February 22

Honors 9th Literature Week 7 February 25 – March 1

Planning Your Week

M 2/25: Turn in TPFASST and annotations for TWO Poetry Out Loud poems.

W 2/27: Recite ONE Poetry Out Loud poem in class.

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

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

 

Monday, February 25

Opener: Collect POL TPFASST charts; review metaphors and conceits; create a metaphor that can be sustained beyond one image (2nd period create; 4th period revisit)

Work Session:

  1. Read and annotate “George Gray” on posters; use SOAPStone to analyze figurative language, diction, and sensory imagery
  2. What is the speaker’s claim? Tone? Intended audience?
  3. How is the poet entering into a broader conversation? What is the poem’s argument?

Closer: Watch “Harlem” episode of PBS Poets Series.

HOMEWORK: No Red Ink due Sunday. POL recitation of one poem due Wednesday. Bring an independent reading text (print only); second set of ZINC due March 15th.

 

Tuesday, February 26

Opener: Read “Fiddler Jones”; analyze with SOAPSTone

Work Session:

  1. Compose a response to the EOC prompt for “George Gray” and “Fiddler Jones.”

Closer: Rehearse POL recitations with your group.

HOMEWORK: No Red Ink due Sunday. POL recitation of one poem due Wednesday. Bring an independent reading text (print only); second set of ZINC due March 15th.

 

Wednesday, February 27

Opener: Rehears POL recitations with your group.

Work Session:

  1. Recite POL poems.
  2. Finish EOC prompt response for “George Gray” and “Fiddler Jones.”

Closer: Review assignment requirements for poetry anthology.

HOMEWORK:  No Red Ink due Sunday. Poetry Anthology due Tuesday. Bring an independent reading text (print only); second set of ZINC due March 15th.

 

Thursday, February 28

Opener: Stuffed Poetry: On a sheet of paper, respond to the prompts with information about yourself. Don’t over analyze. Often our gut response is the most productive.

Work Session:

  1. Stuffed Poetry Activity (Composing Your Poem)
  2. Create new list using numbers (MUST BE IN ORDER, cannot change any words–can only add)
  3. Write a poem using the answers to prompts
  4. Write stuffed poetry reflection’ turn in for review and feedback.

Closer: Compile poems and write reflections for the poetry anthology due next Tuesday.

HOMEWORK: No Red Ink due Sunday. Poetry Anthology due Tuesday. Bring an independent reading text (print only); second set of ZINC due March 15th.

 

Friday, March 1

Opener: Review “I Remember You” poem assignment and rubric; view sample poems and presentations.

Work Session: 

  1. Compose an “I Remember You” poem to meet the requirements for sound and figurative language use.

Closer: Peer review poems, analyzing figurative language and sound effects.

HOMEWORK: No Red Ink due Sunday. Poetry Anthology due Tuesday. Bring an independent reading text (print only); second set of ZINC due March 15th.

February 15

Honors 9th Literature BREAK TIME!

To Do:

  1. Enjoy some free time with friends and family.
  2. If you did not finish, complete your No Red Ink assignment.
  3. If you did not turn them in today, finish your TPFASST and annotations for Poetry Out Loud (due Monday when we get back).
  4. Memorize your selected Poetry Out Loud poem (due Wednesday when we get back).
February 15

AP Literature BREAK TIME!

To Do:

  1. Post your discussion follow-up to the discussion board in Schoology before you return.
  2. Post your completed poem to the assignment in Schoology before you return (when we get back to school, you will add a photo of your painting to pair with the poem).
  3. Begin working on your Poetry Out Loud poems. Annotate for macro elements (speaker, topic & tone, theme) and micro elements (structure, sound, figurative language). You will complete a TPFASST summary for both poems. You will memorize and recite one poem. These will be due soon after the break.
  4. Obtain a copy of your assigned research novel and start reading!
  5. Rest, relax, enjoy some free time.

 

February 8

Honors 9th Literature Week 6 Feb. 11-15

Planning Your Week

S 2/10: Complete No Red Ink quiz

T 2/12: Bring two printed poems from the Poetry Out Loud website.

S 2/17: BY 11:59 p.m. Complete No Red Ink quiz

M 2/25: Turn in TPFASST and annotations for TWO Poetry Out Loud poems.

W 2/27: Recite ONE Poetry Out Loud poem in class.

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

 

Monday, February 11

Opener: Review MLA, citations, formatting quotes and titles for No Red Ink practice. Read Cofer’s “El Olvido” and discuss narrative elements.

Work Session:

  1. View Billy Collins video  “Introduction to Poetry”; TPFASTT/annotate for imagery, diction, figurative language
  2. Introduce poetry cheat sheet; QHT poetry terms.

Closer: Write a poem using the “El Olvido” or “Introduction to Poetry” template.

HOMEWORK: Bring 2 printed poems from Poetry Out Loud website Tuesday; No Red Ink due Sunday at 11:59 p.m.; second set of ZINC due March 15th.

