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!

August 31

AP Literature Week 6 September 3-7

Week 6

Planning Your Week

REVIEW THE UPDATE IN SCHOOLOGY! There are several resources for you to prepare for the discussion.

By TUESDAY: Select your research novel choices by completing the Google Form.

W 9/5: Submit scholar’s journal to Turnitin.com.

Th 9/6: “The Last Supper” discussion for The Awakening. 

S 9/8: Complete follow-up discussion post in Schoology.

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 3 Labor Day Holiday

 

Tuesday, September 4

Opener: Counseling lesson for seniors.

Work Session:

  1. Review The Awakening; finish presenting character and setting posters.

Closer: Discuss the end of the book.

Homework: Read articles on The Awakening and prepare for discussion. ZINC!

 

Wednesday, September 4

Opener: Review theme statements vs. theme topics. Write a theme statement for The Awakening.

Work Session:

  1. Create abstract paintings to represent thematic concepts from The Awakening.

Closer: Read your chosen article and prepare for tomorrow’s discussion.

Homework: Submit scholar’s journal to Turnitin.com; review articles on The Awakening and prepare for discussion. ZINC!

 

Thursday, September 5

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. View I Love Lucy equal rights and I Love Lucy job switching.

Homework: Post follow-up to discussion in SchoologyZINC!

 

Friday, September 6

Opener: EPCOT 1st meeting–plan a reading schedule.

Work Session:

  1. 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.
  2. Label art for themes from The Awakening: add titles to peers’ art, then compose a poem based on the titles you receive.

Closer: Paul Laurence Dunbar’s “Sympathy”

Homework: Work on ZINC!

August 24

AP Literature Week 5 August 27-31

Week 5

Planning Your Week

 

M 8/27: Read through ch. 18 of The Awakening before class.

T 8/28: Read through ch.23 of The Awakening before class.

Th 8/30: Read through ch. 33 of The Awakening before class.  ZINC! due at 11:59 p.m. Complete Google form for research choices.

F 8/31: Finish reading The Awakening before class.

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, August 27

Opener: Daily Lines (analyze the passage for thematic connections and literary elements). Review exam structure and FRQ feedback.

Work Session:

  1. Review style analysis and comparison between Poe & Chopin.
  2. Compose a CEI paragraph.

Closer: Review through ch. 16 and read ch. 19-23 of The Awakening. 

Homework: Finish through ch. 23. ZINC!

 

Tuesday, August 28

Opener: Daily Lines; review elements of setting.

Work Session:

  1. Create symbolic settings maps and body biographies for the women in the novel.

Closer: Review ch. 24-29. 

Homework: Read through ch. 29. ZINC!

 

Wednesday, August 29 Early Release

Opener: Daily Lines

Work Session:

  1. Complete scholar’s journal peer review.

Closer: Read ch. 30-33 and revise scholar’s journal

Homework: Read through ch. 33. ZINC!

 

Thursday, August 30

Opener: Daily Lines (justice, tyranny, love, desire, sacrifice, failure to adapt, humor). Watch Modern Family Season 1 Episode 14 “Moon Landing”; make a t chart detailing what each woman has gained and what each woman has lost.

Work Session:

  1. Read Coventry Patmore’s “The Wife’s Tragedy” and complete a dialectical 4-column response (text, me, peer, new).
  2. Analyze types of men in The Awakening. 

Closer: Introduce EPCOT research novel choices.

Homework: Research novel choices and fill out the Google form to make your selections. Finish The Awakening. ZINC!

 

Friday, August 31

Opener: Daily Lines; 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.

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

Homework: Read/annotate assigned articles for The Awakening; finish your scholar’s journal and prepare for Socratic discussion. Work on ZINC!

August 17

AP Literature Week 4 Aug. 20-24

Week 4

Planning Your Week

 

M 8/20: Quiz on literary theory application to “A Rose for Emily.” Bring The Awakening and your textbook to class. HW: Finish reading chapters from HTRLLAP HTRNLAP. ZINC!

