January 25

Honors 9th Literature Week 4 Jan. 28-Feb.1

Planning Your Week

S 1/27: BY 11:59 p.m.–Complete No Red Ink quiz

Th 1/31: BY 11:59 p.m. 2 outer squares of Think-tac-toe due to Turnitin.com; the center square is due next week.

S 2/3: BY 11:59 p.m.–Complete No Red Ink quiz

T 2/5: BY 11:59 p.m. Center square of Think-tac-toe due to Turnitin.com.

F 2/8: BY 11:59 p.m. ZINC 1st quarter check (100+words due)

ONGOING: Bring an independent reading book to class each day; this should be a print text–no ebooks, please. 

 

Monday, January 28

Opener: Review “Marigolds” focusing on voice and juxtaposition. Review CEI structure, lead-ins, and EOC rubrics. Review foreshadowing, irony, and theme; see p.106 and p.114.

Work Session:

  1. Discuss point-by-point comparison vs. subject-by-subject comparison.
  2. Compare and contrast “The Scarlet Ibis” with “Marigolds”; focus on diction and tone, flashback to create tension, foreshadowing to build surprise, characterization of the narrator to support theme, symbol and mood.
  3. Read “The Cask of Amontillado”; fill in chart for irony. Analyze foreshadowing and unreliable narrator.

Closer: Select narrative and CEI prompts for short story think-tac-toe.

HOMEWORK: Short Story think-tac-toe narrative and CEI due Thursday 11:59 p.m. to Turnitin.com; bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

Tuesday, January 29

Opener: Finish “The Cask of Amontillado.” Review EQ p.96: What makes a good story? How does an artist define his or her style?

Work Session:

  1. Review plot diagram p.97 and complete point of view analysis p. 99-100. Recap for the stories we’ve read: ”The Sniper,” “The Scarlet Ibis,” “Marigolds,” and “The Cask of Amontillado.”
  2. Read “The Gift of the Magi,” “The Necklace,” or “The Stolen Party.”
  3. Analyze the story with SIFT; present the two most effective literary techniques in a two-column chart.

Closer: Select two stories for center square essay prompt for short story think-tac-toe.

HOMEWORK: Short Story think-tac-toe narrative and CEI due Thursday 11:59 p.m. to Turnitin.com; bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

Wednesday, January 30–Computer Lab 113

Opener: Review short story think-tac-toe requirements and rubric.

Work Session:

  1. Complete CEI and narrative prompts.
  2. Begin explanatory/informational essay.

Closer: Work on ZINC and/or No Red Ink.

HOMEWORK:  Short Story think-tac-toe narrative and CEI due Thursday 11:59 p.m. to Turnitin.com; bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

Thursday, January 31

Opener: Review semicolons, colons, and conjunctions. Complete p.115-16 language checkpoint.

Work Session:

  1. Review introductions and conclusions; compose or revise an introduction for your explanatory/informational essay.
  2. View JFK and Puerto Rican culture video connection for “American History.”
  3. Read Judith Ortiz Cofer’s “American History.”

Closer: Respond to the artwork; groups read world event article and consider how different people reacted to these events. Connect to the concept of American History and how different events affect different groups of people.

HOMEWORK:  Short Story think-tac-toe narrative and CEI due TONIGHT by 11:59 p.m. to Turnitin.com; bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

Friday, February 1

Opener: SB: Activity 1.13 (p.64): unpack EA2 and 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. Brainstorm topics for your argument assessment; consider issues that emerged in your memoir, autobiography, or biography.

Closer: Research evidence for your argument.

HOMEWORK: Short Story think-tac-toe center square essay due Tuesday by 11:59 p.m. to Turnitin.com; bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

January 25

AP Literature Week 4 Jan. 28 – Feb. 1

Week 4

Planning Your Week

M 1/28: FOR CLASS–Bring your copy of The Awakening by Kate Chopin (shop around–it’s free on Kindle, and you can find copies under $5.00). FOR HOMEWORK–Finish reading ch.1-6 of The Awakening and complete scholar’s journal entries for this section.

