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.

 

March 2

Week 9 AP Literature March 5 – 9

Week 9

Planning Your Week

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

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

 

Monday, March 5

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

Work Session:

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

Closer: Prepare major works data sheet for The Awakening.

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

 

Tuesday, March 6

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

Work Session:

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

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

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

 

Wednesday, March 7

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

Work Session:

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

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

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

 

Thursday, March 8

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

Work Session:

  1. View Pleasantville.
  2. Assign mural.

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

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

 

Friday, March 9

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

Work Session:

  1. Finish Pleasantville. 

Closer: Complete anticipation guide for Othello. 

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

 

February 23

AP Literature Week 8 Feb. 26 – March 2

Week 8–REGISTRATION FOR AP EXAMS MUST BE COMPLETED BY THIS WEDNESDAY, FEB. 28 through Total Registration!

Planning Your Week

Th 3/1: Finish The Awakening for class; complete scholar’s journal and article for Socratic discussion.

F 3/2: Read the scheduled section of your research novel; prepare for in-class group meeting.

 

Monday, February 26

Opener: MCM poetry; fill in data sheet

Work Session:

  1. Read The Awakening ch.16-26; complete scholar’s journal entries.
  2. Review bird and house imagery (handouts).

Closer: Continue reading The Awakening.

HW: Read research novels.

 

Tuesday, February 27

Opener: Review types of men (Robert, Alcee, and Leonce)

Work Session:

  1. Read The Awakening ch. 27-31; complete scholar’s journal entries, discussing comparison of houses, types of women, and bird imagery.

Closer: Review the novel in terms of narrative elements and Chopin’s potential themes; consider literary lenses.

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

 

Wednesday, February 28

Opener: 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.
  2. Read The Awakening ch. 32-39; complete discussion questions.

Closer: Paul Laurence Dunbar’s “Sympathy”.

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

 

Thursday, March 1

Opener: Review The Awakening with final quotes.

Work Session:

  1. Read “Yes, She’s a Christ Figure Too” and apply to scenes from The Awakening.
  2. Complete literary lens prompt for interpreting The Awakening.

Closer: Prepare MWDS for The Awakening.

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

 

Friday, March 2

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

Work Session:

  1. FRQ #4 Poetry
  2. Analyze sample essays; self assess according to the rubric.

Closer: Read your research novel.

HW: Read research novels.

 

February 9

AP Literature Week 7 Feb. 12-16

Week 7–REGISTRATION FOR AP EXAMS MUST BE COMPLETED BY FEB. 28 through Total Registration!

Planning Your Week

M 2/12: Read through ch.5 of The Awakening for Monday’s class; POL paraphrase and explication due to Turnitin.com

T 2/13: Recite POL poems in class; finish ch. 1-15 of The Awakening, completing scholar’s journal entries.

Th 2/15: Read through ch.26 of The Awakening for class.

F 2/16: Read the scheduled section of your research novel; prepare for in-class group meeting.

 

Monday, February 12

Opener: MCM prose; fill in data sheet

Work Session:

  1. Rehearse POL poems and work on paraphrase and explication.
  2. Read Coventry Patmore’s “The Wife’s Tragedy” from Canto IX, Book I “The Sahara” from The Angel in the House; complete a dialectical 4-column response.
  3. Discuss the poem in context of ch. 1-5 of The Awakening.

Closer: Read ch.6-10 of The Awakening.

HW: Finish ch. 6-10 of The Awakening; submit paraphrase and explication to Turnitin.com; prepare for POL recitation tomorrow.  

 

Tuesday, February 13

Opener: Watch Modern Family episode 1:14; create a t-chart comparing what each woman gains and what each woman loses; watch I Love Lucy; analyze gender roles.

Work Session:

  1. Read The Awakening ch. 11-15; complete scholar’s journal entries, discussing comparison of houses, types of women, and bird imagery.
  2. Jigsaw chapters II-V, IX, XIII from A Vindication of the Rights of Women by Mary Wollstonecraft.

Closer: Discuss The Awakening ch. 1-15 in terms of narrative elements and Chopin’s potential themes; discuss literary lenses.

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

 

Wednesday, February 14

Opener: Analyze songs and ads; discuss patterns among the songs, gender roles, and society’s messages toward women.

