Advanced Placement Literature and Composition
Boulder Creek High School
Mr. M.W. Hickman II
Room # 632
Phone: (623)-445-8797
E-mail: Bill.Hickman@dvusd.org
Web: http://billhickman.webstarts.com/index.html
Overview:
During the year the class will focus on critically reading novels, short stories, poetry, and plays, representing various genres
from the sixteenth to the twenty-first century and employing literary analysis techniques for deeper understanding. Students
will analyze and discuss much of what they have read with other students using the “Socratic Seminar” approach of open
questioning. The writing component will include students defining and exemplifying two literary devices each week as well as
drafting, revising, editing, and preparing final drafts of essays several times during the year. Expository, analytical, and
argumentative essays focus on critically analyzing literature and reinforce the readings.
Texts:
Literature, an Introduction to Fiction, Poetry, and Drama, Kennedy and Gioia, Pearson and Longman, 9 th. Edition, 2005
A Contemporary Guide to literary Terms, Barton and Hudson, Houghton Mifflin, 2nd edition, 2004
First Quarter:
Self-Identity – Who am I, really?
During the first quarter the students will be looking to identify themselves. The student will be looking at their interests, dreams,
values, and their perceptions of people and things around them. Through literature, the students will review and discuss the use of
point of view, style, and the use of tone by a variety of authors to identify their characters in a story, essay, or poem. The student will
develop the skills to discuss the text, evaluate the text, and use the text to gain a greater understanding of themselves.
Essential Discussion Questions:
What or who gives us our identity?
What happens when identities collide?
What is the correlation between multiple critical lenses and our self or us?
If language and literature shape our identity, how do they do so?
Major Texts:
Oedipus, the King, Frankenstein, Madame Bovary, Light in August
Invisible Man, The Mayor of Casterbridge, Othello
Crime and Punishment, King Lear, Persuasion
Suggested Written Assignments:
 Interpretation of a Literary Work e.g., a literary analysis of Frankenstein, considering themes, social and historical value and
symbolism
 Opportunity for formal written exploration e.g., response/reaction paper on Madame Bovary, responding to Madame
Bovary’s choices to betray Charles with her lovers
 An in-class timed response using a selection from the first chapter on Invisible Man through the use of style analysis to show
the character’s personality
Literary Works for in-class work or suggested outside reading:
The Sun Also Rises, Pride and Prejudice, America Is in the Heart, An American Tragedy, Daughter of Fortune, Sula, Another
Country, O Pioneers, Cyrano de Bergerac, Orland, A Midsummer Night’s Dream, The Bluest Eyes, Cry, the Beloved Country, The
Silent Cry, Death of a Salesman, The Diviners, Murder in the Cathedral, Portrait of a Lady, Othello The Sportswriter, Great
Expectations, Moll Flanders, A Separate Peace, Oliver Twist, A Doll’s House, House Made of Dawn, Vindication, The Red and Black,
Jane Eyre, The Joy Luck Club, Quicksand, Jude the Obscure, Fahrenheit 451, Obasan, Love Medicine, Madame Butterfly, The
Merchant of Venice, Native Speaker, The Kite Runner, As I Lay Dying
Poetry selections from the textbook and Spoon River Anthology
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Second Quarter:
Truth versus Illusion:
“Truth” is comprised of both our stories and what others identify as truth. We search for authenticity of experience in our past and
present, and we predict the future based on our understandings. Language can and does often hide the truth.
Essential Discussion Questions:
What is the “Truth”? Is it relative or absolute?
What is the relationship between truth and language?
How willing are we to embrace “Truth”?
What if a “Truth” impels us to violate an essential element of our self-concept?
Do texts present truths or undermine them?
Major Texts:
The Handmaid’s Tale
As I Lay Dying
One Day in the Life of Ivan Denisovich
Hamlet
Who’s Afraid of Virginia Woolf?
The Awakening
Frankenstein
Suggested Written Assignments:
 Students will write a timed response considering Hamlet’s figurative language and how it affects their understanding of two
major characters including Hamlet and Ophelia.