W 1/30: Scholar’s journal check for ch. 1-6.

S 2/3: BY 11:59 p.m. Post your follow-up discussion for group microlabs.

ONGOING: Work on ZINC (100+ words due Feb. 8).

 

Monday, January 28

Opener: Daily lines #5.

Work Session:

  1. Review literary theories with “A Rose for Emily”; groups share findings with the class.
  2. Respond to the anticipation guide for The Awakening.
  3. Introduce The Awakening and the scholar’s journal.

Closer: Read ch. 1-6 of The Awakening and begin your scholar’s journal for your chosen motif.

Homework: Finish The Awakening through ch.1-6 (read and complete scholar’s journal); work on ZINC.

 

Tuesday, January 29

Opener: Daily Lines (poetry); review Edna St. Vincent Millay poem (nouns, verbs, modifiers strategy)

Work Session:

  1. Read Coventry Patmore’s “The Wife’s Tragedy”; complete a dialectical 4-column response (text, me, peer, new).

Closer: Read ch.1-6 of The Awakening.

Homework: Finish The Awakening through ch.1-6 (read and complete scholar’s journal); work on ZINC.

 

Wednesday, January 30

Opener: 1st scholar’s journal check; 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 poetry prompt.
  2. Self-assess with the FRQ rubric.

Closer: Read ch.7-10 of The Awakening.

Homework: Finish scholar’s journal through ch. 10 of The Awakening; work on ZINC.

 

Thursday, January 31

Opener: Daily Lines; view video clips and analyze how women have “gained and lost” through the ages.

Work Session:

  1. Read Paul Laurence Dunbar’s “Sympathy” and compose a theme statement and intro paragraph for a potential essay.

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

Homework: Finish scholar’s journal through ch. 15 of The Awakening; work on ZINC.

 

Friday, February 1

Opener: Daily Lines; locate group assignments in Schoology and prepare for silent discussion.

Work Session:

  1. Read assigned chapters from HTRLLAP or HTRNLAP.
  2. Participate in silent discussion applying chapters to Streetcar or The Awakening.

Closer: Introduce EPCOT research project.

Homework: Post micro-lab follow-up to Schoology; read through ch.20 of The Awakening and complete scholar’s journal entries.

January 18

Honors 9th Literature Week 3 Jan. 21-25

Planning Your Week

S 1/20: BY 11:59 p.m.–Complete No Red Ink quiz

W 1/23: IN CLASS–bring a printed copy of your revised memory map narrative and your original (public draft) to class. HOMEWORK: Finish the foreshadowing/symbol questions for “The Scarlet Ibis.”

Th 1/31: Think-tac-toe due to Turnitin.com

F 2/8: ZINC 1st quarter check (100+words due)

ONGOING: Bring an independent reading book to class each day; this should be a print text–no ebooks, please. 

 

Monday, January 21 Martin Luther King, Jr. Holiday

 

 

Tuesday, January 22

Opener: Review elements of voice: diction, syntax, imagery. Share examples from “target practice.”

Work Session:

  1. Think-Pair-Share: Read the opening paragraph of “The Scarlet Ibis” and respond to the prompt analyzing diction and tone.
  2. Read the story and finish foreshadowing and symbolism analysis.

Closer: Work on short story think-tac-toe.

HOMEWORK: Narrative revised draft due tomorrow; you will turn in a printed copy along with your public draft. Bring an independent reading text (print only); No Red Ink due tonight at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

Wednesday, January 23

Opener: Participate in orientation to the library.

Work Session:

  1. Review EQ p.96: What makes a good story? How does an artist define his or her style?
  2. Review foreshadowing, irony, and theme; see p.106 and p.114.
  3. Read “The Cask of Amontillado”; fill in chart for irony. Analyze foreshadowing and unreliable narrator.

Closer: Work on short story think-tac-toe.

HOMEWORK: Bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

Thursday, January 24

Opener: Discuss feather circle guidelines (read, no commentary, thank yous).