 

Tuesday, February 12

Opener: POL Check–2 printed poems; Ponder and respond–Think about a strong memory that is tied to nature/weather, a scary storm, a perfect picnic, a cleansing rain. How is weather tied to our emotions and memories?

Work Session:

  1. Read “When I am Asked” by Lisel Mueller
  2. Complete the “first things first” chart with a partner
  3. Analyze the poem with TPFASTT and discuss with class annotations.

Closer: Write a memory poem that uses sensory imagery tied to nature; try to emulate Mueller’s style.

HOMEWORK: Annotate and complete TPFASST for 2 printed poems from Poetry Out Loud website; No Red Ink due Sunday at 11:59 p.m.; second set of ZINC due March 15th.

 

Wednesday, February 13

Opener: Ponder and respond–How does it feel to take a risk?

Work Session:

  1. Read “Constantly Risking Absurdity” in small groups
  2. Complete the “first things first” chart as a group
  3. TPFASTT independently
  4. Discuss observations and compile class annotations

Closer: Write a short  poem about taking a risk that plays with structure and uses enjambment.

HOMEWORK:  Annotate and complete TPFASST for 2 printed poems from Poetry Out Loud website; No Red Ink due Sunday at 11:59 p.m.; second set of ZINC due March 15th.

 

Thursday, February 14

Opener: Review metaphors and conceits; create a metaphor that can be sustained beyond a single image.

Work Session:

  1. Read and annotate “George Gray” on posters; use SOAPStone to analyze figurative language, diction, and sensory imagery
  2. What is the speaker’s claim? Tone? Intended audience?
  3. How is the poet entering into a broader conversation? What is the poem’s argument?

Closer: Begin annotating POL poems for “narrative” elements (STEAL, speaker, imagery, setting, figurative language, theme, structure, etc.); complete a SOAPSTone or TPFASST for one POL poem.

HOMEWORK: Annotate and complete TPFASST for 2 printed poems from Poetry Out Loud website; No Red Ink due Sunday at 11:59 p.m.; second set of ZINC due March 15th.

 

Friday, February 15

Opener: Read “Fiddler Jones”; analyze using SOAPSTone

Work Session: 

  1. Compose a response to the EOC prompt for “George Gray” and “Fiddler Jones.”

Closer: Continue annotating and analyzing POL poems.

HOMEWORK:  No Red Ink due Sunday at 11:59 p.m.; Annotate and complete TPFASST for 2 printed poems from Poetry Out Loud website due Monday after break; second set of ZINC due March 15th.

February 8

AP Literature Week 6 Feb. 11-15

Week 6

Planning Your Week

M 2/11: Finish The Awakening. 

T 2/12: Bring 2 printed poems from the Poetry Out Loud website.

W 2/13: Finish scholar’s journal for The Awakening and submit to Turnitin.com.

Th 2/14: Edna’s Last Supper (Socratic discussion)

F 2/15: Bring a copy of your EPCOT novel to class.

ONGOING: Work on ZINC (200+ words due March 15).

 

Monday, February 11

Opener: Daily lines; Introduce EPCOT project and group assignments. Create a reading schedule for you EPCOT novel.

Work Session:

  1. Read “Sympathy” by Paul Laurence Dunbar and develop an introductory paragraph complete with theme statement and thesis.

Closer: Review body biographies and complete analysis and men and women in the novel.

Homework: Locate 2 poems from the Poetry out Loud website and bring printed copies to class.

 

Tuesday, February 12

Opener: Review TPFASST format

Work Session:

  1. Complete scholar’s journals for The Awakening. 

Closer: Analyze poems for Poetry Out Loud.

Homework: Finish scholar’s journal for The Awakening and prepare for Socratic discussion Thursday.

 

Wednesday, February 13

Opener: Introduce micro-research inquiry.

Work Session:

  1. Research topics under literary theories for connections to The Awakening.

Closer: Wrap up scholar’s journals for The Awakening.

HomeworkSubmit scholar’s journals to Turnitin.com; prepare for tomorrow’s discussion.

 

Thursday, February 14

Opener: Set up Edna’s Last Supper and prepare preliminary responses to assigned questions.

Work Session:

  1. Discuss The Awakening.

Closer: Finish responses to assigned questions and post to Schoology.

Homework: Submit responses to Schoology.

 

Friday, February 15

Opener: Brainstorm themes for The Awakening.

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: Share poems.

Homework: Read EPCOT novels.

February 1

Honors 9th Literature Week 5 Feb. 4-8

Planning Your Week

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

W 2/6: BY 11:59 p.m. Final draft of center square of Think-tac-toe due to Turnitin.com.

F 2/8: Bring two printed poems from the Poetry Out Loud website.

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

S 2/10: BY 11:59 p.m. Complete No Red Ink quiz

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

 

Monday, February 4

Opener: Review verb tenses and mood for No Red Ink practice.

Work Session:

  1. Brainstorm thematic topics for short stories; review introductions and conclusions with theme statements.
  2. View JFK and Puerto Rican culture video connection for “American History.”
  3. Read/analyze  Judith Ortiz Cofer’s “American History”; consider how different people reacted to major world events.