 Informal assessment of students’ reading journals at selected points to demonstrate their understanding of characters’
development

Literary Works:
Time’s Arrow, Alias Grace, Invisible Cities
In Cold Blood, Libra, Ragtime, Bee Season
Book: A Novel, Corelli’s Mandolin
Waiting, The Wild Duck, In Country,
A Streetcar Named Desire, Cane, Lying Awake, The Fox
Third Quarter:
The Nature of Good and Evil:
Humans have questioned the issues the issues of “good and evil” from the beginning of time. Our morals guide us and others in
making judgments about actions, labeling some actions good and others evil. Cultures have set their own standards of what is good
and what is evil. This unit is set up for self-examination of the moral choices people make essential Questions:
What are good and evil? Is evil an intrinsic element of human nature?
What happens when moral systems collide?
What is the difference between sin and crime?
How does narrative point of view affect the presentation of good and evil?
Major Texts:
A Portrait of the Artist as a Young Man,
A Picture of Dorian Gray, “Shooting an Elephant”,
Crime and Punishment, All the King’s Men,
Turn of the Screw, Raisin in the Sun, The Glass Menagerie
Suggested Written Assignment:
 A timed essay on The Picture of Dorian Gray exploring the idea of nineteenth century’s interest in the doppelganger or
shadow self exploring point of view, organization, and detail
 Using the novel, Turn of the Screw, students compare this to another mystery that they have read. This will be in the form of
a free write

Literary Works:
Things Fall Apart,
The Heart of the Matter,
No, Other Life, Shadow Play,
A Man for All Seasons
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Fourth Quarter:
Finding Our Purpose:
How does one find their way to live a purposeful and meaningful existence? To some, meaningful may define financial security; to
others, it means to adhere to family traditions and values; for still others, it means making a difference in the world by daring to accept
challenges. For the existentialist, existence imposes the burden of freedom: people have the opportunity to create their own meaning,
apart from meanings prescribed for them by community, family, or country.
Essential Questions:
What is a good life? What gives life meaning?
What is Existentialism? Is it optimistic or pessimistic, or both?
What does your generation see as its mission, and what do you see as yours?
Major Texts:
Waiting for Godot, Balzac and the Little Chinese Seamstress,
The Plague, Catch 22, Siddhartha,
On the Rainy River, Slaughterhouse Five, Henry V
Suggested Written Assignment:
 Students will write to evaluate Catch-22’s artistry and quality, and its social and cultural values as compared to the Vietnam
War or the War in Iraq.
 Students will annotate the novel, Catch-22, as they read for deeper understanding of the characters’ responses to their surreal
environment.
 Students will write an informal response/reaction essay to explore how knowledge creates opportunities for change in
characters, e.g., Balzac and the Little Chinese Seamstress.
 Students will write an interpretation of a poem exploring theme, structure, and tone as they reflect social and historical values
e.g., selections from Walt Whitman’s “song of Myself.”
 Students argue whether or not Tim O’Brien’s characterization of himself as a “coward” at the end of “On the Rainy River” is
true or not.
Literary Works:
“No Exit”, Gulliver’s Travels,
Anna Karenina,
The Loved one,
A River Runs Through It
Major Poets e.g. Whitman,
Blake, Donne, Pope,
Shakespeare, Billy Collins,
Rita Dove, Maya Angelou,
Langston Hughes, Wislawa Szymborska
Classroom Expectations:
 Students will bring all materials and homework to class every day.
 Students will respect the teacher, themselves, others, and their property and/or possessions.
 Students will remain focused on the learning process. Distractions/disruptions are prohibited.
 Students will place all contraband in the backpacks. All electronic devices are prohibited.
 Students will communicate thoughtfully, without abusive language or slang.
 Students will remain in their seats until dismissed by the teacher, safety is always important.
Grading Policy:
 Test and/or quizzes =
50%
A = 90% - 100%
 Homework/.Class work = 40%
B = 80% - 89%
 District Assessments =
0%
C = 70% - 79%
 Semester Final =
10%
D = 60% - 69%
 A.P. College Final =
0%
Score = 1 – 5
Powerschool Access:
Parents/Guardians will be given information about accessing Powerschool’s site at the Parent-Teacher conferences in October. The
Powerschool’s site will allow parents/guardians and students access to student grades, attendance, and other information. The web
address is: http://ps.dvusd.org/public .
Disclaimer:
Course content may vary from this outline to meet the needs of this particular group of students. Our purpose is to prepare all students
to be successful in class and on the Advanced Placement Examination in May. Material changes to this outline may be necessary;
therefore, this is just an outline and will vary from time to time.