W 8/22: Read through ch.11 of The Awakening before class. HW: Post textual lineage quilt square to Schoology. ZINC!

Th 8/23: Read through ch.15 of The Awakening and complete scholar’s journal entries for ch. 1-15 before class. HW: Research novel choices and fill out Google form with your selections. ZINC!

S 8/26: Finish reading The Awakening and submit completed scholar’s journal to Turnitin.com. ZINC!

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, August 20

Opener: Daily Lines (analyze the passage for thematic connections and literary elements). Complete literary theory quiz with application to “A Rose for Emily.”

Work Session:

  1. Review storyboards and film connection to literary analysis.
  2. Review structure and symbol (from “A Rose for Emily” and A Streetcar Named Desire).
  3. Complete textual lineage chart and plan your quilt square.
  4. Introduce The Awakening with anticipation guide and scholar’s journal assignment.

Closer: Read the symbol chapter from HTRLLAP and ch.19 “Who Broke My Novel?” from HTRNLAP.

Homework: Create textual lineage square and finish reading the symbol and structure chapters. ZINC!

 

Tuesday, August 21

Opener: Daily Lines; review scholar’s journal assignment and apply HTRLLAP and HTRNLAP to The Awakening ch.1.

Work Session:

  1. Read through ch.6 of The Awakening.
  2. Complete scholar’s journal on ch.1-6.

Closer: Review FRQ feedback notes from last week’s essay on Streetcar. 

Homework: Read ch.7-11 of The Awakening. ZINC!

 

Wednesday, August 22

Opener: Daily Lines; 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 FRQ prose prompt.

Closer: Read ch.11-15 of The Awakening. 

Homework: Finish scholar’s journal through ch.15 of The Awakening. Post quilt square to Schoology. ZINC!

 

Thursday, August 23

Opener: Daily Lines; build SN in composition notebook with poetry handout.

Work Session:

  1. Complete poetry analysis with nouns, verbs, modifiers activity for “Now Goes Under.”
  2. Read Coventry Patmore’s “The Wife’s Tragedy” and complete a dialectical 4-column response (text, me, peer, new).

Closer: Introduce EPCOT research novel choices.

Homework: Research novel choices and fill out the Google form to make your selections. ZINC!

 

Friday, August 24

Opener: Daily Lines; review ch.1-15 of The Awakening. 

Work Session:

  1. View sitcoms through the ages featuring women; chronicle how women have “gained and lost.”
  2. Read ch.16-26 of The Awakening.

Closer: Complete scholar’s journal entries for The Awakening.

Homework: Finish The Awakening and your scholar’s journal. Work on ZINC!

August 10

AP Literature Week 3 August 13 – 17

Week 3

Planning Your Week

 

M 8/13: Continue to bring A Streetcar Named Desire to class each day through Wednesday; obtain a copy of The Awakening by Kate Chopin (shop around–it’s free on Kindle, and you can find copies under $5.00). Article précis due to Turnitin.com by 11:59 p.m.

T 8/14: High rollers will participate in the discussion in class; be prepared with your annotated article, annotated play (Streetcar), and high stakes critical thinking. Outside observers/”dealers” will post a written response to the question you are given in class.

W 8/15: Start bringing your textbook and The Awakening to class each day. Finish reading the literary theory chapter in your textbook (ch.25); be able to differentiate among the theories, apply to Streetcar, and focus on two theories (one should be the theory you chose in class last week).

S 8/19: Post completed storyboard for “A Rose for Emily” to Schoology.

M 8/20: Literary theory quiz with “A Rose for Emily”

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, August 13–Substitute Teacher

Opener: Daily Lines (analyze the passage for thematic connections and literary elements).

Work Session:

  1. Complete 1/2 length multiple choice exam.
  2. View A Streetcar Named Desire, analyzing for tomorrow’s discussion.

Closer: Compose a précis for the article you found last week. You may submit one per partnership if you were working together.

Homework: Submit article précis to Turnitin.com by 11:59 p.m.

 

Tuesday, August 14

Opener: Daily Lines; set up for high rollers discussion.

