Essential Questions
How does literature help us understand others and ourselves?
How is writing a communication tool?
How does literature reflect the human condition/experience?
How does literature express universal themes?
How does literature reflect its time’s social, cultural, and
historical values?
Classroom Expectations
• Stand quietly for the entire national anthem (Div. and 1st period)
• On time (Div. and 1st must have tardy pass)
• IDs on and around your neck
• No electronic devices (headphones or cells phones to 213)
• No food or drink (except water)
• Sit in assigned seat (no sitting on desks or walking around)
• Positive and respectful attitude
• Ready to learn and participate
• NO complaining or whining
• Quiet and attentive during instruction
• No late work accepted
Welcome back!
T, 9/2/14
BEFORE BELL:
IDs on
Please pick up the following on your way in:
index card, and syllabus (THREE PAGES. Staple them.)
Take a seat.
TODAY’S AGENDA
Assign seats, complete contact card, and create writing folder
Introduction to course, materials, and resources
Dispelling the myth/rumors
Review composition conference assignment due M 9/8
Review parts of course syllabus
HW review:
Parent-student letter and two online surveys due R 9/4
Email HW assignment due F 9/5
Material check and composition conference due M 9/8
Rhetorical techniques assignment due M 9/8
Literary term assignment due M 9/8
Dispelling the Myths/Rumors
On the lined side, write
what you have heard
about the AP
exam/course or about me
that concerns you.
Write initial questions
you have about the course
or me.
On the blank side, write
what your expectations
are of this course.
Consider the following:
what you expect of me
what you expect of your
peers
what you think I expect
of you
W, 9/3/14
BEFORE BELL:
IDs on
P5- pick up file folder
Find your assigned seat. Look at seating chart on stool.
Pick up literary term handout on your way in.
Take out notebook (or loose leaf if you still haven’t gotten an notebook)
TODAY’S AGENDA
Collect writing folders (old and new)
About the AP exam PPT (lang v. lit)
Review literary terms assignment
Rhetorical techniques PPT
Review RT assignment
Address myths/rumors- TA EC
Syllabus Q&A
Get peer contact info
HW review:
Always check the website, but nothing has changed since yesterday.
R, 9/4/14
BEFORE BELL:
IDs on
Pick up another file folder and write period and your name
(e.g.: 1- Jane Doe)
Take out parent-student letter
Take out loose leaf and write your ID number on it
TODAY’S AGENDA
Housekeeping- record folder, letter, poster for lit. term project
Complete MC exam
Review responses
Discuss findings/questions
HW review:
Always check the website, but nothing has changed since
yesterday.
MC Exam Practice
1. Only write your ID number on the loose leaf.
2. Turn to page 99 of AP exam packet and wait for further
instructions
3. DO YOUR BEST
4. When you are finished, write down your time (THIS IS
VERY IMPORTANT)
5. If you finish early, come see me.
F, 9/5/14
BEFORE BELL:
IDs on
Pick up AP Exam packet- Please, do not write on them.
Take out a loose leaf paper and write your name, period, date, Q2 prompt
TODAY’S AGENDA
BELL RINGER: Turn to p. 45 of the exam packet. Read the prompts
from 2006-2013, and answer questions 1-2 on p. 46. When you are
finished, read the passage on p. 47 and the scoring guideline on p. 48.
In quads, discuss your responses to the questions on p. 46. What do you
and your partner have in common?
Share out and discuss difference between devices (elements and techniques)
Then, review the rubric on p. 47. Together, identify the key words/phrases
that distinguishes each score (create a bullet point list for each score).
Lastly, you and your partners will be assigned an essay (A, B, or D), and
you will be asked to:
Identify the thesis statement
Score the essay using the scoring guidelines
Provide details/examples to defend your score
HW review:
UPDATES to literary term project (term sign up and poster)
What is the difference between
literary elements, devices, and
techniques?
Commonly, the term Literary Devices refers to the typical structures used
by writers in their works to convey his or her message(s) in a simple
manner to his or her readers. When employed properly, the different
literary devices help readers to appreciate, interpret and analyze a
literary work.
Two Kinds of Literary Devices
Literary Devices have two aspects. They can be treated as either Literary
Elements or Literary Techniques. It will be convenient to define them
separately.
Literary Elements have an inherent existence in literary piece and are
extensively employed by writers to develop a literary piece. E.g. plot,
setting, narrative structure, characters, mood, theme, moral etc. Writers
simply cannot create his desired work without including Literary
Elements in a thoroughly professional manner.
Literary Techniques, on the contrary, are structures usually a word/s or
phrases in literary texts that writers employ to achieve not merely
artistic ends but also readers a greater understanding and appreciation
of their literary works. Examples are: metaphor, simile, alliteration,
hyperbole, allegory, etc.
Examples of Common Literary
Elements
1. Plot: It is the logical sequence of events that develops a story.
2. Setting: It refers to the time and place in which a story takes place.
3. Protagonist: It is the main character of story, novel or a play. E.g.
Hamlet in Hamlet.
4. Antagonist: It is the character in conflict with the Protagonist. E.g.
Claudius in Hamlet.
5. Narrator: A person who tells the story.
6. Narrative method: The manner in which a narrative is presented
comprising plot and setting.
7. Dialogue: Where characters of a narrative speak to one another.
8. Conflict. It is n issue in a narrative around which the whole story
revolves.
9. Mood: A general atmosphere of a narrative.
10. Theme: It is central idea or concept of a story.
Examples of Common Literary
Techniques
1. Imagery: It is the use of figurative language to create visual representations of actions,
objects and ideas in our mind in such a way that they appeal to our physical senses. For
example:
The room was dark and gloomy. -The words “dark” and “gloomy” are visual images.