Closer: Read “El Olvido” by Judith Ortiz Cofer and compare genres. Introduce Poetry Out Loud.

HOMEWORK: Center square due Wednesday 1159 p.m. to Turnitin.com; bring 2 printed poems from Poetry Out Loud website Friday; No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

Tuesday, February 5

Opener: Review essay requirements including MLA format; review Poetry Out Loud requirements.

Work Session:

  1. Complete Q2 Touchstone.
  2. Revise center square essay.

Closer: Select two poems from Poetry Out Loud website.

HOMEWORK: Center square due Wednesday 1159 p.m. to Turnitin.com; bring 2 printed poems from Poetry Out Loud website Friday; No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

Wednesday, February 6

Opener: Review POL requirements and center square essay requirements.

Work Session:

  1. Complete center square essay.
  2. Locate two poems for POL analysis.

Closer: Begin annotating POL poems for “narrative” elements (STEAL, speaker, imagery, setting, figurative language, theme, structure, etc.).

HOMEWORK:  Center square due Wednesday 1159 p.m. to Turnitin.com; bring 2 printed poems from Poetry Out Loud website Friday; No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

Thursday, February 7

Opener: Review Cofer’s “El Olvido” and discuss narrative elements.

Work Session:

  1. View Billy Collins video  “Introduction to Poetry”; TPCASTT/annotate for imagery, diction, figurative language
  2. Introduce poetry cheat sheet; QHT poetry terms.

Closer: Write a poem using the “Introduction to Poetry” or “El Olvido” template.

HOMEWORK: Bring two printed poems for POL to class Friday; No Red Ink due Sunday. Bring an independent reading text (print only); first set of ZINC due Feb.8th.

 

Friday, February 8

Opener: Ponder and respond–Think about a strong memory that is tied to nature/weather, a scary storm, a perfect picnic, a cleansing rain. How is weather tied to our emotions and memories?

Work Session:

  1. Read “When I am Asked” by Lisel Mueller.
  2. Complete the “first things first” chart with a partner.
  3. Analyze the poem with TPCASTT and discuss with class annotations.

Closer: Write a memory poem that uses sensory imagery tied to nature; try to emulate Mueller’s style.

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

February 1

AP Literature Week 5 2/4 – 2/8

Week 5

Planning Your Week

M 2/4: Read The Awakening through ch.26.

T 2/5: Read The Awakening through ch.29.

F 2/8: Bring 2 printed poems from the Poetry Out Loud website. Finish The Awakening. BY 11:59 p.m. complete ZINC 100+ words.

S 2/10: Finish scholar’s journal for The Awakening and submit to Turnitin.com.

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

 

Monday, February 4

Opener: Daily lines

Work Session:

  1. Complete MCM
  2. Finish episode of Modern Family and connect to “great conversation” about themes/human condition.
  3. Review The Awakening ch.1-15 with post it conversation: 1. What do you think about women’s roles, society’s expectations, and the conflict those create for an individual? 2. What does Chopin seem to be saying? 3. Find evidence and create a scale poster to visualize a range of essay scores.

Closer: Read The Awakening ch.16-26 and work on scholar’s journal for your chosen motif.

Homework: Finish The Awakening through ch.26 (read and complete scholar’s journal); work on ZINC.

 

Tuesday, February 5

Opener: Daily Lines (poetry); view clips from Bridges of Madison County and read the weather chapter from How to Read Literature Like a College Professor. 

Work Session:

  1. Read and discuss “The Storm”; analyze imagery and apply Foster’s claims to the story.
  2. Develop a theme statement for “The Storm.”

Closer: Introduce Poetry Out Loud; read The Awakening ch.25-29 and work on scholar’s journal.

Homework: Finish The Awakening through ch.29 (read and complete scholar’s journal). Locate 2 poems from the Poetry Out Loud website and bring printed copies to class Friday; work on ZINC.

 

Wednesday, February 6

Opener: 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.30-39 of The Awakening.

Homework: Bring 2 printed poems from POL website by Friday and finish scholar’s journal through ch.39 of The Awakening; work on ZINC.

 

Thursday, February 7

Opener: Daily Lines; view The Gilded Cage and use the Feldman method for art analysis; listen to “A Bird in a Gilded Cage” and read “I Know Why the Caged Bird Sings.” Analyze the role of the artist.

Work Session:

  1. Read and discuss chapters 21-26 of The Awakening.
  2. Complete discussion questions on types of houses, types of women, and bird imagery.

Closer: Introduce EPCOT research novel choices.

Homework: Research novel choices and fill out the Google form to make your selections; bring 2 printed poems from POL website tomorrow; read through ch.39 of The Awakening and add scholar’s journal entries; work on ZINC.

 

Friday, February 8

Opener: Daily Lines; introduce EPCOT research project.

Work Session:

  1. Map Edna in her various settings (New Orleans and Grand Isle).

Closer: Begin analysis for Poetry Out Loud poems.

Homework: Finish scholar’s journal for The Awakening.