Work Session:

  1. Present narratives in feather circle.
  2. Compose thank you notes for 2 workshop members and 2 additional classmates.
  3. Distribute thank you notes.
  4. Review plot diagram p.97 and complete point of view analysis p. 99-100. Recap for the stories we’ve read: ”The Sniper,” “The Scarlet Ibis,” and “The Cask of Amontillado.”

Closer: Examine style passages p.101. IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

HOMEWORK:  Bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

Friday, January 25

Opener: Turn to “Marigolds” in the SpringBoard books p.16.

Work Session:

  1. Read and analyze “Marigolds” answering the questions in Second Read.
  2. Analyze Lisbeth’s voice with the chart p.26.
  3. Respond to the prompt under Writing to Sources p.27.

Closer: Work on short story think-tac-toe; IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

HOMEWORK: Read independent reading choice book; No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th. Think-tac-toe due Jan. 31 to Turnitin.com.

 

January 18

AP Literature Week 3 Jan. 21-25

Week 3

Planning Your Week

M 1/21: Post your textual lineage quilt square and your response to the high rollers discussion for A Streetcar Named Desire to Schoology by 11:59 p.m. (high rollers response is for outer circle participants only).

T 1/22: Study for tomorrow’s quiz on “An Occurrence at Owl Creek Bridge”

W 1/23: Post storyboard for “An Occurrence at Owl Creek Bridge” to Schoology

Th 1/24: Post storyboard for “A Rose for Emily” to Schoology; study for literary theory/”A Rose for Emily” quiz tomorrow.

F 1/25: FOR CLASS–Bring your copy of The Awakening by Kate Chopin (shop around–it’s free on Kindle, and you can find copies under $5.00). FOR HOMEWORK–Finish reading ch.1-6 of The Awakening and complete scholar’s journal entries for this section.

ONGOING: Work on ZINC (100+ words due Feb. 8).

 

Monday, January 21  Martin Luther King, Jr. Holiday

 

 

Tuesday, January 22

Opener: Daily lines #4; review feedback from FRQs and set goals using the language of the rubric.

Work Session:

  1. Compose an essay on A Streetcar Named Desire.
  2. Self-assess according to the FRQ rubric.
  3. Share textual lineage quilt square.

Closer: Read “An Occurrence at Owl Creek Bridge.”

Homework: Finish the story and prepare for tomorrow’s quiz; ZINC–log in and continue with assignments. Follow these directions: SpringBoard Instructions for First Time Login REV.

 

Wednesday, January 23

Opener: Quiz on “An Occurrence at Owl Creek Bridge.”

Work Session:

  1. Illustrate a storyboard for one small section of the story (a few sentences).

Closer: Watch The Twilight Zone episode; compare and contrast your storyboard ideas with the director’s choices.

Homework: Obtain a copy of The Awakening; work on ZINC.

 

Thursday, January 24

Opener: Daily Lines (analyze the passage for thematic connections and literary elements); structure a short story in small groups (5 per group)–”A Rose for Emily”; discuss the text features used to order the parts.

Work Session:

  1. Read/analyze “A Rose for Emily”; distinguish between structure and plot and analyze foreshadowing and symbol.

Closer: Create a storyboard for a short section (2-3 sentences) of “A Rose for Emily.”

Homework: Post your completed storyboard to Schoology; study for literary theory/”A Rose for Emily” quiz.

 

Friday, January 25

Opener: Daily Lines; complete quiz on literary theory and “A Rose for Emily.”

Work Session:

  1. Respond to the anticipation guide for The Awakening.
  2. Introduce The Awakening and the scholar’s journal.
  3. Read chapters 1-6 of The Awakening and begin your scholar’s journal for your chosen motif or symbol.

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

Homework: Finish ch.1-6 of The Awakening and complete scholar’s journal entries; finish reading chapters from HTRLLAP and HTRNLAP.

 

 

January 11

Honors 9th Literature Week 2 Jan. 14 – 18

Planning Your Week

T 1/15: BY 11:59 p.m.–Complete No Red Ink practice

F 1/18: IN CLASS–bring a printed copy of your revised memory map narrative (public draft) to class.