Work Session:

  1. Read The Awakening ch. 16-20; complete scholar’s journals.

Closer: Review EPCOT project; model with The Awakening.

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

 

Thursday, February 15

Opener: View The Gilded Cage; analyze with the Feldman method; listen to “A Bird in a Gilded Cage”; discuss the role of the artist in the turn of the 20th century.

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.
  2. Read The Awakening ch. 21-26; complete discussion questions.

 

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

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

 

Friday, February 16

Opener: FRQ #3 prose

Work Session:

  1. FRQ #3 Prose 
  2. Analyze sample essays; self assess according to the rubric.
  3. Meet with research novel groups to plan a reading schedule.

Closer: Read your research novel.

HW: Enjoy the break!

 

February 2

AP Literature Week 6 Feb. 5 – 9

Week 6–REGISTRATION FOR AP EXAMS MUST BE COMPLETED BY FEB. 28 through Total Registration!

Planning Your Week

S 2/4: Schoology post (literary lenses applied to “An Occurrence at Owl Creek Bridge” and “A Rose for Emily”

M 2/5: Bring your 2 poems printed from the Poetry Out Loud website; for Tuesday read ch.4 from How to Read Literature Like a Professor (p.17-19 in the pdf on Schoology) and Types of Sonnets .

T 2/6: For Wednesday, read p.571-579 (ch. 12), p. 604-610 (ch. 13), and p. 721-735 (ch.16) in the textbook. Take notes to prepare for the quiz.

W 2/7: Reading quiz for poetic diction, imagery, and form; for Thursday, read ch. 10 (p.44-47 in the pdf on Schoology) of How to Read Literature Like a Professor.

F 2/9: POL paraphrase and explication due to Turnitin.com; perform POL in class; obtain a copy of your research novel and bring to class.

 

Monday, February 5

Opener: MCM poetry

Work Session:

  1. Groups create reading schedule for research novels..
  2. Revisit “Dulce”, analyzing aural sounds and imagery; develop and intro and theme statement.

Closer: Analyze POL poems with TPFASTT/TPCASTT; compose paraphrase for both POL poems.

HW: Read ch.4 from How to Read Literature Like a Professor (p.17-19 in the pdf on Schoology) and Types of Sonnets . 

 

Tuesday, February 6

Opener: CW Tuesday–3 line poem

Work Session:

  1. Poetry mixer; place poetry handout in SN; small groups complete QHT for poetic devices.
  2. Create theme statements for poems in chapter 11.
  3. Analyze POL poems with TPFASTT/TPCASTT
  4. Compose paraphrase for both POL poems.

Closer: Write an explanation of how someone from your literary lens would view “An Occurrence” or “A Rose for Emily.”

HW: Read p.571-579 (ch. 12), p. 604-610 (ch. 13), and p. 721-735 (ch.16).

 

Wednesday, February 7

Opener: Reading quiz for diction, imagery, and form.

Work Session:

  1. FRQ #2 Poetry
  2. Analyze sample essays; self assess according to the rubric.

Closer: Read “American Sonnet” by Billy Collins

HW: Read ch. 10 (p.44-47 in the pdf on Schoology) of How to Read Literature Like a Professor; memorize chosen poem for Poetry Out Loud and compose a paraphrase and explication due Friday.

 

Thursday, February 8

Opener: Revisit weather in In the Lake of the Woods (opening and closing chapters),  the leaf/spider scene from “An Occurrence at Owl Creek” (Twilight Zone), and the escape scene from Shawshank Redemption.

Work Session:

  1. View the trailer and rain scene from Bridges of Madison County.
  2. Read “The Storm”; analyze imagery
  3. Develop a theme statement for “The Storm.”
  4. Read Paul Laurence Dunbar’s “Sympathy”.

Closer: Choose three poems from the ones we have read or from the textbook and examine them through your literary lens.

HW: Memorize chosen poem for Poetry Out Loud and compose a paraphrase and explication due tomorrow.

 

Friday, February 9

Opener: Fun Friday de-stress; focus on imagery and sensory detail

Work Session:

  1. Perform POL poems.
  2. Meet with research groups to plan a research schedule.

Closer: Read your research novel.

HW: Enjoy the weekend!