October 9, 2013
Good morning AP Lit seniors!
a. Poem
b. Write to turn in (be authentic)
i. Is your body safe in here?
ii. Is your mind safe in here?
iii. Is your heart safe in here?
iv. Are your risks and/or mistakes safe in
here?
v. I like…
vi. But I wish…
Two Kinds of Intelligence by Mewlana Jalaluddin Rumi
There are two kinds of intelligence: one acquired,
as a child in school memorizes facts and concepts
from books and from what the teacher says,
collecting information from the traditional sciences
as well as from the new sciences.
With such intelligence you rise in the world.
You get ranked ahead or behind others
in regard to your competence in retaining
information. You stroll with this intelligence
in and out of fields of knowledge, getting always more
marks on your preserving tablets.
There is another kind of tablet, one
already completed and preserved inside you.
A spring overflowing its springbox. A freshness
in the center of the chest. This other intelligence
does not turn yellow or stagnate. It's fluid,
and it doesn't move from outside to inside
through conduits of plumbing-learning.
This second knowing is a fountainhead
from within you, moving out.
This Unit’s Goals:
AP Goal: To understand a work’s complexity, to absorb
the richness inherent in the reading experience, and to
analyze how meaning is created through literary devices
such as structure, style, theme, figurative language, imagery,
symbolism, tone, diction, etc.
State Standards:
 Determine two or more themes or central ideas of a text
and analyze their development over the course of the
text, including how they interact and build on one
another to produce a complex account; provide an
objective summary of the text.
 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text, including determining
where the text leaves matters uncertain.
 Analyze how an author’s choices concerning how to
structure specific parts of a text (e.g. literary devices)
contribute to its overall structure and meaning as well as
its aesthetic impact.
“In her bedtime visions, he always slept fully clothed, shoes
included, just in case he need to flee again. He slept with
one eye open” (248).
“When he was alone, his most distinct feeling was of
disappearance. He often checked if his skin was flaking, for
it was as if he were dissolving” (250).
What is the effect of Zusak describing Max in these
ways?
How do you feel about Death as the narrator?
Who is your favorite character so far? Why?
Describe some of the effects of the war on the characters.
Respond to the image on page 280.
Describe the relationship between Rudy and Liesel. How
do you feel about it as a reader?
“You want to know what I truly look like? I’ll help you out.
Find yourself a mirror while I continue” (307). What does
Zusak imply here?
How does Zusak portray Death as a victim of human
actions/motivations? What is his purpose in this?
Describe the relationship between Max and Liesel. How do
you feel about it as a reader?
Reading check norms:
 Independent
 Silent
 Eyes on your own paper
 Turn over when done and raise your hand for me to
collect
October 10, 2013
Good morning AP Lit seniors!
Noun—person, place, thing or idea
Pronoun—takes the place of a noun
Preposition—shows position and/or relationship
Conjunction—joins words, phrases, and/or clauses
Warm-up: independently or with a partner, practice
identifying conjunctions on worksheet
This Unit’s Goals:
AP Goal: To understand a work’s complexity, to absorb
the richness inherent in the reading experience, and to
analyze how meaning is created through literary devices
such as structure, style, theme, figurative language, imagery,
symbolism, tone, diction, etc.
State Standards:
 Determine two or more themes or central ideas of a text
and analyze their development over the course of the
text, including how they interact and build on one
another to produce a complex account; provide an
objective summary of the text.
 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text, including determining
where the text leaves matters uncertain.
 Analyze how an author’s choices concerning how to
structure specific parts of a text (e.g. literary devices)
contribute to its overall structure and meaning as well as
its aesthetic impact.
Grades:
 can make up assessments during period 8 or see me
 can make up q1 and q2 in-class essays (100 points)
during period 8 or see me
 products are 70%
Reading check norms:
 Independent
 Silent
 Eyes on your own paper
 Turn over when done and raise your hand for me to
collect
October 10, 2013
Good morning AP Lit seniors!
Conjunction—joins words, phrases, and/or clauses
Warm-up: in your journal, quietly and independently
answer one of the following prompts:
1. Respond to the Jew parade and Papa’s actions
2. Why does Zusak juxtapose a game of dominoes with
the recruiting of Rudy?
3. Should Max have left? Why or why not?
This Unit’s Goals:
AP Goal: To understand a work’s complexity, to absorb
the richness inherent in the reading experience, and to
analyze how meaning is created through literary devices
such as structure, style, theme, figurative language, imagery,
symbolism, tone, diction, etc.
State Standards:
 Determine two or more themes or central ideas of a text
and analyze their development over the course of the
text, including how they interact and build on one
another to produce a complex account; provide an
objective summary of the text.
 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text, including determining
where the text leaves matters uncertain.
 Analyze how an author’s choices concerning how to
structure specific parts of a text (e.g. literary devices)
contribute to its overall structure and meaning as well as
its aesthetic impact.
Conjunctions—join words, phrases, and/or clauses
Turn over yesterday’s practice to write these notes
Types:
1. Coordinating
a. Show equal relationship when joining clauses
(compound sentence)
b. Only 7: FANBOYS
2. Correlating
a. Always come in pairs
b. Connect equal parts of a sentence
c. Examples:
i. either…or
ii. whether…or
iii. not only…
iv. but also,
v. both…and,
vi. neither…nor.
3. Subordinating
a. Shows the relationship of the subordinate
clause (a group of related words that contains
a subject and predicate but cannot stand
alone) to the rest of the sentence.
b. Examples of subordinating conjunctions
i. While
viii. that
ii. After
ix. unless
iii. Until
x. because
iv. when
xi. although
v. where
xii. though
vi. before
xiii. whether
vii. if
4. Conjunctive adverbs
a. not true conjunctions, conjunctive adverbs
often function as conjunctions.
b. They don't show relationships within a
sentence, but rather show the relationship
between two independent clauses (a complete
sentence, or a group of related words that
contain a subject, a predicate, and can stand
alone).
c. Examples of conjunctive adverbs include:
i. Also
ii. Consequently
iii. Furthermore
iv. However
v. Indeed
vi. Instead
vii. Meanwhile
viii. Moreover
ix. Nonetheless
x. Similarly
xi. Therefore
xii. Thus
xiii. Besides
xiv. Next
xv. Specifically
xvi. Subsequently
“Acquainted with the Night” page 923
Acquainted—familiar, known
Luminary—lighted or famous
Proclaimed—declared, stated
1. What is the tone of the poem, and how does Frost
create that tone?
2. How do the novel and the poem share a similar
tone?
3. How might Death have written the poem? How is
the speaker of this poem like the voice of the novel’s
narrator?