July 11

Welcome back! AP Literature Required Reading

I am thrilled that you have decided to finish your senior year strong by taking this course! AP Literature is the place where you explore humanity in all its complexity–from the evil villains who plague the universe to the generous souls who restore balance. We will fly through texts about life, death, and everything in between, talking philosophy and historical context while applying themes to our current lives as well as the near and far future.

Please set yourself up for success. Complete the pre-course required reading assignment. This has changed from the past few years, so please read it carefully and do not rely on former students’ memories. This is pre-reading for our first unit of study on A Streetcar Named Desire, so feel free to go above and beyond in your annotations and in your thinking about the work. You can learn more about the play from scholarly research via Cobb Digital Library.  Search in the Literature and Criticism databases Literary Reference Center and Literature Resource Center. You can also conduct scholarly research through the literary databases online via Cobb County Public Library System. The expectation is that you have thoroughly read the play by the time you come to class August 1. You will have an assessment August 3.

Attached to the pre-course reading assignment, you will find a Prerequisite Vocabulary and Skills Tracking Sheet. You will need the 9th-12th Vocabulary and Skills  document to complete the tracking sheet. It is best to quickly review the concepts, highlighting those that you feel are your weakest areas. One of the most important goals of AP Literature is to expand your vocabulary and improve your writing skills to an “A” level in college, so you need to know your strengths and areas for growth.

I encourage you to complete the extra credit that is attached to the pre-course required reading assignment. It begins your journey analyzing film as text and comparing literary texts to film adaptations, important skills we will develop throughout the semester. Plus you start the course with more than one hundred percent!

See you soon!

May 4

AP Literature Week 17 5/7 – 5/11

Week 17

Planning Your Week

W 5/9–AP Literature Exam! Good luck!

M 5/14–Film director project presentations

 

Monday, May 7

Opener: Review FRQ open questions; choose 3 to respond to with Death of a Salesman

Work Session:

  1. Finish Act II of Death of a Salesman 

Closer: Compose a claim and theme statement for 3 open FRQs

HW: Work on film director projects; AP Exam review

 

Tuesday, May 8

Opener: MCM on a Tuesday

Work Session:

  1. Review MC strategies
  2. FRQ speed dating

Closer: Prepare two novel cards for the exam (major characters, plot elements, tone, shifts, author’s style, motifs & symbols, claim statement).

HW: Work on film director projects; AP Exam review.

 

Wednesday, May 9

AP Literature Exam! Good luck!

 

Thursday, May 10–Friday, May 11

Opener: Review examples of film director projects.

Work Session:

  1. Film analysis of samples of representative directors.

Closer: Review stylistic techniques for film analysis.

HW: Work on film director projects.

April 27

AP Literature April 30 – May 4

Week 16

Planning Your Week

 

Work on film director projects.

 

Monday, April 30

Opener: MCM

Work Session:

  1. Intro to Death of a Salesman “group therapy”
  2. Review American dream and modernism

Closer: Begin reading DOAS

HW: Work on film director projects; AP Exam review

 

Tuesday, May 1

Opener: Sign up for film director presentations. Review Theatre of the Absurd and The Sandbox.

Work Session:

  1. Watch scene from The Founder. Establish mid-20th century traveling salesman persona.

Closer: Assign image trace motifs and begin reading Death of a Salesman.

HW: Work on film director projects; AP Exam review.

 

Wednesday, May 2

Opener: FRQ Wednesday

Work Session:

  1. Continue reading DOAS.

Closer: Review image trace and discussion questions.

HW: Work on film director projects; AP Exam review.

 

Thursday, May 3

Opener: Review opening scenes for DOAS, comparing/contrasting with film adaptation.

Work Session:

  1. Continue reading DOAS, focusing on image trace and discussion questions.

Closer: Summarize Act I.

HW: Work on film director projects; AP Exam review.

 

Friday, May 4

Opener: MCF (what? Multiple Choice Friday! Yay!)

Work Session:

  1. Review strategies for tackling multiple choice on the AP exam.

Closer: Speed date open prompts.

HW: Work on film director projects; AP Exam review.

April 22

AP Literature Week 15 April 23-27

Week 15

Planning Your Week

M 4/23: Group meeting/lab time for EPCOT projects.

T 4/24: Finish Othello test.

W-F 4/25 -27: Group presentations for EPCOT. 1984, Like Water for Chocolate, Brave New World

 

Monday, April 23

Opener: Q&A for EPCOT.

Work Session:

  1. Continue researching and polishing project requirements.

Closer: Finalize EPCOT projects.

