November 9

AP Literature Week 15 November 12-16

Week 15

Planning Your Week

F 11/16: Literary conversation research paper due in class and to Turnitin.com

 

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, November 12

Opener: Review Literary Conversation research paper requirements; mine group essays for similar themes, overlapping content, shared analysis points: what commonality exists in the individual essays that should be further explored in a group essay?

Work Session:

  1. Research and compose annotated bibliography.

Closer: Review individual FRQs and revise.

Homework: Revise FRQ for Literary Conversation research paper. Complete EPCOT requirements!

 

Tuesday, November 13

Opener: Finish Act I of Death of a Salesman.

Work Session:

  1. Map expository elements of Death of a Salesman: characters (STEAL); plot and conflict; settings; symbols & motifs.
  2. Complete RAFT for Act I.

Closer: Begin Act II.

Homework: Revise FRQ for Literary Conversation research paper. Complete EPCOT requirements!

 

Wednesday, November 14

Opener: Write a Somebody Wanted But So statement for Act I; compose a theme statement with a direct tie to your SWBS; what themes emerge?

Work Session:

  1. Read Act II; discuss SG questions.
  2. Packing your “valise” activity; what are the most important elements of the play to put in your suitcase? What quotes best connect important themes? (Pick a character from the play and “pack” his/her suitcase; what would be in Linda’s suitcase? Happy’s? Biff’s? Bernard’s? Charley’s?).

Closer: Brief EPCOT meeting for tomorrow’s work day; examine sample papers.

Homework: Revise FRQ for Literary Conversation research paper. Complete EPCOT requirements!

 

Thursday, November 15

Opener: Review editing sheets for individual FRQs, group essays, and reflections.

Work Session:

  1. Conduct research for EPCOT conversation paper; complete annotated bibliography and compose papers.

Closer: Plan for tomorrow’s group meeting.

Homework: Complete Literary Conversation paper and work on EPCOT requirements.

 

Friday, November 16

Opener: EPCOT meeting–turn in Literary Conversation paper and finalize plans for presentations.

Work Session:

  1. Finish reading DOAS Act II.

Closer: Analyze the film, considering literary lenses that could be applied.

Homework: Enjoy your break! Work on EPCOT presentations.

November 2

AP Literature Week 14 November 5 -9

Week 14

Planning Your Week

F 11/9: ZINC due by 11:59 p.m.

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, November 5

Opener: Review Death of a Salesman questions/images.

Work Session:

  1. Continue reading Death of a Salesman Act One; complete guided reading questions and study guide.

Closer: View the film adaptation, comparing and contrasting with the play.

Homework: Complete EPCOT requirements; ZINC due Friday!

 

Tuesday, November 6 Teacher Workday/Student Holiday

 

 

Wednesday, November 7

Opener: Review EPCOT research requirements.

Work Session:

  1. Compose a response to the novel prompt.
  2. Conduct research for EPCOT novels.

Closer: Work on green-eyed monsters.

Homework: ZINC; complete EPCOT requirements.

 

Thursday, November 8

Opener: Daily Lines

Work Session:

  1. Mine group essays for similar themes, overlapping content, shared analysis points: what commonality exists in the individual essays that should be further explored in a group essay?
  2. Conduct research for EPCOT conversation paper.

Closer: Plan for tomorrow’s group meeting.

Homework: ZINC; complete EPCOT requirements.

 

Friday, October 9

Opener: EPCOT meeting–discuss research topics.

Work Session:

  1. Fun Friday activity to explore convergent thinking parallels
  2. EPCOT Meetings
  3. Read notes on the comedic ladder and theater of the absurd
  4. Begin Extremely Loud and Incredibly Close

Closer: Analyze the film, considering literary lenses that could be applied.

Homework: ZINC; complete EPCOT requirements.

October 26

AP Literature Week 13 October 29 – November 2

Week 13

Planning Your Week

M 10/29: Animal imagery chart and word trace chart due

T 10/30: Infographic due

Th 11/1: Green-eyed monster illustration (extra credit) due

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, October 29

Opener: Daily Lines; Review rhetorical strategies and scene summaries through Act IV

Work Session:

  1. View film adaptation, comparing/contrasting.
  2. Compose a response to the rhetorical analysis prompt for Othello.

Closer: Read Act V.

