November 3

AP Literature Week 14 November 6 – 10

Week 14

Planning Your Week

F 11/10–Last group meeting for EPCOT presentations, which begin Monday, 11/13.

 

Monday, 11/6

Opener: Review FRQ approaches (thematic organization).

Work Session:

  1. Compose a response to the FRQ for Hamlet (Polonius to Laertes and Ophelia).

Closer: Peer score/edit FRQ responses.

Learning Goal(s): Trace theme throughout a text; analyze an author’s style; produces writing with stylistic maturity.

 

Tuesday, 11/7 — No school due to the student holiday.

 

 

Wednesday, 11/8

Opener: Finish viewing Hamlet; discuss comparisons of Kenneth Brannagh’s performance in Othello and Hamlet and contrasts of directors’ stylistic choices.

Work Session: 

  1. Analyze visual elements in still shots from the film.
  2. Compare the text to the film shots, focusing on the way directors create visual representations of motifs.

Closer: View Mel Gibson as Hamlet, comparing/contrasting the “To Be or Not To Be” speech.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist).

 

Thursday, 11/9

Opener: Review FRQ approaches (literary elements tied to theme; comparative writing).

Work Session:

  1. Compose a response to the FRQ for comparison of Iago’s soliloquy vs. Hamlet soliloquy.

Closer: Peer score/edit FRQ responses.

Learning Goal(s): Trace theme throughout a text; analyze an author’s style; produces writing with stylistic maturity.

 

Friday, 11/10

Opener: Group meeting for last minute issues before next week’s presentations; create a “to do list” for EPCOT presentations, which start Monday.

Work Session:

  1. Discuss Rosencrantz and Guildenstern as characters (STEAL).
  2. Introduce Rosencrantz and Guildenstern Are Dead as allusion and element of 20th century absurdity.

Closer: Read/analyze opening scene from Rosencrantz and Guildenstern Are Dead.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist).

October 27

AP Literature Week 13 October 30 – November 3

Week 13

Planning Your Week

M 10/30–Research paper due to Turnitin.com by 11:59 p.m. Bring hard copy to class Tuesday, 10/31.

 

Monday, 10/30

Opener: Review EPCOT requirements, focusing on theme and style.

Work Session:

  1. Partners: Generate theme statements for Othello. Post on theme web on the wall.
  2. EPCOT groups: Generate seven themes for your novel; include textual evidence and commentary for each theme (total of ten quotes).
  3. EPCOT groups: Partner to finish style analysis with multiple choice questions and three perfect passages (analyze six elements of style).

Closer: Review film analysis criteria and read the overview of The Tragedy of Hamlet; begin viewing Hamlet.

Learning Goal(s): Trace theme throughout a text; analyze an author’s style.

 

Tuesday, 10/31

Opener: Discuss existential thought and absurdism.

Work Session:

  1. Continue viewing The Tragedy of Hamlet, focusing on existential elements and absurdism as well as Rosencrantz and Guildenstern as characters.

Closer: Turn in preliminary notes on the film.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist).

 

Wednesday, 11/1

Opener: Review analysis focus for FRQ (prose/poetry passages vs. open question–scope of what’s in front of you with multiple elements tying to one thematic suggestions vs. scope of what you remember about an entire novel with focus on complexity of one element tying to an overarching theme)

Work Session: 

  1. FRQ Wednesday:
  2. Peer scoring; highlight strong claim and intro material, topic sentence tied to the claim, specific evidence/quotes, quality interpretation/commentary.

Closer: Create a plan for improving FRQ responses.

Learning Goal(s): Produces writing with stylistic maturity.

 

Thursday, 11/2

Opener: Review Hamlet plot/characters, clearing up any misconceptions. Discuss preliminary findings from film analysis.

Work Session:

  1. Continue viewing The Tragedy of Hamlet.

Closer: Begin composing film analysis essay.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist).

 

Friday, 11/3

Opener: Review essay components still lacking (as determined from formative assessment Othello test, FRQ & EPCOT literary analysis): specific evidence, directly tied back to the topic sentence, which is directly tied back to the claim; quality commentary.

Work Session:

  1. Finish viewing The Tragedy of Hamlet.
  2. Discuss Rosencrantz and Guildenstern as characters (STEAL).
  3. Introduce Rosencrantz and Guildenstern Are Dead as allusion and element of 20th century absurdity.