HW: Presentations begin Wednesday.

 

Tuesday, April 24

Opener: Counseling presentation.

Work Session:

  1. Finish Othello test.

Closer: Last minute preparations for EPCOT presentations.

HW: Presentations begin tomorrow.

 

Wednesday, April 25–Friday, April 27

Opener: American dream/modernism review.

Work Session:

  1. Present EPCOT projects.

Closer: Review presentations.

HW: Review for AP exam.

April 13

AP Literature Week 14 April 16-20

Week 14

Planning Your Week

M 4/16: Group meeting/lab time for research papers.

W 4/18: Group research paper due at 11:59 p.m. to Turnitin.com; hard copy due in class Thursday, 4/19.

Th 4/19: Group meeting/lab time for EPCOT projects.

M 4/23: Othello test.

W-F 4/25 -27: Group presentations for EPCOT. 1984, Like Water for Chocolate, Brave New World

 

Monday, April 16

Opener: Reminders about research requirements.

Work Session:

  1. Continue researching and composing group review of the literature.
  2. Polish individual FRQ/literary analysis.
  3. Compose individual reflections.

Closer: Finalize research papers.

HW: Bring a hard copy of your research papers  to class tomorrow. Final papers due Wednesday 11:59 p.m. to Turnitin.com.

 

Tuesday, April 17

Opener: Set up peer-review of  research papers.

Work Session:

  1. Peer review FRQ/literary analysis section within the group.
  2. Peer review group review of the literature across groups.
  3. Review Act IV, Scene 1; discuss “The Slap” & Othello’s fall Lesson 20 “Is This the Noble Moor?”

Closer: Compare/contrast film adaptation with script.

HW: Final research papers due Wednesday night to Turnitin.com; bring hard copies to class Thursday.

 

Wednesday, April 18

Opener: Turn in hard copy of research paper. 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”).

Work Session:

  1. 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
  2. Select two volunteers to read Act IV, Scene 3

Closer: Compare/contrast film adaptation with script.

HW: Submit research papers to Turnitin.com by 11:59 p.m.; bring hard copies to class tomorrow. Prepare for last EPCOT planning day tomorrow.

 

Thursday, April 19

Opener: Review EPCOT project rubric and requirements.

Work Session:

  1. Continue polishing Epcot Project deliverables and products
  2. Review list of required project components
  3. Turn in final plan of room and contents of the pavillion.

Closer: Finalize EPCOT projects for presentation next Wed., Thurs., & Fri.

HW: Review Othello; we will begin a portion of the test tomorrow.

 

Friday, April 20

Opener: Review Othello Acts I-IV.

Work Session:

  1. Continue polishing Epcot Project deliverables and products
  2. Review list of required project components
  3. Turn in final plan of room and contents of the pavillion.

Closer: Compose a response to the film analysis prompt.

HW: Finish EPCOT project requirements.

April 4

AP Literature Week 13 April 9 – 13

Week 13

Planning Your Week

W 4/11: Group meeting for research.

W 4/18: Group research paper due at 11:59 p.m. to Turnitin.com; hard copy due in class Thursday, 4/19.

T-Th 4/24 -26: Group presentations for EPCOT.

 

Monday, April 9

Opener: Review exposition and rising action.

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 TWIST graphic organizer for style analysis and research requirements.

HW: Prepare for research Wednesday/Thursday.

 

Tuesday, April 10

Opener: 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”).

Work Session:

  1. Read Act IV, Scene 1; discuss “The Slap” & Othello’s fall Lesson 20 “Is This the Noble Moor?”
  2. 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  
  3. Select two volunteers to read Act IV, Scene 3

Closer: Compare/contrast film adaptation with script.

HW: Prepare for research Wednesday/Thursday.

 

Wednesday, April 11 and Thursday, April 12

Opener: Review research requirements.

Work Session:

  1. Research in the library.

Closer: Discuss topics with group and decide final focus of research.

HW: Prepare for research Wednesday/Thursday.

 

Friday, April 13

Opener: Review research requirements and EPCOT presentation requirements.

Work Session:

  1. Assign green-eyed monsters; analyze Iago’s & Emilia’s comments about jealousy and create an artistic rendition of the abstract concept.
  2. Assign final casting call for Act V.Lesson 22 “Murder’s Out of Time”
  3. Final conclusions Lesson 25 “Here Is My Journey’s End”
  4. Review Othello Acts IV-V
  5. Review word search and Iago’s bestiary for Othello test; create infographic to illustrate your findings.

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

HW: Finish research papers and project requirements.

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 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 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.