August 3

Honors 9th Literature Week 2 Aug. 6-10

Planning Your Week

M 8/6: Bring your completed mini-me to class: Mini Me Character Strength STEAL  Continue to bring your autobiography, biography, or memoir to class. We will continue to work with it this week. This should be a print text–no ebooks, please. You should also have your work on the Prerequisite Vocabulary and Skills sheet; remember we will have a quiz over the words under “Writing Genres” and “Writing Skills” in a few weeks. Bring an independent reading text (print only, please) to class each day.

Th 8/8: Bring your completed narrative of a self-defining moment to class (include plot with conflict and resolution, setting, characters, and theme–what did you learn or change about yourself due to this event?). Try to incorporate STEAL elements of characterization.

Th 8/30: ZINC 1st check (Remember, the goal is to learn words and increase your class and school rank. Top students will earn extra credit.) Use these directions: SpringBoard Instructions for First Time Login REV.

 

Monday, August 6

Opener: Make a list of books in your textual lineage. Establish group discussion norms and share your textual lineage with your group.

Work Session:

  1. Share mini-mes, focusing on VIA character strengths and textual lineage.
  2. Collaborate in groups to make a poster that represents your group’s top VIA strength).
  3. Present posters to the class.

Closer: Read from the independent reading text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

HOMEWORK: Read your independent reading text and work on ZINC vocabulary.

 

Tuesday, August 7

Opener: Establish clock buddies; review SOAPSTone and SMELL strategies for reading with “Making the Grade.”

Work Session:

  1. Practice SOAPStone or SMELL with your pre-course reading text; share responses with a clock buddy.
  2. Preview Unit One: Coming of Age (self-assess learning targets).
  3. Unpack Embedded Assessment 1 (Interview Narrative); self-assess your ability to perform each task on the scoring guide. Set goals, identifying the necessary knowledge and skills as well as the strategies you will use to score in the exemplary range. 

Closer: Read independent reading text.

HOMEWORK: Read your independent reading text and work on ZINC vocabulary.

 

Wednesday, August 8

Opener: Assemble IAN with STEAL handouts, table of contents, and independent reading log.

Work Session:

  1. Review coming of age—brainstorm self-defining moments in your life and freewrite a narrative on one single moment using STEAL for characterization.
  2. Exchange with your 9 o’clock partner; mark/highlight elements of the STEAL method of characterization https://www.youtube.com/watch?v=kHt8RjkFs98
  3. Review your partner’s assessment of your work and write a goal for yourself for narrative writing: “I need to improve my character development in writing by ________.”
  4. Respond to the pizza prompt (12 minutes); evaluate each group member’s writing, identifying tone and elements of voice.

Closer: Read independent reading text.

HOMEWORK: Complete your narrative of a self-defining moment (include plot with conflict and resolution, setting, characters, and theme–what did you learn or change about yourself due to this event?). Try to incorporate STEAL elements of characterization.

 

Thursday, August 9

Opener: Review EA1 and the scoring guide; assess class mastery and place skills on the class stoplight to prioritize weaknesses.

Work Session:

  1. Read aloud the sample pizza prompt (monotone, then with volunteers until we create a voice). Model annotation to focus on diction, syntax, and imagery that contribute to voice.
  2. Begin the graphic organizer with inferences and evidence about tone and speaker. Rank the inferences from most convincing/most supportable to least.
  3. Complete the graphic organizer for three additional samples; groups will share inferences, comparing and evaluating which are most supportable and why.
  4. Clock buddies exchange quick writes (pizza prompt from yesterday); annotate for diction, imagery, and syntax. Make inferences and discuss.  
  5. Revisit stoplight/QHT to summarize today’s learning.

Closer: Read independent reading text.

HOMEWORK: Read your independent reading text and work on ZINC vocabulary.

 

Friday, August 10

Opener: Brainstorm interviewees for EA#1; list characteristics of each person’s voice (in terms of diction, syntax, and imagery).