Homework: Finish infographic; complete EPCOT requirements; ZINC!

 

Tuesday, October 30

Opener: Daily Lines

Work Session:

  1. Review Act V; compose a response to the film analysis question.
  2. Conduct research for EPCOT conversation paper.

Closer: Plan EPCOT research and presentations.

Homework: ZINC; complete EPCOT requirements.

 

Wednesday, October 31

Opener: Review EPCOT research requirements.

Work Session:

  1. Compose a response to the novel prompt.
  2. Conduct research for EPCOT novels.

Closer: Work on green-eyed monsters.

Homework: ZINC; complete EPCOT requirements.

 

Thursday, November 1

Opener: Daily Lines

Work Session:

  1. Mine group essays for similar themes, overlapping content, shared analysis points: what commonality exists in the individual essays that should be further explored in a group essay?
  2. Conduct research for EPCOT conversation paper.

Closer: Plan for tomorrow’s group meeting.

Homework: ZINC; complete EPCOT requirements.

 

Friday, October 26

Opener: EPCOT meeting–discuss research topics.

Work Session:

  1. Fun Friday activity to explore convergent thinking parallels
  2. EPCOT Meetings
  3. Read notes on the comedic ladder and theater of the absurd
  4. Begin Extremely Loud and Incredibly Close

Closer: Analyze the film, considering literary lenses that could be applied.

Homework: ZINC; complete EPCOT requirements.

October 19

AP Literature Week 12 October 22 – 26

Week 12

Planning Your Week

If you have not already, finish your EPCOT novel. Continue working on 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, October 22

Opener: Daily Lines; Review plot structure (exposition, rising action, climax, denouement/falling action, resolution) and character objectives.

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: View film adaptation, comparing & contrasting.

Homework: Fill in animal imagery chart and word trace for Act III; complete EPCOT requirements; ZINC!

 

Tuesday, October 23

Opener: Daily Lines

Work Session:

  1. FRQ

Closer: Complete self-assessment rubric.

Homework: ZINC; complete EPCOT requirements.

 

Wednesday, October 24

Opener: Analyze the politics of casting and gender issues.

Work Session:

  1. Read/analyze Act IV, Scene 1; discuss “The Slap” & Othello’s fall.
  2. Read/analyze Act IV, Scene 2; perform the Willow Scene (Act IV, Scene 3).
  3. Compose a short poem, using one of Shakespeare’s lines from Act IV, Scene 2 or 3.

Closer: Fill in animal imagery chart and word trace for Act III & IV.

Homework: ZINC; complete EPCOT requirements.

 

Thursday, October 25

Opener: Review animal imagery and word trace; introduce infographic concept.

Work Session:

  1. Finish reading Act IV; compare/contrast with film adaptation.
  2. Compose a response to the film adaptation prompt.

Closer: Begin reading Act V.

Homework: ZINC; complete EPCOT requirements.

 

Friday, October 26

Opener: EPCOT meeting–discuss research topics.

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.
  3. Review Othello Acts IV-V; discuss final conclusions.
  4. Review word search and Iago’s bestiary for Othello test; create infographic to illustrate your findings.

Closer: View/analyze film adaptation of Act V.

Homework: Finish infographic for word search and Iago’s bestiary; review rhetoric from Othello; ZINC; complete EPCOT requirements.

October 12

AP Literature Week 11 Oct. 15-19

Week 11

Planning Your Week

If you have not already, finish your EPCOT novel. Continue working on project requirements.

W 10/17: Perform 2.3.

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, October 15

Opener: Daily Lines; review character objectives.

Work Session: 

  1. Analyze and annotate 2.3 scripts; plan performances.

Closer: Finish EPCOT novels.

Homework: Fill in animal imagery chart and word trace for Act I and the beginning of Act II; EPCOT meeting tomorrow; ZINC!

