p.m.

 

Friday, August 24

Opener: 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: Read independent reading book.

HOMEWORK: Submit EA1 (narrative interview to Turnitin.com Sunday evening and bring a printed copy to class Monday. Read IR book and first set of ZINC due Aug. 30.

August 17

AP Literature Week 4 Aug. 20-24

Week 4

Planning Your Week

 

M 8/20: Quiz on literary theory application to “A Rose for Emily.” Bring The Awakening and your textbook to class. HW: Finish reading chapters from HTRLLAP HTRNLAP. ZINC!

W 8/22: Read through ch.11 of The Awakening before class. HW: Post textual lineage quilt square to Schoology. ZINC!

Th 8/23: Read through ch.15 of The Awakening and complete scholar’s journal entries for ch. 1-15 before class. HW: Research novel choices and fill out Google form with your selections. ZINC!

S 8/26: Finish reading The Awakening and submit completed scholar’s journal to Turnitin.com. ZINC!

ONGOING: ZINC–continue with assignments. Remember your goal is to beat Walter’s class on the Leaderboard! (I mean, your goal is to enhance the sophistication of your writing by expanding your vocabulary. It will also help with SAT and ACT.) You must log in through Clever.

 

Monday, August 20

Opener: Daily Lines (analyze the passage for thematic connections and literary elements). Complete literary theory quiz with application to “A Rose for Emily.”

Work Session:

  1. Review storyboards and film connection to literary analysis.
  2. Review structure and symbol (from “A Rose for Emily” and A Streetcar Named Desire).
  3. Complete textual lineage chart and plan your quilt square.
  4. Introduce The Awakening with anticipation guide and scholar’s journal assignment.

Closer: Read the symbol chapter from HTRLLAP and ch.19 “Who Broke My Novel?” from HTRNLAP.

Homework: Create textual lineage square and finish reading the symbol and structure chapters. ZINC!

 

Tuesday, August 21

Opener: Daily Lines; review scholar’s journal assignment and apply HTRLLAP and HTRNLAP to The Awakening ch.1.

Work Session:

  1. Read through ch.6 of The Awakening.
  2. Complete scholar’s journal on ch.1-6.

Closer: Review FRQ feedback notes from last week’s essay on Streetcar. 

Homework: Read ch.7-11 of The Awakening. ZINC!

 

Wednesday, August 22

Opener: Daily Lines; review thematic concepts discussed so far in Daily Lines (justice, tyranny, love, desire, sacrifice, failure to adapt, humor).

Work Session:

  1. Compose a response to the FRQ prose prompt.

Closer: Read ch.11-15 of The Awakening. 

Homework: Finish scholar’s journal through ch.15 of The Awakening. Post quilt square to Schoology. ZINC!

 

Thursday, August 23

Opener: Daily Lines; build SN in composition notebook with poetry handout.

Work Session:

  1. Complete poetry analysis with nouns, verbs, modifiers activity for “Now Goes Under.”
  2. Read Coventry Patmore’s “The Wife’s Tragedy” and complete a dialectical 4-column response (text, me, peer, new).

Closer: Introduce EPCOT research novel choices.

Homework: Research novel choices and fill out the Google form to make your selections. ZINC!

 

Friday, August 24

Opener: Daily Lines; review ch.1-15 of The Awakening. 

Work Session:

  1. View sitcoms through the ages featuring women; chronicle how women have “gained and lost.”
  2. Read ch.16-26 of The Awakening.

Closer: Complete scholar’s journal entries for The Awakening.

Homework: Finish The Awakening and your scholar’s journal. Work on ZINC!

August 10

Honors 9th Literature Week 3 August 13 – 17

Planning Your Week

M 8/13: Continue to bring your autobiography, biography, or memoir to class. We will continue to work with it this week. This should be a print text–no ebooks, please. You should also have your work on the Prerequisite Vocabulary and Skills sheet; remember we will have a quiz over the words under “Writing Genres” and “Writing Skills” in a few weeks. Bring an independent reading text (print only, please) to class each day.

W 8/15: Be ready to introduce your partner to the class Wednesday. Write a complete script of what you plan to say with a strong opening and closing, plenty of direct and indirect quotations, and specific details to capture the person’s voice.