Work Session:

  1. Read the excerpt from Speak p.10-11; reread and answer questions 1-4 p. 11. Note Vocabulary p.10, Word Connections p.11, Roots & Affixes p.6
  2. Analyze diction, syntax, and imagery to determine voice and tone (focus on dashes). Explain how a 38 year old author creates an authentic teen voice.
  3. Review Lesson 1.4 Parallel Structure: compound sentences p.13 (clauses, gerunds, nouns, pronouns, adjectives, adverbs, prepositions).

Closer: Summarize independent reading this week; write a short description of the narrator’s voice (in terms of diction, syntax, and imagery).

HOMEWORK: Read your independent reading text and work on ZINC vocabulary.

 

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

Honors 9th Literature Week 1 Aug. 1-3

Planning Your Week

W 8/1: Bring your autobiography, biography, or memoir to class. This should be a print text–no ebooks, please. You should also have your work on the Prerequisite Vocabulary and Skills sheet.

Th 8/2: Bring an independent reading text (print only, please) to class each day.

M 8/6: Mini-me due. Mini Me Character Strength STEAL

 

Monday, July 30 HOYA HELLO

Tuesday, July 31 Pre-planning

Wednesday, August 1

Opener: Review syllabus and classroom expectations. Q&A on pre-course reading assignment.

Work Session:

  1. Read “Making the Grade” and annotate according to the directions.
  2. Teacher will review TRSS forms.
  3. Watch VIA Character Strengths/Growth Mindset video: https://www.youtube.com/watch?v=kq-rOelLciE.

Closer: Brainstorm ideas for STEAL elements for your mini-me and independent reading choices.

HOMEWORK: Bring an independent reading text to class (print only). Mini me due Monday; you will need to complete the VIA character strengths survey for mini-me.

 

Thursday, August 2

Opener: Review syllabus; deepen understanding of classroom policies and procedures via Q&A session.

Work Session:

  1. Review responses to “Making the Grade” prompt; discuss claim, evidence, and interpretation (CEI format).
  2. Introduce mini-me with a focus on building character and voice with the STEAL method along with the idea of coming of age/self-defining incidents; STEAL method of characterization https://www.youtube.com/watch?v=kHt8RjkFs98 . IAN: STEAL handout.

Closer: Work on mini-me.

HOMEWORK: Complete VIA character strengths survey for mini-me due Monday, 8/6; bring an independent reading text (print only).

 

Friday, August 3

Opener: Complete the student information form on the Google Form via personal device (BYOD).

Work Session:

  1. Establish clock partners for IAN
  2. Complete a STEAL analysis of the featured person from your pre-course reading.
  3. Respond to the in-class essay prompt for your pre-course reading text.

Closer: Continue brainstorming for mini-me; read your independent reading text.

HOMEWORK: Mini me due Monday, 8/6; bring an independent reading text (print only); log in and start your vocabulary work with ZINC. Use these directions: SpringBoard Instructions for First Time Login REV. First set of ZINC due Aug 30.

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!

July 11

Welcome to Honors 9th Literature!

I am excited to have you in Honors 9th Literature this semester!

Please find the pre-course reading assignment and get started reading your selected nonfiction book. Be sure to select a print text (no e-books for this assignment). Annotate as needed using the guidelines on the assignment sheet. You will need to bring your annotated book to class Friday, August 3; you will complete an in-class writing assignment using your annotated book.

In order to fill out the Prerequisite Vocabulary and Skills Tracking Sheet that is attached to the pre-course reading assignment, you will need 9th-12th Vocabulary and Skills. This should be a review of concepts you have already learned, and it will become the first document in your class notebook. This will also be helpful for your writing assignment Friday, August 3.

 

May 18

Honors 9th Literature Final Week

Planning Your Week

M 5/21: ZINC last quarter due (284 total words).

T 5/22: Final Exam (2nd period only)

W 5/23: Final Exam (3rd period only)

 

Monday, May 21

Review Tim Burton’s style for final exam (biographical essay in SpringBoard; phone scene from Edward Scissorhands). Study ZINC Unit 2 Academic Vocabulary words for the matching section.

HOMEWORK:  Study for the final exam.