 

Tuesday, October 16

Opener: Daily Lines

Work Session:

  1. Collaborate with EPCOT groups: compose 2 more theme statements and attach quotes and explanations; analyze another style passage; list vocabulary words and begin defining them.

Closer: Finish analysis/annotation of 2.3.

Homework: Complete EPCOT requirements; bring props, costumes, etc. for EPCOT performance tomorrow.

 

Wednesday, October 17

Opener: Quick rehearsal for 2.3.

Work Session:

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

Closer: Begin analyzing 3.1.

Homework: Fill in animal imagery chart and word trace for Act II and the beginning of Act III; complete EPCOT requirements; ZINC!

 

Thursday, October 18

Opener: Daily Lines; Review plot structure (exposition, rising action, climax, denouement/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: View film adaptation, comparing & contrasting.

Homework: Fill in animal imagery chart and word trace for Act III; complete EPCOT requirements; ZINC!

 

Friday, October 19

Opener: EPCOT meeting–upload documents to Schoology group.

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”).
  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/analyze film adaptation of Act IV.

Homework: Fill in animal imagery chart and word trace for Act III; complete EPCOT requirements; ZINC!

October 5

AP Literature Week 10 Oct. 8-12

Week 10

Planning Your Week

Continue reading your EPCOT novel. 

TIPS FOR RECITING POETRY OUT LOUD: Tips for Recitation

M 10/8: Dramaturgy presentations due in class.

W 10/10: Senior Summit and ZINC 200 words is also due today.

F 10/12: TPFASSTT analysis due for both poems you chose for Poetry Out Loud. You will recite one.

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, October 8

Opener: Present dramaturgy for Ira Aldridge, Paul Robeson, and other Othello productions.

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.
  3. Choose five students to read 2.1.161-204 on their feet (one is Emilia, who has no lines, but is in the scene); direct
  4. Paraphrase Iago’s first aside 2.1.161-170; “Ring the Changes” for Iago’s second aside 2.1.190-92
  5. Continue reading 2.1; for the conversation between Roderigo & Iago, cast one person as Roderigo & three as Iago (read “Round-Robin”/each person reads one sentence). Explain how Iago’s mind moves at three times the speed of Roderigo’s.
  6. Cast two people to take turns reading alternating sentences for Iago’s soliloquy.
  7. Discuss the opening scene of Act II.

Closer: Read EPCOT novels.

Homework: Fill in animal imagery chart and word trace for Act I and the beginning of Act II; Poetry Out Loud due Friday; read EPCOT novels and prepare for Friday’s group meeting; ZINC!

 

Tuesday, October 9

Opener: Daily Lines

Work Session:

  1. Present dramaturgy for Ira Aldridge, Paul Robeson, Other Othello Productions
  2. Read 2.3.1-40; use stage directions promptbook to model adding cues for subtext; Introduce blocking & 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.
  3. 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.

Closer: Begin analysis of 2.3 in small groups.

Homework: Poetry Out Loud due Friday; read EPCOT novels and prepare for Friday’s group meeting; ZINC!

 

Wednesday, October 10 Senior Summit

Opener: Review 2.3 “quiz” requirements.

Work Session:

  1. Analyze 2.3 in small groups.

Closer: Review Poetry Out Loud.

Homework: Poetry Out Loud due Friday; read EPCOT novels and prepare for Friday’s group meeting; ZINC!

 

Thursday, October 11 Early Release (We will not meet today; only 1st and 2nd period classes meet.)

 

 

Friday, October 12

Opener: Present Poetry Out Loud.

Work Session:

  1. EPCOT 4th meeting–upload documents to Schoology group.

Closer: Continue analysis of 2.3 in small groups; plan for presentations Wed., Oct. 17.

Homework: Read EPCOT novels and keep up with ZINC! Prepare 2.3 performances for Wed.

September 28

AP Literature Week 9 October 1-5

Week 9

Planning Your Week

Continue reading your EPCOT novel. 

TIPS FOR RECITING POETRY OUT LOUD: Tips for Recitation

T 10/2: Dramaturgy presentations due in class.