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Adherence to Boulder Creek Academic Integrity Code
All students enrolled in Advanced Placement Literature and Composition courses will adhere to the framework
and guidelines set forth in the Boulder Creek High School Academic Integrity Code. Cheating and Plagiarism
will not be tolerated. The purpose of this code is to promote a positive learning environment for all
involved. As individuals, we will make mistakes as we grow. It is understood that we can learn from those
mistakes and become better individuals in the future. Any student who violates this code will be referred to the
Students Rights and Responsibilities handbook and assignment of appropriate consequences. Please refer to
the Academic Integrity Code in your student handbook for more details.
Make-Up Work Policy
Upon return to class after an absence, a student has one school day for each day missed to make up work/test
assigned during his/her absence regardless of the number of days absent. For example, if a student is absent on
Thursday and Friday, he/she will have Monday and Tuesday of the following week to make up work and must
turn in the work that was assigned during the days of absent on Wednesday.
It is the student’s responsibility to check with their teachers and check the homework tray immediately upon
return for work missed and possible adjustment of due dates.
Late Work
Students handing late work will receive half-credit for their completed work.
Long Term Project Policy
Long term projects are assignments given at least two weeks in advance. Teachers should note that the
assignment is a long term project and the written instructions provided for the students. Long term projects are
due on or before the date assigned, even thought the student or teacher is absent on the due date.
See the Student Handbook for additional details.
The Deer Valley Unified School District does not discriminate on the basis of: race, color, national origin, sex,
disability, or age in its programs and activities. For any inquires regarding nondiscrimination policies contact the
Superintendent’s Department, 20402 N. 15th. Avenue, Phoenix, AZ 85027. 623-445-5000
_____________________________________________________________________________________
Please return this signed portion by Friday, August 20th, 2012
I have read the Course Syllabus and Guidelines.
Student Name: (PRINTED)
Class Period:
Student Signature:
Parent Signature:
Date:
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Advanced Placement Literature and Composition
Scope and Sequence
Week # 1 – August 12-16
Monday – Introduction of Syllabus and test covering [301] “The Earl King” and score. HW – Ten questions for discussion.
Tuesday – Dialectic Dialogue on the novel, The Invisible Man HW - Study for test.
Wednesday – Review covering the novel, The History of Love and score. HW?’s
Thursday – Dialectic Dialogue on the novel, The History of Love. HW?’s
Friday – Final review of the novels before testing. Complete a diagnostic test over literary skills
Week # 2 – August 19-23 – Friday – Half-Day
Monday – Introduction to “Literary Devices” worksheet and “Turnitin.com” account. HW?’s on Genesis
Tuesday – Dialectic Dialogue over the Book of Genesis; syntax, diction, detail, structure, etc. HW – ID Format
Wednesday – Student groups to present chapters of Genesis. Chapters 1- 17 – Man’s Beginning
Thursday – Student groups to present chapters of Genesis. Chapters 18 – 36 – Man’s Life Stories
Friday – Read aloud, discuss, and annotate the short story, “Popular Mechanics”. Biblical Allusions
Week # 3 – August 26 – 30
Monday – Student groups to present chapters of Genesis. Chapters 37 - 50 – Man’s Commitments verses God’s
Tuesday – Review the group presentations and dialogue over the key components of the Book of Genesis
Wednesday – [40] Minute Quick Write on Genesis – What happens when identities collide with others’ beliefs?
Thursday – Dialectic Dialogue over the novel, The Maltese Falcon. ID. Symbols and Traditions in society “Overcoat”
Friday – Read aloud, discuss, and annotate sections of The Maltese Falcon as it relates to the novel. HW. QW and LD.
Week # 4 – September 2– 6
Monday – No School!
Tuesday – Dialectic Dialogue over “The Glass Menagerie”
Wednesday – View the DVD of the play and take note of the character development. HW Outline the play.
Thursday – View the DVD of the play and take note of the character development. HW Outline the play.