Closer: Read/analyze opening scene from Rosencrantz and Guildenstern Are Dead.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist).

October 20

AP Literature Week 12 October 23 – 27

Week 12

Planning Your Week

F 10/27–Research paper due.

 

Monday, 10/23 – Tuesday, 10/24

Opener: Review research paper requirements and group focus.

Work Session:

  1. Research using Cobb Digital Library.
  2. Collaborate with groups to synthesize research.

Closer: Plan for added research as well as revision and editing of the paper due Friday.

Learning Goal(s): Research to enhance understanding of a literary text.

 

Wednesday, 10/25

Opener: Multiple choice review of levels of questions and strategies for attacking the questions.

Work Session: 

  1. Complete MCM on prose prompt; review with “Attack the Question This Way” strategies.

Closer: Compose multiple choice questions for style passages in research novels.

Learning Goal(s): Analyze style, focusing on specific word choices and syntax and their effects.

 

Thursday, 10/26

Opener: Review research paper requirements and group focus.

Work Session:

  1. Research using Cobb Digital Library.
  2. Collaborate with groups to synthesize research.

Closer: Plan for added research as well as revision and editing of the paper due Friday.

Learning Goal(s): Research to enhance understanding of a literary text.

 

Friday, 10/27

Opener: Turn in research papers.

Work Session:

  1. Introduce Hamlet. View Kenneth Branaugh adaptation.

Closer: Review EPCOT project requirements.

 

October 13

AP Lit Week 11 10/16 – 10/20

Week 11

Planning Your Week

Th 10/19–Othello Test; prepare list of animal imagery and word trace.

F 10/20–Group meetings for EPCOT projects/research novels in the learning commons. Leaders should provide detailed agendas for the group paper and the project requirements.

 

Monday, 10/16

Opener: Review plot structure (exposition, rising action, climax, denoument/falling action, resolution) based on the five act Shakespearean play structure.

Work Session:

  1. Read & analyze 3.4 (Lesson 18: “Ocular Proof”).
  2. Read Act IV, Scene 1; discuss “The Slap” & Othello’s fall Lesson 20 “Is This the Noble Moor?”
  3. Discuss the contrast between Act II Scene 3 and Act IV Scene 1, noting the parallels between Othello’s comments on “turning Turk” and the way he sends Desdemona to bed. Discuss the similarity to Shakespeare’s comedies with other/fantasy worlds where the characters endure complications before everything ends happily ever after. Discuss Iago’s status as “magician”/”puppeteer.”

Closer: Review Act III–IV; evaluate the director’s choices in the Fishburne adaptation; note the shift in the sequence of events between the play and the film.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

 

Tuesday, 10/17

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. On Your Feet reading of Act IV, Scene 2; performance of Willow Scene (Act IV, Scene 3) Lesson 21 “O These Men, These Men!”
  2. Select two volunteers to read Act IV, Scene 3
  3. Write a short poem, using one of Shakespeare’s lines from Act IV, Scene 2 or 3.
  4. Create a green-eyed monster; analyze Iago’s & Emilia’s comments about jealousy and create an artistic rendition of the abstract concept.

Closer: Share green-eyed monsters. 

Learning Goal(s): Analyze character development, using textual evidence to support analysis, including uncertainties.

 

Wednesday, 10/18

Opener: Assign final casting call for Act V.Lesson 22 “Murder’s Out of Time.”

Work Session:

  1. Perform Act V.
  2. Final conclusions Lesson 25 “Here Is My Journey’s End”
  3. Review Othello Acts IV-V
  4. Review word search and Iago’s bestiary for Othello test; create infographic to illustrate your findings.

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

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

 

Thursday, 10/19

Opener: Quick review of Othello.

Work Session:

  1. Othello test.

Closer: Continue planning research; revise FRQ.

 

Friday, 10/20

Opener: Meet with novel groups; leaders review plan for the day.

Work Session:

  1. Research in the learning commons.

Closer: Regroup and summarize the day’s accomplishments and make a list of next steps.

October 6

AP Lit Week 10 10/9 – 10/13

Week 10

Planning Your Week

M 10/9–Bring props/materials for Othello 2.3 performances.

F 10/6–Group meetings for EPCOT projects/research novels. Leaders should provide agendas; reading coaches should provide reading questions. All group members should be finished reading the novel.