Th 8/16: Submit EOC response to Turnitin.com by 11:59 p.m. Thursday evening. Use these instructions: Turnitin Instructions

S 8/26: Complete interview narrative with transcript due to Turnitin.com

Th 8/30: ZINC 1st check (Remember, the goal is to learn words and increase your class and school rank. Top students will earn extra credit.) You must log in through Clever.

 

Monday, August 13–Substitute Teacher

Opener: Respond to the pizza prompt (create a voice).

Work Session:

  1. Explore voice in the excerpt from Speak; note how a 38 year old author captures the voice of a 14 year old girl. You will do the reverse (capture an older person’s voice) for your interview narrative.
  2. Analyze parallelism and correct faulty parallel structure.

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

HOMEWORK: Prepare your partner interview script for Wednesday. Read your independent reading text and work on ZINC vocabulary.

 

Tuesday, August 14

Opener: Assemble IAN with STEAL handouts, table of contents, and independent reading log.

Work Session:

  1. Preview Unit One: Coming of Age (self-assess learning targets).
  2. Unpack Embedded Assessment 1 (Interview Narrative); self-assess your ability to perform each task on the scoring guide. Set goals, identifying the necessary knowledge and skills as well as the strategies you will use to score in the exemplary range.
  3. Review pizza prompt responses.
  4. Reconnect with your interview partner and gather any additional information you need to complete your script for introducing him/her to the class.

Closer: Read independent reading text.

HOMEWORK: Prepare your partner interview script for Wednesday. Read your independent reading text and work on ZINC vocabulary.

 

Wednesday, August 15

Opener: Review creating voice from pizza prompt and excerpt from Speak. 

Work Session:

  1. Present partners to class.
  2. Read “Marigolds”; analyze imagery and voice.

Closer: Compose a response to the EOC prompt using CEI format.

HOMEWORK: Complete your EOC response and submit to Turnitin.com by Thursday, 11:59 p.m.

 

Thursday, August 16

Opener: Review EA1 and the scoring guide; review you initial questions for your interviewee.

Work Session:

  1. Read the sample transcript and interview with Kendrick Lamar; analyze using SOAPSTone strategy.
  2. Correlate interview questions with where the responses appear in the article.
  3. Score the article using the EA1 scoring guide.

Closer: Review the art of questioning and plan your interview.

HOMEWORK: Submit EOC response to Turnitin.com by 11:59 p.m. Thursday evening. Use these instructions: Turnitin Instructions .Read your independent reading text and work on ZINC vocabulary.

 

Friday, August 17

Opener: Sample independent reading books and share insights into voice and imagery; summarize independent reading thus far; write a short description of the narrator’s voice (in terms of diction, syntax, and imagery).

Work Session:

  1. Watch sample interviews to refine effective interview techniques.

Closer: Review your planned interview questions and revise for depth and clarity. Make sure your questions will help you capture the speaker’s voice.

HOMEWORK: Conduct your interview. Don’t forget to record it so you can produce an accurate transcript! Read your independent reading text and work on ZINC vocabulary.

 

August 10

AP Literature Week 3 August 13 – 17

Week 3

Planning Your Week

 

M 8/13: Continue to bring A Streetcar Named Desire to class each day through Wednesday; obtain a copy of The Awakening by Kate Chopin (shop around–it’s free on Kindle, and you can find copies under $5.00). Article précis due to Turnitin.com by 11:59 p.m.

T 8/14: High rollers will participate in the discussion in class; be prepared with your annotated article, annotated play (Streetcar), and high stakes critical thinking. Outside observers/”dealers” will post a written response to the question you are given in class.

W 8/15: Start bringing your textbook and The Awakening to class each day. Finish reading the literary theory chapter in your textbook (ch.25); be able to differentiate among the theories, apply to Streetcar, and focus on two theories (one should be the theory you chose in class last week).

S 8/19: Post completed storyboard for “A Rose for Emily” to Schoology.

M 8/20: Literary theory quiz with “A Rose for Emily”

ONGOING: ZINC–continue with assignments. Remember your goal is to beat Walter’s class on the Leaderboard! (I mean, your goal is to enhance the sophistication of your writing by expanding your vocabulary. It will also help with SAT and ACT.) You must log in through Clever.

 

Monday, August 13–Substitute Teacher

Opener: Daily Lines (analyze the passage for thematic connections and literary elements).