Friday – Student groups to develop quiz over the play. HW. Create the quiz and answer document
Week # 5 – September – 9 – 13 – Friday – Half Day
Monday – Exchange and complete quizzes. HW complete “Opionionnaire on Madame Bovary” Research Flaubert
Tuesday – Introduction to Madame Bovary; read aloud, annotate, and discuss the novel. Book 1 Chapter 1-2 – HW 3-5
Wednesday – Read aloud, annotate, and discuss chapters 3-5. HW chapters 6-9
Thursday – Read aloud and discuss chapters 6-9 HW outline the chapters
Friday – Review the chapters in a dialectic dialogue HW Book 2 chapters 1-3
Week # 6 – September – 16 – 20
Monday – Read, annotate, and discuss Book 2 chapters 1-3 HW Book 2 chapters 4-6
Tuesday – Read annotate, and discuss Book 2 chapters 4-6 HW Book 2 chapters 7-9
Wednesday – Read, annotate, and discuss Book 2 Chapters 7-9 HW Book 2 outline
Thursday – Complete a dialectic dialogue over the novel
Friday – Practice test on multiple choice HW LD and Book 3 Chapters 1-3
Week # 7 – September – 23 – 27
Monday – Read, annotate, and discuss Book 3 chapters 1-3 HW Book 3 chapters 4-6
Tuesday – Read, annotate, and discuss Book 3 Chapters 7-9 HW Book 3 Chapters 9-11
Wednesday – Read, annotate, and discuss Book 3 chapters 9-11
Thursday – Complete a dialectic dialogue over the novel HW Create four writing prompts for the novel to share
Friday – Review the writing prompts as a group and select three to outline HW Outline prompts and LD
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Week # 8 – September 30, October – 4 – Friday Half-Day
Monday – View the DVD of Madame Bovary while taking notes: Character Development, Allusion, Symbolism and Social Issues
Tuesday – View the DVD of Madame Bovary while taking notes: Character Development, Allusion, Symbolism and Social Issues
Wednesday – View the DVD of Madame Bovary while taking notes: Character Development, Allusion, Symbolism and Social Issues
Thursday – Review the novel as a whole and select the three writing prompts for outlining. HW Outline the writing prompts
Friday – Final writing prompt selected for a [40] minute quick write HW Short Form # 1 is due Monday No LD’s
Week # 9 – October – 7 – 11
Monday – Background on Shakespeare
Tuesday – Introduction and notes on the comparison of locations in the play Othello
Wednesday – Act I Scene 1 – Read aloud, annotate, and discuss
Thursday – Act 1 Scene 2 – Read aloud, annotate, and discuss
Friday – [301] Benchmark quiz – HW – Quick write on the first two scenes of the play. Short Form # 1 is due October 15th.
Week # 10 – October 14 – 18 – Monday No School – Thursday and Friday Parent Conferences
Monday – Complete Act 1 of the play and introduce Act II
Tuesday – Act II Scene 1 and 2 Read aloud, annotate, and discuss
Wednesday – Act II “quotes worksheet and explanation”
Thursday – Act II is to be completed and discussed – HW read Act III, annotate, and prepare for a class discussion
Friday – Practice Multiple Choice Quiz
Week # 11 – October – 21 – 25
Monday – Review Act III of the play
Tuesday – Read aloud, annotate, and discuss Act IV of the play, scene 1, 2, and 3
Wednesday – Read aloud, annotate, and discuss Act V Complete the play
Thursday – Complete a Quick Write on the play
Friday – Begin the viewing of the play HW – LD due on Monday
Week # 12 – October – 28, November 1 – Friday Half Day
Monday – Complete the viewing of the play Othello
Tuesday – Background on Mary Shelly and introduction of the novel Frankenstein
Wednesday – Review the Literary Analysis of the novel and breakout the chapters for students to teach
Thursday – Teacher to introduce the “Preface and Letters” of the novel
Friday – Student group 1 to cover chapters 1-4
Week # 13 – November – 4 – 8
Monday – Student group 2 to cover chapters 5-10
Tuesday – Student group 3 to cover chapters 11-15
Wednesday – Student group 4 to cover chapters 16-20
Thursday – Student group 5 to cover chapters 21-25
Friday – Complete a class discussion on the novel HW Outline their Literary Analysis
Week # 14 – November – 11 – 15 – Monday – No School
Monday – View and critique the DVD
Tuesday – View and critique the DVD
Wednesday – View and critique the DVD
Thursday – Read aloud, annotate, and discuss the short story, “The Boxman”. HW. Outline the prompt.
Friday – Complete a Quick Write over their reading of “The Boxman”.
Week # 15 – November – 18 - 22
Monday – Dialectic Dialogue over the short story “The Cathedral” I.e. Stereotyping and blindness; HW. =LD.
Tuesday – [40] Quick write over the short story “The Cathedral”.