F 10/5: EPCOT meeting in class (directors provide an agenda in the Schoology group; reading coaches provide questions in Schoology group)

T 10/9: Perform 2.3

W 10/10: ZINC due! Senior Summit during 1st and 2nd periods.

F 10/12: TPFASSTT analysis due for both poems you chose for Poetry Out Loud. You will recite one. ZINC 200 words is also due today.

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, October 1

Opener: Review MC strategies for poetry and prose.

Work Session: 

  1. Complete full multiple choice released exam.

Closer: Plan dramaturgy presentations; read EPCOT novels.

Homework: Dramaturgy presentations due tomorrow; read EPCOT novels and prepare for Friday’s group meeting; ZINC!

 

Tuesday, October 2

Opener: Daily Lines

Work Session:

  1. Review PBS Othello video (Who Is Othello?); read article and answer discussion questions.
  2. Present Moors, Turks, Venice, & Cyprus dramaturgy.
  3. Revisit group scenes for 1.2 and begin reading 1.3.

Closer: Prepare “Somebody wanted but so” statement for 1.1.

Homework: Read EPCOT novels and prepare for Friday’s group meeting; ZINC!

 

Wednesday, October 3

Opener: Daily Lines; review 1.2 with discussion

Work Session:

  1. Review opening of 1.3.
  2. 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. Complete Act 1 Scene 3 close reading questions with a partner then discuss responses (entire class)
  4. Ring the changes–1.3 Brabantio’s parting shot

Closer: View through 1.3 in film adaptation; compare with other directors’ work.

Homework: Read EPCOT novels and prepare for Friday’s group meeting; ZINC!

 

Thursday, October 4

Opener: Daily Lines; complete TWIST analysis for a passage from EPCOT novel.

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.
  3. Choose five students to read 2.1.161-204 on their feet (one is Emilia, who has no lines, but is in the scene); direct
  4. Paraphrase Iago’s first aside 2.1.161-170; “Ring the Changes” for Iago’s second aside 2.1.190-92
  5. Continue reading 2.1; for the conversation between Roderigo & Iago, cast one person as Roderigo & three as Iago (read “Round-Robin”/each person reads one sentence). Explain how Iago’s mind moves at three times the speed of Roderigo’s.
  6. Cast two people to take turns reading alternating sentences for Iago’s soliloquy.
  7. Discuss the opening scene of Act II.

Closer: View EPCOT student samples.

Homework: Read EPCOT novels and prepare for Friday’s group meeting; ZINC!

 

Friday, October 5

Opener: EPCOT 3rd meeting–upload documents to Schoology group.

Work Session:

  1. Present dramaturgy for Ira Aldridge, Paul Robeson, Other Othello Productions
  2. Read 2.3.1-40; use stage directions promptbook to model adding cues for subtext; Introduce blocking & 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.
  3. 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.

Closer: Begin analysis of 2.3 in small groups.

Homework: Read EPCOT novels and keep up with ZINC! Prepare 2.3 performances for Tues. PSAT/Senior Summit is Wed. ZINC is due Wed.

September 21

AP Literature Fall Break

Fall Break

Enjoy your week off! If you’d like to get ahead, see below:

Continue reading your EPCOT novel.

T 10/2: Present dramaturgy.

F 10/5: EPCOT meeting in class (directors provide an agenda in the Schoology group; reading coaches provide questions in Schoology group)

F 10/12: TPFASSTT analysis due for both poems you chose for Poetry Out Loud. You will recite one. ZINC 200 words is also due today.

 

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.

 

September 14

AP Literature Week 8 September 17 – 21

Week 8

Planning Your Week

Continue reading your EPCOT novel. 

Th 9/20: Bring 2 poems, printed from the Poetry Out Loud website, to class.

F 9/21: EPCOT meeting in class (directors provide an agenda in the Schoology group; reading coaches provide questions in Schoology group)

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, September 17 

Opener: Daily Lines; Review poetry strategies for multiple choice.