 

Tuesday, May 22

2nd period: Final exam

 

Wednesday, May 23

3rd period: Final exam

May 11

Honors 9th Literature Week 18 5/14 – 5/18

Planning Your Week

M 5/14: The Night Circus projects due. Submit all written work to Turnitin.com BEFORE class, and combine all students’ materials into a binder to turn in during class. The Night Circus Group Tent Project

F 5/18: Style analysis essay for director Tim Burton due to Turnitin.com.

M 5/21: ZINC last quarter due (284 total words).

 

Monday, May 14

Opener: Set up The Night Circus presentations.

Work Session:

  1. Present The Night Circus projects.

Closer: Review style analysis for Tim Burton.

HOMEWORK:  Work on style analysis essay and ZINC.

 

Tuesday, May 15

Opener: Review feedback on initial body paragraphs; plan revision for the final style analysis essay.  Continue Activity 2.13; read passage 2 from Charlie and the Chocolate Factory and complete the text-dependent questions.

Work Session:

  1. 3rd ONLY: Begin Activity 2.13 “Setting the Mood and Understanding Tone: Wonka Two Ways”; read the excerpt from Charlie and the Chocolate Factory. Read the excerpt and complete the table identifying mood and the stylistic elements that contribute to it.
  2. Complete the tone chart on p.158 and “The Language of Style Analysis” p.159.
  3. Watch the beginning of Charlie and the Chocolate Factory; jigsaw the cinematic techniques to take film notes on Burton’s style.
  4. Groups share findings from the “close viewing” then discuss Burton’s style.

Closer: Compose a response to the assigned prompt p.160

HOMEWORK: Work on style analysis essay and ZINC.

 

Wednesday, May 16

Opener: Jigsaw cinematic techniques and review scenes 10-12 in Charlie and the Chocolate Factory.

Work Session:

  1. Quickwrite response: What effect does Burton want to create in the scene at home and in the scene in front of the factory? What choices does Burton make to create these effects?
  2. Groups: create a scene and then apply five cinematic techniques to the scene (#2 p.162); create a two-column graphic organizer (cinematic technique/intended effect); present the scene to the class.

Closer: Class summary: groups identify the most successful technique for producing your intended effect.

HOMEWORK: Work on style analysis essay and ZINC.

 

Thursday, May 17

Opener: Complete the narrative writing prompt p.162.

Work Session: 

  1. Analyze style as you view scenes 14-16 p.163, filling in the graphic organizer p.164 with observations.
  2. Compose leveled questions and answer within your group.
  3. Complete the interpretation section of the chart p.164

Closer: Compose a response to “Writing to Sources” Explanatory Prompt p.165.

HOMEWORK:  Work on style analysis essay and ZINC.

 

Friday, May 18

Opener: Review EA2 assignment and rubric.

Work Session:

  1. View Edward Scissorhands, completing film analysis notes and discussing opening credits and the frame story.

Closer: Review style analysis for Tim Burton and point-by-point vs. subject-by-subject comparison.

HOMEWORK:  Style analysis essay due to Turnitin.com; ZINC due Monday at 11:59 p.m.

May 4

AP Literature Week 17 5/7 – 5/11

Week 17

Planning Your Week

W 5/9–AP Literature Exam! Good luck!

M 5/14–Film director project presentations

 

Monday, May 7

Opener: Review FRQ open questions; choose 3 to respond to with Death of a Salesman

Work Session:

  1. Finish Act II of Death of a Salesman 

Closer: Compose a claim and theme statement for 3 open FRQs

HW: Work on film director projects; AP Exam review

 

Tuesday, May 8

Opener: MCM on a Tuesday

Work Session:

  1. Review MC strategies
  2. FRQ speed dating

Closer: Prepare two novel cards for the exam (major characters, plot elements, tone, shifts, author’s style, motifs & symbols, claim statement).

HW: Work on film director projects; AP Exam review.

 

Wednesday, May 9

AP Literature Exam! Good luck!

 

Thursday, May 10–Friday, May 11

Opener: Review examples of film director projects.

Work Session:

  1. Film analysis of samples of representative directors.

Closer: Review stylistic techniques for film analysis.

HW: Work on film director projects.