Wednesday – Practice multiple-choice A.P. Quiz – HW read the Book of Matthew
Thursday – Thanksgiving
Friday – Thanksgiving
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Week # 16 – November 25 - 29– Thursday, Friday Thanksgiving
Monday – Read aloud and discuss the essay “The Welcome Table”
Tuesday – Response to the reading of the essay
Wednesday – Complete a “Dialectic Dialogue” over the Book of Matthew
Thursday – Continue the Book of Matthew
Friday – Practice A.P. multiple-choice test
Week # 17 – December - 2 – 6 – Friday Half-Day
Monday – Complete the review of the Book of Matthew
Tuesday – Complete a Quick Write on the writing prompt for the Book of Matthew
Wednesday – Read aloud, annotate, and discuss the essay “Popular Mechanics”
Thursday – Response to the reading of “Popular Mechanics” Biblical Allusions
Friday – Short Form # 2 Due, Practice multiple-choice test
Week # 18 – December -9 – 13
Monday – Read aloud, annotate, and discuss “Araby”
Tuesday – Respond to the reading of “Araby”
Wednesday – Practice multiple-choice test “Prose”
Thursday – Begin the viewing of “The other Bolin Sister”
Friday – Continue the viewing of “The Other Bolin Sister” Short Form # 2 is due December 17th.
Week # 19 – December -16 – 20 – Thursday, Friday Semester Exams – Early Release
Monday – Complete the viewing of “The Other Bolin Sister” Complete the viewing guide and hand in.
Tuesday – Complete a final Quick Write covering the DVD
Wednesday – Practice A.P. multiple-choice test “Prose”
Thursday – Practice A.P. multiple-choice test “Prose”
Friday – Final semester to response the various literary pieces “Reflection”
Holiday Break – December 23- January 3 - Reading the novel, The Bridge of San Louis Rey
Week # 20 – January -6 – 10 – Friday Half Day
Monday – Review the novel and prepare for the test over the novel.
Tuesday – Complete a test over the novel and grade
Wednesday – Complete an introduction to Thomas Hardy – The Mayor of Caster Bridge
Thursday – Read chapters 1-4 and develop discussion ten questions
Friday – Complete a dialectic dialogue over the first four chapters – HW chapters 5, 6, and 7
Week # 21 – January -13 – 17
Monday – Review chapters 5, 6, and 7 in class – H.W. chapters 8, 9, 10
Tuesday – View the DVD through chapter 1-10 – HW chapters 11, 12, and 13
Wednesday – Review chapters 11, 12, and 13 – HW chapters 14, 15, 16
Thursday – Review chapters 14, 15, and 16 in class – HW chapters 17, 18, 19
Friday – Review chapters 20, 21, and 22 in class – HW chapters 23, 24, 25, and 26
Week # 22 – January – 22 – 24 – Monday MLK Day
Monday – No School!
Tuesday – Review chapters 23, 24, 25, and 26 in class – HW chapters 27, 28, 29, and 30
Wednesday – Review chapters 27, 28, 29, and 30 in class – HW chapters 31, 32, 33, 34, and 35
Thursday – Review chapters 31, 32, 33, 34, and 35 in class – HW chapters 36, 37, 38, 39 and 40
Friday – Review all chapters to this point and discuss the moral and social issues in the novel. – HW Reflection essay
Week # 23 – January – 27-31
Monday – Review chapters 36, 37, 38, 39, and 40 in class – HW chapters 41, 42, 43, 44, and 45
Tuesday – Review chapters 41, 42, 43, 44, and 45 in class – HW outline Q.W. Prompts
Wednesday – View the DVD and take notes
Thursday – View the DVD and take notes
Friday – Final test is a (40) minute Q.W. over the novel
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Week # 24 – February – 3 – 7 – Wednesday Professional Day
Monday – Begin background information on the novel study of Ellison’s The Invisible Man
Tuesday – Read chapters 1 and 2 in class – HW chapters 3, 4, and 5
Wednesday – No Students
Thursday – Review chapters 3, 4, and 5 in class – HW chapters 6, 7, and 8
Friday – Review chapters 6, 7, and 8 in class – HW chapters 9, 10, 11, and 12
Week # 25 – February – 10 – 14
Monday – Review chapters 9, 10, 11, and 12 in class – HW chapters 13, 14, and 15
Tuesday – Review chapters 13, 14, and 15 in class – HW chapters 16, 17, and 18
Wednesday – Review chapters 16, 17, and 18 in class – HW chapters 19, 20, and 21
Thursday – Review chapters 19, 20, and 21 in class – HW chapters 22, 23, 24, and epilogue
Friday – Review chapters 22, 23, 24, and epilogue – HW outline Q.W. writing prompts
Week # 26 – February – 17 – 21 – Monday Presidents’ Day
Monday – No School!