 

Monday, 10/9

Opener: Quick rehearsal for drinking scene performances.

Work Session:

  1. Perform 2.3 Drinking Scenes
  2. View film adaptation, comparing/contrasting.

Closer:

  1. Evaluate each group’s performance; identify strengths and highlight key points in the scene.
  2. Share agendas/reading questions for tomorrow’s meetings; begin thinking about potential research topics

*Homework: Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

 

Tuesday, 10/10

Opener: Review plot structure (exposition, rising action, climax, denoument/falling action, resolution).

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. 

Learning Goal(s): Analyze character development, using textual evidence to support analysis, including uncertainties.

 

Wednesday, 10/11–Senior Summit; only 3rd and 4th periods will meet.

Opener: Review research requirements for EPCOT projects.

Work Session:

  1. Research for novel projects.

Closer: Solidify research topics.

Learning Goal(s): Research to enhance understanding of literary texts.

 

Thursday, 10/12

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

 

Friday, 10/6

Opener: Review research requirements.

Work Session:

  1. EPCOT novel group meeting (45 minutes) discuss questions established by the reading coach cast member, set action items for next week’s meeting.
  2. Complete FRQ Open Question for research novels.

Closer: Submit tentative plan for EPCOT display.

September 29

AP Literature Week 9 Oct. 2-6

Week 9

Planning Your Week

Th 10/5–Bring props/materials for Othello 2.3 performances.

F 10/6–Group meetings for EPCOT projects/research novels. Leaders should provide agendas; reading coaches should provide reading questions.

 

Monday, 10/2

Opener: Review Othello 1.1, 1.2, 1.3 (film adaptation and/or scene summaries).

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. Discuss character objectives, superobjectives, and beat changes. Review Iago’s and Roderigo’s changing motivations.
  3. View the scene, comparing & contrasting script to film.

Closer: Read 2.1, focusing on the setting change and Iago’s asides.

*Homework: Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

 

Tuesday, 10/3

Opener: Finish reading 2.1 and 2.2 (Herald’s scene); review setting change from Venice to Cyprus.

Work Session: 

  1. Perform subtext scenarios (Fred); discuss importance of adding cues for subtext (blocking, movement on stage, physical gestures,voice inflection, emphasis, props).
  2. Read 2.3.1-40; use stage directions promptbook to model adding cues for subtext.
  3. Assign 2.3 Drinking Scene to three groups; annotate scripts to add cues for subtext; plan props, costumes, stage scenery/backdrops for classroom productions.

Closer: Continue working on 2.3 analysis.

Learning Goal(s): Analyze character development, using textual evidence to support analysis, including uncertainties.

 

Wednesday, 10/4

Opener: Continue working on 2.3 analysis.

Work Session:

  1. Rehearse drinking scene to prepare for tomorrow’s production.

Closer: List items needed for tomorrow’s production.

*Homework: Bring props/materials for tomorrow’s production of Othello 2.3. Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Cite strong and thorough textual evidence to support analysis, including uncertainties; analyze the impact of the author’s choices regarding how to develop and relate elements of a story and how to structure specific parts of a text.

 

Thursday, 10/5

Opener: Quick rehearsal for Othello 2.3.

Work Session:

  1. Perform 2.3 Drinking Scenes
  2. View film adaptation, comparing/contrasting.

Closer: Share agendas/reading questions for tomorrow’s meetings; begin thinking about potential research topics.

 

Friday, 10/6

Opener: List potential research topics on a notecard; prepare to discuss with groups.

Work Session:

  1. 5th EPCOT novel group meeting (45 minutes) discuss questions established by the reading coach cast member, set action items for next week’s meeting.
  2. Submit potential research topics (notecard)
  3. Prepare TWIST and multiple choice questions for passages from research novels.

Closer: Submit tentative plan for EPCOT display.

September 23

AP Literature Fall Break

Please enjoy your time off with family and friends!

If you have the time and means, you should continue reading your EPCOT project novel and communicate with your group members to plan and complete the required elements of the project. Remember your purpose and audience: develop an engaging, interactive experience that brings a social, scientific, or cultural issue to life for an international audience of families who might visit EPCOT.

You will also have an individual research component, so begin thinking about thematic topics the author of your novel addresses. How do those topics tie in to current social issues, ethical concerns, or cultural beliefs?

