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

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

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.

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

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

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

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!

December 22

Welcome to AP Literature!

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 January 7. You will have an assessment January 9.

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. However, this is intended only for review and reference. Please do not spend lengthy amounts of time on this document. 

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!

December 7

AP Literature December 10-21

Planning Your Week

T-F 12/11-14: Present EPCOT projects.

M 12/17: ZINC due.

T 12/18: Film director projects due.

F 12/21: Final exam.

ONGOING: ZINC–continue with assignments. Remember your goal is to beat Walter’s class on the Leaderboard! (I mean, your goal is to enhance the sophistication of your writing by expanding your vocabulary. It will also help with SAT and ACT.) You must log in through Clever.

 

Monday, December 10

Opener: Review requirements for EPCOT projects and film analysis.

Work Session:

  1. Library visit for work on EPCOT projects and/or film director projects.

Closer: Finalize plans for presentations.

Homework: ZINC; complete EPCOT requirements!

 

Tuesday, December 11 – Friday, December 14

Present EPCOT projects.

Homework: ZINC; research film directors.

 

Monday, December 17

Opener: Review film analysis requirements and study of Kenneth Branagh in The Tragedy of Hamlet and Cinderella.

Work Session:

  1. Continue viewing Cinderella. 

Closer: Fill in film analysis graphic organizer.

Homework: ZINC due; finish film director projects.

 

Tuesday, December 18-Wednesday, December 19

Present film director projects.

 

Thursday, December 20–No class (1st & 2nd period finals)

Friday, December 21–Final exam

November 30

AP Literature Week 18 Dec. 3-7

Week 17

Planning Your Week

T 12/4: Perform absurd plays.

Continue working on EPCOT novel project requirements.

ONGOING: ZINC–continue with assignments. Remember your goal is to beat Walter’s class on the Leaderboard! (I mean, your goal is to enhance the sophistication of your writing by expanding your vocabulary. It will also help with SAT and ACT.) You must log in through Clever.

 

Monday, December 3

Opener: Review requirements for absurd plays, EPCOT projects, and film analysis.

Work Session:

  1. Library visit for work on absurd plays, EPCOT projects, and/or film director projects.

Closer: Rehearse absurd plays.

Homework: Prepare for absurd play performances tomorrow; ZINC; complete EPCOT requirements!

 

Tuesday, December 4

Opener: Quick rehearsal for absurd plays.

Work Session:

  1. Perform absurd plays & award Oscars.
  2. View humorous scenes: Rosencrantz and Guildenstern Funny Scenes
  3. Review film director project requirements/film analysis.

Closer: Begin viewing The Tragedy of Hamlet.

Homework: ZINC; complete EPCOT requirements; research film directors.

 

Wednesday, December 5

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: Fill in film analysis graphic organizer.

Homework: ZINC; complete EPCOT requirements; research film directors.

 

Thursday, December 6

Opener: Review existential thought and absurdism; clear up plot elements in The Tragedy of Hamlet. 

Work Session:

  1. Begin comparing Kenneth Brannaugh’s performance as an actor and examine his vision as a director.
  2. Continue viewing The Tragedy of Hamlet, focusing on existential elements and absurdism as well as Rosencrantz and Guildenstern as characters.

Closer: Fill in graphic organizer for Hamlet.

Homework: ZINC; complete EPCOT requirements; research film directors.

 

Friday, December 7

Opener: EPCOT meeting–finalize plans for presentations.

Work Session:

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

Closer: Apply concepts of film analysis to your chosen director’s work.

Homework: EPCOT presentations begin Tuesday.