Tuesday – Complete a (40) Q.W. over the novel
Wednesday – Begin the play study of King Lear by Shakespeare
Thursday – Select readers and review the background and intended message of the play
Friday – Begin Act I of the play
Week # 27 – February – 24-28
Monday – Review Act I in class – HW review class notes and prepare for Act II
Tuesday – Read Act II of the play and discuss – HW prepare notes and review Act III
Wednesday – Review Act I and II with a quick Quiz over the characters and the issues
Thursday – Read Act III of the play and discuss – HW prepare notes and review Act IV
Friday – Read Act IV of the play and discuss – HW prepares notes and review Act V: Short Form # 3 is due on Monday
Week # 28 – March 3 – 7 – Friday Half-Day
Monday – Read Act V of the play and discuss – HW outline the writing prompts of the play
Tuesday – View the DVD of the play and complete the worksheet
Wednesday – View the DVD of the play and complete the worksheet
Thursday – Complete the viewing of the DVD and prepare for the final test over the play
Friday – Complete the final test over the play
Week # 29 – March – 10- 14 – Thursday, Friday – Parent Conferences
Monday – Review the notes covering Hamlet
Tuesday – Read the short play – Rosencrantz and Guildenstern by Shakespeare
Wednesday – Continue to read the play and discuss the social issues presented by the actors.
Thursday – Complete a review of the play and discuss how it fits in to today’s societal issues.
Friday – Complete a Q.W. over the play.
Spring Break – March 17 – 21 - Read the novel One Day in the Life of Ivan Denisovich
Week # 30 – March 24 – 28
Monday – Introduction of the various types of Sonnets – Teacher created handout – HW review the sonnet packet
Tuesday – Review several sonnets and their structure, meter, rhyme scheme, etc. - HW review for the test
Wednesday – Complete a quiz over the types of sonnets – HW write an original sonnet
Thursday – Share their sonnet with the class for a score
Friday – Share their sonnet with the class for a score
Week # 31 – March 31, April 4 – Friday – Half Day
Monday – Review the novel read over break – HW outline the writing prompts
Tuesday – Complete a (40) Q.W. over the novel
Wednesday – Begin the novel Heart of Darkness by Joseph Conrad
Thursday – Review the background information on the author and purpose – HW read Part 1
Friday – No School
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Week # 32 – April – 7 – 11
Monday – Review Part 1 and continue to read and discuss Part 1 – HW complete Part 1
Tuesday – Complete the review of Part 1
Wednesday – Review the second half of Part 1 and discuss – HW begin section 1 of Part 2
Thursday – Complete the review of section 1 of Part 2
Friday – Review Part 1 and Part 2 and discuss
Week # 33 – April 14 – 18 – Friday Half-Day
Monday – Review section 1 of Part 2 and discuss – HW complete Part 2
Tuesday – Review second half of Part 2 and discuss – HW begin section 1 of Part 3
Wednesday – Complete a review of Part 3 – HW prepare for a Q.W.
Thursday – Complete a Q.W. over the novel.
Friday – Receive and review the Walt Whitman poem. – HW writes an original poem using Whitman’s example
Week # 34 – April 21 – 25
Monday – Share their poem with the class
Tuesday – Share their poem with the class
Wednesday – Continue poetry review
Thursday – Continue poetry review
Friday – No School Week # 35 – April 28, May 2 – Friday Half-Day Short form # 4 is Due on
Monday – Practice test
Tuesday – Practice test
Wednesday – Practice test
Thursday – Practice test
Friday - Practice test
Week # 36 – May – 5 – 9 – A.P. Exams – APA Research Paper: Due Monday May 13th.
Monday – Presentations of APA Research
Tuesday – Presentations of APA Research
Wednesday – Presentations of APA Research
Thursday – Presentations of APA Research
Friday - Presentations of APA Research
Week # 37 – May 12 – 16
Monday – Preparation for Final Exam
Tuesday – Preparation for Final Exam
Wednesday – Preparation for Final Exam
Thursday – Final Exam - Senior
Friday – Final Exam - Senior
Week # 38 – May 19 – 23
Monday – Preparation for Final Exam
Tuesday – Preparation for Final Exam
Wednesday – Final Exam – Dual literature
Thursday – Final Exam- Dual literature
Friday – Last day for Teachers
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