F 2/8: ZINC 1st quarter check (100+words due)

ONGOING: Bring an independent reading book to class each day; this should be a print text–no ebooks, please. 

 

Monday, January 14

Opener: Review ZINC and No Red Ink expectations; examine unit 1 assessment and rubric (due Jan. 31). 

Work Session:

  1. Review literary elements as authors’ “moves” for a specific audience and purpose and theme as a connection to the human condition; differentiate between thematic topics and theme statements.
  2. Read “The Sniper”; analyze for irony.
  3. Compose a narrative: “What happens next in “The Sniper?” Emulate the author’s style staying in bounds of the setting and characterization.

Closer: Choose one of the memories from your memory map and compose a private “Burn This!” draft.

HOMEWORK: Turn your private draft into a public draft due Friday. Bring an independent reading text (print only); No Red Ink due tomorrow; first set of ZINC due Feb. 8th.

 

Tuesday, January 15

Opener: Quickwrite: compose a response to the pizza prompt.

Work Session:

  1. Share pizza prompts and analyze the concept of voice (diction, syntax, imagery) p.6-7.
  2. 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
  3. SB: Lesson 1.3 p.10-12 Read and 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.

Closer: Work on ZINC vocabulary or No Red Ink.

HOMEWORK: Turn your private draft into a public draft due Friday. Bring an independent reading text (print only); No Red Ink due tonight at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

Wednesday, January 16–PSAT DAY

Opener: Review PSAT results: view Harrison PSAT Blog; complete webquest and article activity; work on ZINC or No Red Ink.

Work Session:

  1. SB: Lesson 1.6 Learning How to Interview p.30-33 Compose four questions to use to interview a peer then revise to make sure they are open-ended; interview your partner, making note of exact words so you can create a voice for the individual; compose an introduction to the class.

Closer: Revise your introduction and prepare to present tomorrow.

HOMEWORK: Prepare to present your partner introduction tomorrow; turn your private draft into a public draft due Friday. Bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

Thursday, January 17

Opener: Review details with your partner and prepare to introduce each other to the class.

Work Session:

  1. Introduce your partner to the class.
  2. Think-Pair-Share: Read the opening paragraph of “The Scarlet Ibis” and respond to the prompt analyzing diction and tone.

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

HOMEWORK: Turn your private draft into a public draft due tomorrow (bring a printed copied). Bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

Friday, January 18

Opener: Turn in memory map narratives; review foreshadowing, symbolism, and irony.

Work Session:

  1. Finish foreshadowing and symbolism analysis of “The Scarlet Ibis”; complete analysis in small groups.

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

HOMEWORK: Read independent reading choice book; No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

January 11

AP Literature Week 2 Jan. 14 – 18

Week 1

Planning Your Week

S 1/13: Post your 3×5 notecard with questions for A Streetcar Named Desire discussion to Schoology by 11:59 p.m.

M 1/14: Turn in your play to prose writing in class

T 1/5: Read/annotate your chosen article and complete précis for homework (submit to Turnitin.com by 11:59 p.m.).

W 1/15: Before class, complete AP Tech Menu S19; read ch. 25 in the textbook and complete the graphic organizer to summarize the theories and apply them to A Streetcar Named Desire; submit response to discussion to Schoology by 11:59 p.m.

F 1/18: Submit high-rollers follow-up response to discussion to Schoology by 11:59 p.m.

T 1/22: Obtain a copy of The Awakening by Kate Chopin (shop around–it’s free on Kindle, and you can find copies under $5.00); post textual lineage square to Schoology by 11:59 p.m.

ONGOING: Work on ZINC (100+ words due Feb. 8).

 

Monday, January 14

Opener: Turn in play to prose narrative; review précis assignment, rubric, and sample along with CDL and CCPL access and search tips.

Work Session:

  1. Search Cobb Digital Library and select an article on A Streetcar Named Desire.
  2. Read/annotate the article and compose a précis

Closer: Complete tech menu. Read ch.25 Critical Theory and complete the graphic organizer to summarize the theories and apply them to A Streetcar Named Desire.