September 15

AP Literature Week 8 9/18-9/22

Week 8

Planning Your Week

F 9/21–Group meetings for EPCOT projects/research novels. Leaders should provide agendas; reading coaches should provide reading questions.

 

Monday, 9/18

Opener: Post theme statements on posters to create webs of texts we have studied.

Work Session:

  1. Complete TWIST graphic for Othello 1.1, opening conversation between Roderigo and Iago.
  2. 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: Compare/contrast film adaptations of the opening scene of Othello.

*Homework: Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

 

Tuesday, 9/19

Opener: Creative Writing–examine the painting McSorley’s Bar (or Nighthawks) and compose a short scene using STEAL to build a character.

Work Session: 

  1. Rehearse and perform group scenes 1.2. 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’?
  2. Read 1.3 antiphonally; 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).
  3. Ring the changes–1.3 Brabantio’s parting shot

Closer: View 1.2 – 1.3.

Learning Goal(s): Analyze character development, using textual evidence to support analysis, including uncertainties.

 

Wednesday, 9/20

Opener: Review elements of rhetorical triangle, ethos, logos, and pathos.

Work Session:

  1. Analyze Iago’s rhetoric 1.3
  2. View 1.3 from various film adaptations.
  3. Discuss character objectives and beat changes in dramatic productions.
  4. Read 2.1, 2.2 (Herald’s scene); paraphrase to ensure comprehension.
  5. Complete a Somebody Wanted But So for what we have read of Othello: What are Iago’s motivations? What are Roderigo’s desires? What are Othello’s desires? How does each man react/adapt in order to achieve his objective?

Closer: Locate a passage for a TWIST style analysis of your research novel.

*Homework: Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Cite strong and thorough textual evidence to support analysis, including uncertainties; analyze the impact of the author’s choices regarding how to develop and relate elements of a story and how to structure specific parts of a text.

 

Thursday, 9/21

Opener: Review FRQ tips for 9s: worldly observation to start, strong claims, circular intros/conclusions, working chronologically through a piece of text to analyze, strong verbs & few modifiers.

Work Session:

  1. FRQ: compose an essay to answer an AP free response question.
  2. Complete MCM on a Thursday.

Closer: In small groups (2-3) write Attack the Question This Way strategies for the MC questions.

 

Friday, 9/22

Opener: Complete a TWIST with your selected passage from your research novel.

Work Session:

  1. 4th EPCOT novel group meeting (45 minutes) discuss questions established by the reading coach cast member, set action items for next week’s meeting.
  2. Present dramaturgy research results.

Closer: Make plans for continued work over the break or a plan to handle group needs with people who may be traveling/unavailable.

September 11

AP Literature Week 7 9/11-9/15

Week 7

Planning Your Week

W 9/13–POL presentations; TPCASST for both poems due in class; explication for the poem you recite is due to Turnitin.com before class.

F 9/15–Group meetings for EPCOT projects/research novels. Leaders should provide agendas; reading coaches should provide reading questions.

 

Monday, 9/11 and Tuesday, 9/12–Schools closed due to weather conditions from Hurrican Irma. 

 

Wednesday, 9/13

Opener: Turn in TPCASST and poetry explications.

Work Session:

  1. Present POL.
  2. Discuss Othello anticipation guide.
  3. Watch PBS Othello video (Who Is Othello?); answer discussion questions.

 

Closer: Post theme statements on posters to create webs of texts we have studied.

*Homework: Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Present poetry to demonstrate analysis; begin connecting to themes in Othello and comparing to themes from other works.

 

Thursday, 9/14

Opener: Round robin reading of 1.1 (slightly cut script)

Work Session:

  1. Analyze 1.1 Slightly Cut Script
  2. Audition, cast, and rehearse actors for 1.1, opening scene
  3. Compare/contrast our performance with professional performances

Closer: Reminders for group meetings tomorrow (leaders provide agendas; reading coaches provide discussion questions).

 

Friday, 9/15

Opener: Review project requirements, focus for reading; build community with groups (leader brings activity).

Work Session:

  1. 3rd EPCOT novel group meeting (45 minutes) discuss questions established by the reading coach cast member, set action items for next week’s meeting
  2. Rehearse and perform group scenes 1.2.
  3. Read 1.3; analyze Iago’s rhetoric in 1.3.

Closer: Read EPCOT/research novels.