Work Session:

  1. Discuss A Streetcar Named Desire, responding to questions from the outer circle.

Closer: Outer circle participants post the response to your question to Schoology.

Homework: Outer circle participants post the response to your question to Schoology by 11:59 p.m.

 

Wednesday, August 15

Opener: Daily Lines; review feedback from previous FRQ.

Work Session:

  1. Compose a response to the FRQ prompt for A Streetcar Named Desire.

Closer: Read the literary theory chapter (ch. 25) from your textbook.

Homework: Finish reading literary theory chapter (ch.25); differentiate among the theories, apply to Streetcar, and focus on two theories (one should be the one you chose last week).

 

Thursday, August 16

Opener: Daily Lines

Work Session:

  1. Discuss Streetcar and literary theory.
  2. Work in small groups to structure a short story.
  3. Read “A Rose for Emily” and create a storyboard for a short scene (2-3 sentences).

Closer: Review literary theories, applying to Streetcar and “A Rose for Emily.”

Homework: Review literary theories, applying to Streetcar and “A Rose for Emily.”

 

Friday, August 17

Opener: Respond to the anticipation guide for The Awakening. 

Work Session:

  1. Introduce the novel and scholar’s journal.
  2. Read chapters 1-6 from The Awakening and complete scholar’s journal entries for your symbol or motif.

Closer: Examine novel choices for research.

Homework: ZINC! Post storyboard for “A Rose for Emily” to Schoology; study for literary theory quiz.

August 3

AP Literature Week 2 August 6-10

Week 2

Planning Your Week

 

M 8/6: Bring A Streetcar Named Desire to class each day; complete AP Literature Tech Menu

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.) SpringBoard Instructions for First Time Login REV.

M 8/13: 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, August 6

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.

 

Tuesday, August 7

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!

 

Wednesday, August 8

Opener: Daily Lines; review précis requirements and rubric; review access to Cobb Digital Library and Cobb County Public Library.

Work Session:

  1. Read articles on A Streetcar Named Desire with a partner; work together to compose a rhetorical précis.
  2. Peer review/critique another group’s précis.
  3. Locate an article on A Streetcar Named Desire or your choice text from CDL or CCPL that reflects the literary criticism lens you committed to studying; print and annotate for an in-class discussion Thursday.

Closer: Complete tech menu.

Homework: Locate an article if you did find one in class; print and annotate.

 

Thursday, August 9

Opener: Daily Lines; organize 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.

Homework: Post your response to the discussion question on the Schoology discussion board (you may post a picture or type your response).

 

Friday, August 10

Opener: Fun Friday! Review FRQ rubric.

Work Session:

  1. Review exam structure; complete ½ length multiple choice.
  2. Review FRQ feedback from Friday
  3. Compose an essay on A Streetcar Named Desire

Closer: Self-assess your essay using the FRQ rubric.

Homework: ZINC–log in and get started with assignments. Follow these directions: SpringBoard Instructions for First Time Login REV.

July 31

AP Literature Week 1 Aug. 1-3

Week 1

Planning Your Week

W 8/1: BONUS assignment due. Bring your book A Streetcar Named Desire to class each day.

F 8/3: BONUS and choice text assessment (timed essay).

M 8/6: Complete AP Literature Tech Menu

M 8/13: 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, August 1–HOYA Hello
Tuesday, August 2–Pre-planning

Wednesday, August 3
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 Friday. Bring a physical copy of your bonus novel(s) or a book or play of literary merit that you have read to class on Thursday. A Streetcar Named Desire is off limits for Friday’s assessment; we will continue to work with it and assess next week.

Thursday, August 2
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 Friday. Bring a physical copy of your bonus novel(s) or a book or play of literary merit that you have read to class on Thursday. A Streetcar Named Desire is off limits for Friday’s assessment; we will continue to work with it and assess next week.

Friday, August 3
Opener: 

  1. Review good writing tips.
  2. Go over +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.

 

 

July 11

Welcome back! AP Literature Required Reading

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

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

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

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

See you soon!