Homework: Finish reading/annotating article; compose précis and submit to Turnitin.com by 11:59 p.m.

 

Tuesday, January 15

Opener: Daily lines #4; Introduce literary theory and consider which theory most closely matches the article you found yesterday.

Work Session:

  1. Compete in a literary lenses race: match descriptions with titles of literary lenses and time periods.
  2. Consider the lenses with which can view texts as they relate to a book we read and feel has merit.
  3. Commit to a theory that appeals to you.

Closer: 3×5 commitment to your literary theory

Homework: Before class, complete Tech Menu; read ch. 25 in the textbook and complete the graphic organizer to summarize the theories and apply them to A Streetcar Named Desire.

 

Wednesday, January 16

Opener: Gather 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; post your response to Schoology.

Homework: Submit response to discussion to Schoology by 11:59 p.m.; ZINC–log in and get started with assignments. Follow these directions: SpringBoard Instructions for First Time Login REV.

 

Thursday, January 17

Opener: Daily Lines (analyze the passage for thematic connections and literary elements); review AP Lit exam structure and FRQ rubric.

Work Session:

  1. Review FRQ feedback from last week.
  2. Review exam structure; complete ½ length multiple choice.

Closer: Finish viewing A Streetcar Named Desire, comparing and contrasting the original screenplay with Kazan’s directorial modifications.

Homework: Enjoy your evening!

 

Friday, January 18

Opener: Daily Lines; prepare high roller table and outside “dealers” (they need questions to ask and take notes on)

Work Session:

  1. Discuss A Streetcar Named Desire, responding to questions from the outer circle.
  2. Brainstorm textual lineage and plan your quilt square.

Closer: Outer circle participants post response to discussion to Schoology.

Homework: Enjoy your long weekend! Work on ZINC; obtain a copy of The Awakening by Tuesday; post your textual lineage quilt square to Schoology by 11:59 p.m. Tuesday evening.

 

 

January 6

Honors 9th Literature Week 1 Jan. 7-11

Planning Your Week

Th 1/10: Mini-me due. Mini Me Character Strength STEALBring an independent reading text (print only, please) to class each day.

F 1/11: Bring your autobiography, biography, or memoir to class. This should be a print text–no ebooks, please. You should also have your work on the Prerequisite Vocabulary and Skills sheet.

 

Monday, January 7

Opener: Discuss what teachers expect in your writing and what makes good writing; how are these different? 

Work Session:

  1. View Nighthawks by Edward Hopper; write a short narrative, building one of the characters with the STEAL method of characterization https://www.youtube.com/watch?v=kHt8RjkFs98. Label your draft with STEAL elements then share with a partner; partners write a “thank you” note identifying elements that are pleasing. Share and connect back to what makes good writing–that which speaks to its intended audience and fulfills its intended purpose.
  2. 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. BINDER: STEAL handout and mini-me handout.
  3. Watch VIA Character Strengths/Growth Mindset video: https://www.youtube.com/watch?v=kq-rOelLciE.

Closer: Brainstorm ideas for STEAL elements for your mini-me and independent reading choices while teacher reviews TRSS and book forms.

HOMEWORK: Sign the syllabus by filling out the Google form (link on the syllabus). Bring an independent reading text to class (print only). Bring your pre-course book to class Friday. Mini me due Thursday; you will need to complete the VIA character strengths survey for mini-me.

 

Tuesday, January 8–Computer Lab

Opener: Review syllabus and classroom expectations. Q&A on pre-course reading assignment.

Work Session:

  1. Complete SRI in the computer lab.
  2. Complete Tech Menu to create logins for SpringBoard, ZINC, No Red Ink, and Turnitin.com.
  3. Complete VIA character strengths survey for mini-me.

Closer: Brainstorm ideas for STEAL elements for your mini-me and independent reading choices.