Work Session:

  1. Complete 1/2 length multiple choice exam.
  2. View A Streetcar Named Desire, analyzing for tomorrow’s discussion.

Closer: Compose a précis for the article you found last week. You may submit one per partnership if you were working together.

Homework: Submit article précis to Turnitin.com by 11:59 p.m.

 

Tuesday, August 14

Opener: Daily Lines; set up for high rollers discussion.

Work Session:

  1. Discuss A Streetcar Named Desire, responding to questions from the outer circle.

Closer: Outer circle participants post the response to your question to Schoology.

Homework: Outer circle participants post the response to your question to Schoology by 11:59 p.m.

 

Wednesday, August 15

Opener: Daily Lines; review feedback from previous FRQ.

Work Session:

  1. Compose a response to the FRQ prompt for A Streetcar Named Desire.

Closer: Read the literary theory chapter (ch. 25) from your textbook.

Homework: Finish reading literary theory chapter (ch.25); differentiate among the theories, apply to Streetcar, and focus on two theories (one should be the one you chose last week).

 

Thursday, August 16

Opener: Daily Lines

Work Session:

  1. Discuss Streetcar and literary theory.
  2. Work in small groups to structure a short story.
  3. Read “A Rose for Emily” and create a storyboard for a short scene (2-3 sentences).

Closer: Review literary theories, applying to Streetcar and “A Rose for Emily.”

Homework: Review literary theories, applying to Streetcar and “A Rose for Emily.”

 

Friday, August 17

Opener: Respond to the anticipation guide for The Awakening. 

Work Session:

  1. Introduce the novel and scholar’s journal.
  2. Read chapters 1-6 from The Awakening and complete scholar’s journal entries for your symbol or motif.

Closer: Examine novel choices for research.

Homework: ZINC! Post storyboard for “A Rose for Emily” to Schoology; study for literary theory quiz.

August 3

Honors 9th Literature Week 2 Aug. 6-10

Planning Your Week

M 8/6: Bring your completed mini-me to class: Mini Me Character Strength STEAL  Continue to bring your autobiography, biography, or memoir to class. We will continue to work with it this week. This should be a print text–no ebooks, please. You should also have your work on the Prerequisite Vocabulary and Skills sheet; remember we will have a quiz over the words under “Writing Genres” and “Writing Skills” in a few weeks. Bring an independent reading text (print only, please) to class each day.

Th 8/8: Bring your completed narrative of a self-defining moment to class (include plot with conflict and resolution, setting, characters, and theme–what did you learn or change about yourself due to this event?). Try to incorporate STEAL elements of characterization.

Th 8/30: ZINC 1st check (Remember, the goal is to learn words and increase your class and school rank. Top students will earn extra credit.) Use these directions: SpringBoard Instructions for First Time Login REV.

 

Monday, August 6

Opener: Make a list of books in your textual lineage. Establish group discussion norms and share your textual lineage with your group.

Work Session:

  1. Share mini-mes, focusing on VIA character strengths and textual lineage.
  2. Collaborate in groups to make a poster that represents your group’s top VIA strength).
  3. Present posters to the class.

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

HOMEWORK: Read your independent reading text and work on ZINC vocabulary.

 

Tuesday, August 7

Opener: Establish clock buddies; review SOAPSTone and SMELL strategies for reading with “Making the Grade.”

Work Session:

  1. Practice SOAPStone or SMELL with your pre-course reading text; share responses with a clock buddy.
  2. Preview Unit One: Coming of Age (self-assess learning targets).
  3. Unpack Embedded Assessment 1 (Interview Narrative); self-assess your ability to perform each task on the scoring guide. Set goals, identifying the necessary knowledge and skills as well as the strategies you will use to score in the exemplary range. 

Closer: Read independent reading text.

HOMEWORK: Read your independent reading text and work on ZINC vocabulary.

 

Wednesday, August 8

Opener: Assemble IAN with STEAL handouts, table of contents, and independent reading log.

Work Session:

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

Closer: Read independent reading text.

HOMEWORK: Complete your narrative of a self-defining moment (include plot with conflict and resolution, setting, characters, and theme–what did you learn or change about yourself due to this event?). Try to incorporate STEAL elements of characterization.

 

Thursday, August 9

Opener: Review EA1 and the scoring guide; assess class mastery and place skills on the class stoplight to prioritize weaknesses.