Work Session: 

  1. Apply strategies to MCM Poetry passage.
  2. Introduce Poetry Out Loud. Select 2 poems from the website.
  3. Review Othello anticipation guide and connect themes.
  4. Begin Act I Scene 1 of Othello.

Closer: Assign dramaturgy.

Homework: Print 2 poems from Poetry Out Loud website & bring Thursday; read EPCOT novels and prepare for Friday’s group meeting; ZINC!

 

Tuesday, September 18

Opener: Daily Lines; watch PBS video “Who Is Othello?”

Work Session:

  1. Continue analyzing Act I Scene 1.
  2. Compare/contrast film adaptations of the opening scene.

Closer: Prepare “Somebody wanted but so” statement for 1.1.

Homework: Print 2 poems from Poetry Out Loud website & bring Thursday; read EPCOT novels and prepare for Friday’s group meeting; ZINC!

 

Wednesday, September 19

Opener: Review FRQ feedback and writing expectations.

Work Session:

  1. Compose a poetry FRQ.
  2. Peer review an FRQ.

Closer: Begin Othello 1.2 group scenes.

Homework: Print 2 poems from Poetry Out Loud website & bring Thursday; read EPCOT novels and prepare for Friday’s group meeting; ZINC!

 

Thursday, September 20

Opener: Daily Lines; perform subtext scenarios.

Work Session:

  1. The power of subtext: apply to group scenes for 1.2.
  2. Read 1.3 (read Othello’s speech antiphonally to analyze structure)
  3. STEAL comparisons of Othello in 1.1 v. 1.3
  4. Ring the Changes–Brabantio’s Parting Shot

Closer: Read EPCOT novels.

Homework: Read EPCOT novels and prepare for Friday’s group meeting; ZINC!

 

Friday, September 21

Opener: EPCOT 2nd meeting–upload documents to Schoology group.

Work Session:

  1. Present dramtaurgy.
  2. Analyze Iago’s rhetoric in 1.3, comparing AP Lang with AP Lit strategies.

Closer: Summarize Act I with “Somebody wanted but . . . so . . . ”

Homework: Enjoy your break! Read EPCOT novels and keep up with ZINC!

September 7

AP Literature Week 7 September 10-14

Week 7

Planning Your Week

Obtain a copy of your EPCOT novel and begin reading. 

W 9/12: In class essay for The Awakening. 

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, September 10 

Opener: Daily Lines; QHT for poetry terms.

Work Session: 

  1. Review multiple choice strategies and 1/2 length test.
  2. Analyze Millay’s poem with parts of speech strategy.
  3. Apply strategies to MCM Poetry passage.

Closer: Read the poetry chapter in Pearson.

 

Tuesday, September 11

Opener: Daily Lines

Work Session:

  1. Read “Tamer and Hawk”; discuss thematic implications
  2. Review compelling introductions.
  3. Compose an introduction for a potential essay on “Tamer and Hawk” and outline body paragraphs.
  4. Intro POL

Closer: Prepare MWDS for The Awakening.

Homework: Read “Desiree’s Baby” and answer the discussion questions on the SG; read EPCOT novels; ZINC!

 

Wednesday, September 12

Opener: Review peer evaluation sheets for FRQs.

Work Session:

  1. Open FRQ with The Awakening.
  2. Peer review an FRQ.
  3. Discuss “Desiree’s Baby” and evaluate how authors enter into the grand conversation on themes we have seen so far in the semester.
  4. Develop a theme statement for “Desiree’s Baby.”

Closer: Complete Othello anticipation guide.

Homework: Read EPCOT novels. ZINC!

 

Thursday, September 13

Opener: Daily Lines

Work Session:

  1. The power of subtext; perform modern dramas.
  2. Watch PBS Othello video.
  3. Review Othello anticipation guide responses.

Closer: Read EPCOT novels.

Homework: ZINC!

 

Friday, September 14

Opener: EPCOT 1st meeting–complete meeting log.

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: Summarize 1.1 with “Somebody wanted but . . . so . . . ”

Homework: Read EPCOT novels; work on ZINC!