HOMEWORK: Sign the syllabus by filling out the Google form (link on the syllabus). Bring an independent reading text to class (print only). Bring your pre-course book to class Friday. Mini me due Thursday; you will need to complete the VIA character strengths survey for mini-me.

 

Wednesday, January 9

Opener: Review syllabus and classroom expectations. Q&A on pre-course reading assignment.

Work Session:

  1. Read “Making the Grade” and annotate according to the directions; compose a response to the prompt.
  2. Create a memory map.
  3. Examine dialogue in “Need a Push” and excerpt from The Road. 

Closer: Begin composing a narrative based on one of the items on your memory map.

HOMEWORK: Sign the syllabus by filling out the Google form (link on the syllabus). Bring an independent reading text to class (print only). Bring your pre-course book to class Friday. Mini me due Thursday; you will need to complete the VIA character strengths survey for mini-me.

 

Thursday, January 10

Opener: Read group discussion norms in SB p.8, marking the text for keywords; brainstorm rules for collegial discussion; share to create a class master list.

Work Session:

  1. Share mini-mes, focusing on VIA character strengths.
  2. Collaborate to create a poster that represents your group’s top character strength.
  3. Present posters.

Closer: Continue composing narrative from your memory map.

HOMEWORK: Sign the syllabus by filling out the Google form (link on the syllabus). Bring an independent reading text to class (print only). Bring your pre-course book to class Friday.

 

Friday, January 11

Opener: Brainstorm textual lineage and memorable film characters.

Work Session:

  1. Introduce SMELL strategy of analysis; complete a SMELL analysis of your nonfiction text.
  2. Discuss the key message present in your text and its intended audience and purpose; find a point of common ground that links your text to others as part of a larger literary discussion.
  3. Complete a STEAL analysis of the featured person from your pre-course reading.

Closer: Continue composing narrative from your memory map.

HOMEWORK: Bring an independent reading text (print only); log in and start your vocabulary work with ZINC. Use these directions: SpringBoard Instructions for First Time Login REV. First set of ZINC due Feb 8.

January 6

AP Literature Week 1 Jan. 7-11

Week 1

Planning Your Week

M 1/7: BONUS assignment due. Bring your book A Streetcar Named Desire to class each day.

W 1/9: BONUS and choice text assessment (timed essay).

Th 1/10: Complete Tech Menu

W 1/16: 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, January 7
Opener: Experience Stanley’s poker night
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. Respond to Raise, Call or Fold
  3. Welcome & introductions; read & discuss classroom management plan & syllabus; complete TRSS forms.

Closer: Answer questions on pre-course reading assignment.
Homework: Complete syllabus online form. Finish reading/annotating A Streetcar Named Desire if you have not already. Prepare for in class assessment Wednesday. Bring a physical copy of your bonus novel(s) or a book or play of literary merit that you have read to class Tuesday. A Streetcar Named Desire is off limits for Wednesday’s assessment; we will continue to work with it and assess next week.

Tuesday, January 8
Opener: Daily lines #1 (chess metaphor)
Work Session:

  1. Create a 4×6 portrait of a novel: include significant literary features from your invitation to notice annotations.

Closer: View opening scene of A Streetcar Named Desire, analyzing the director’s choices in emphasizing Blanche’s characteristics.
Homework: Finish reading/annotating A Streetcar Named Desire if you have not already. Prepare for in class assessment Wednesday. Bring a physical copy of your bonus novel(s) or a book or play of literary merit that you have read to class. A Streetcar Named Desire is off limits for Wednesday’s assessment; we will continue to work with it and assess next week.

Wednesday, January 9
Opener: Review good writing tips and explain +10 and bank-an-essay policies.

Work Session:

  1. Compose a response to the prompt for a book with which you feel you have familiarity.
  2. Introduce film analysis.

Closer: View opening scene of A Streetcar Named Desire, analyzing the director’s choices in emphasizing Blanche’s characteristics.
Homework: ZINC–log in and get started with assignments. Follow these directions: SpringBoard Instructions for First Time Login REV.

 

Thursday, January 10

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.

 

Friday, January 11

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!