Work Session:

  1. Read aloud the sample pizza prompt (monotone, then with volunteers until we create a voice). Model annotation to focus on diction, syntax, and imagery that contribute to voice.
  2. Begin the graphic organizer with inferences and evidence about tone and speaker. Rank the inferences from most convincing/most supportable to least.
  3. Complete the graphic organizer for three additional samples; groups will share inferences, comparing and evaluating which are most supportable and why.
  4. Clock buddies exchange quick writes (pizza prompt from yesterday); annotate for diction, imagery, and syntax. Make inferences and discuss.  
  5. Revisit stoplight/QHT to summarize today’s learning.

Closer: Read independent reading text.

HOMEWORK: Read your independent reading text and work on ZINC vocabulary.

 

Friday, August 10

Opener: Brainstorm interviewees for EA#1; list characteristics of each person’s voice (in terms of diction, syntax, and imagery).

Work Session:

  1. 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. Analyze diction, syntax, and imagery to determine voice and tone (focus on dashes). Explain how a 38 year old author creates an authentic teen voice.
  3. Review Lesson 1.4 Parallel Structure: compound sentences p.13 (clauses, gerunds, nouns, pronouns, adjectives, adverbs, prepositions).

Closer: Summarize independent reading this week; write a short description of the narrator’s voice (in terms of diction, syntax, and imagery).

HOMEWORK: Read your independent reading text and work on ZINC vocabulary.

 

August 3

AP Literature Week 2 August 6-10

Week 2

Planning Your Week

 

M 8/6: Bring A Streetcar Named Desire to class each day; complete AP Literature Tech Menu

ONGOING: ZINC–continue with assignments. Remember your goal is to beat Walter’s class on the Leaderboard! (I mean, your goal is to enhance the sophistication of your writing by expanding your vocabulary. It will also help with SAT and ACT.) SpringBoard Instructions for First Time Login REV.

M 8/13: Obtain a copy of The Awakening by Kate Chopin (shop around–it’s free on Kindle, and you can find copies under $5.00)

 

Monday, August 6

Opener: Daily Lines (analyze the passage for thematic connections and literary elements); review opening scene of Streetcar, analyzing the director’s choices in emphasizing Blanche’s characteristics.

Work Session:

  1. Nanosecond review of literary elements.
  2. Compare film to text; view a scene from Streetcar and write it into prose with literary elements?
  3. Review Streetcar reread in a small group “Fouray” into Streetcar discussion.

Closer: List questions you still have about Streetcar on a 3×5 card.

Homework: Respond to the Schoology discussion board with a picture of your “Fouray” poster and a short comment.

 

Tuesday, August 7

Opener: Daily Lines; introduction to literary theory and review concept of a précis.

Work Session:

  1. Read an article on Streetcar and write a class précis.
  2. Compete in a literary lenses race: match descriptions with titles of literary lenses and time periods.
  3. Apply the lenses to texts you have read. 

Closer: Commit to a theory that appeals to you; you will use this throughout the next few weeks to focus your analysis of texts we read.

Homework: Enjoy your evening!

 

Wednesday, August 8

Opener: Daily Lines; review précis requirements and rubric; review access to Cobb Digital Library and Cobb County Public Library.

Work Session:

  1. Read articles on A Streetcar Named Desire with a partner; work together to compose a rhetorical précis.
  2. Peer review/critique another group’s précis.
  3. Locate an article on A Streetcar Named Desire or your choice text from CDL or CCPL that reflects the literary criticism lens you committed to studying; print and annotate for an in-class discussion Thursday.

Closer: Complete tech menu.

Homework: Locate an article if you did find one in class; print and annotate.

 

Thursday, August 9

Opener: Daily Lines; organize materials for poker night discussion.

Work Session:

  1. Participate in a “Poker Night” discussion of A Streetcar Named Desire. 

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

Homework: Post your response to the discussion question on the Schoology discussion board (you may post a picture or type your response).

 

Friday, August 10

Opener: Fun Friday! Review FRQ rubric.

Work Session:

  1. Review exam structure; complete ½ length multiple choice.
  2. Review FRQ feedback from Friday
  3. Compose an essay on A Streetcar Named Desire

Closer: Self-assess your essay using the FRQ rubric.

Homework: ZINC–log in and get started with assignments. Follow these directions: SpringBoard Instructions for First Time Login REV.