The river was roaring in the mountains. – The word “roaring” appeals to our sense of
hearing.
2. Simile and Metaphor: Both compare two distinct objects and draws similarity between
them. The difference is that Simile uses “as” or “like” and Metaphor does not. For
example:
“My love is like a red red rose” (Simile)
He is an old fox very cunning. (Metaphor)
3. Hyperbole: It is deliberate exaggeration of actions and ideas for the sake of emphasis. For
example:
Your bag weighs a ton!
I have got a million issues to look after!
Examples of Common Literary
Techniques
4. Personification: It gives a thing, an idea or an animal human qualities. For example:
The flowers are dancing beside the lake.
Have you see my new car? She is a real beauty!
5. Alliteration: It refers to the same consonant sounds in words coming together. For
example:
Better butter always makes the batter better.
She sells seashells at seashore.
6. Allegory: It is a literary technique in which an abstract idea is given a form of characters,
actions or events. For example:
“Animal Farm”, written by George Orwell, is an example allegory using the actions of animals on
a farm to represent the overthrow of the last of the Russian Tsar Nicholas II and the Communist
Revolution of Russia before WW II. In addition, the actions of the animals on the farm are used
to expose the greed and corruption of the Revolution.
7. Irony: It is use of the words in such a way in which the intended meaning is completely
opposite to their literal meaning. For example:
The bread is soft as a stone. OR So nice of you to break my new PSP!
Function of Literary Devices
In general, the literary devices are a collection of universal
artistic structures that are so typical of all works of literature
frequently employed by the writers to give meanings and a
logical framework to their works through language. When
such works are read by readers, they ultimately recognize
and appreciate them. Because of their universality, they also
allow the readers to compare a work of one writer to that
of the other to determine its worth. They not only beautify
the piece of literature but also give deeper meanings to it,
testing the very understanding of the readers along with
providing them enjoyment of reading. Besides, they help
motivating readers’ imagination to visualize the characters
and scenes more clearly.
M, 9/8/14
BEFORE BELL:
IDs on
Turn in Rhetorical Techniques HW in box
Pick up AP Exam packet- Please, do not write on them.
Take out the loose leaf paper Q2 prompt from Friday (TURN in on your way out)
Period 1 TAs please see me: Fernando, Alex, Sam, and Kristina
Period 5 TAs please see me: Karen, Diana, Lily
TODAY’S AGENDA
Finish AP Essay Scoring
Review the rubric on p. 47. Together, identify the key words/phrases that
distinguishes each score (create a bullet point list for each score).
Lastly, you and your partners will be assigned an essay (A, B, or D), and you will be
asked to:
Identify the thesis statement
Score the essay using the scoring guidelines
Provide details/examples to defend your score
Discuss findings
Read “The Teaching of Literature”
Create a list of ideas presented in the article about what good readers do (cite text)
and respond to the ideas presented (DEJ)
HW review:
See next slide
M, 9/8/14 HOMEWORK
HW review:
Finish “The Teaching of Literature” and read and DEJ “Why
Read the Classics?” due T 9/9
Print, read, and annotate “The Monkey’s Paw” (setting,
character development, theme development, symbolism,
tension). ID significant passages (moments) in test due R 9/11
Literary term project and TSAR annotated text due F 9/12
T, 9/9/14
BEFORE BELL:
IDs on
Pick up copy of “The Teaching of Literature” and “Why Read the
Classics?”
TODAY’S AGENDA
BELL RINGER: Answer the following questions.
How does literature help us understand others and ourselves?
How is writing a communication tool?
How does literature reflect the human condition/experience?
How does literature express universal themes?
How does literature reflect its time’s social, cultural, and
historical values?
Discuss DEJ for “The Teaching of Literature” and “Why Read the
Classics?”
ITP- Review Critical Thinking/Reading Journal (CRJ)
ITP- Read and complete CRJ for “Good Readers and Good Writers”- See
questions
HW:
See website
W, 9/10/14
BEFORE BELL:
IDs on
Pick up “Good Readers and Good Writers”
Take out notebooks
P5- about DEJ and discussion
TODAY’S AGENDA
BELL RINGER: Read the CRJ Guidelines and write down questions,
concerns, or thoughts on this process.
Review Critical Thinking/Reading Journal (CRJ)
In pairs, read and complete CRJ for “Good Readers and Good Writers”See questions
Then, create a list that combines the characteristics of good readers/writers
according to the three articles we read. What were some common ideas?
Compare this list to your own reading/writing skills (consider your
composition conference responses). Of this list, which skills are your
strengths/weaknesses? How do you know?
Discuss findings
HW:
See website
R, 9/11/14
BEFORE BELL:
IDs on
Take out annotated story
TODAY’S AGENDA
BELL RINGER: MP ?
In groups, examine assigned element and it’s effect on text.
Whole group discussion and addition from peers
Close read passage to determine further meaning.
What are the benefits of re-reading/close reading? Is it
important? Why or why not?
HW:
See website
“Good Readers and Good Writers”
CRJ ?s
4. What passages capture your attention, arouse a reaction? These can
be ideas or elements of language.
5 . What, according to Nabokov, is a good reader. A good writer?
10. What is your reaction to the essay? Is it an emotional one or a
logical one?
F, 9/12/14
BEFORE BELL:
IDs on
Take out short story
TODAY’S AGENDA
Discuss PPTs
In groups, finish short story question
PICK UP POSTER AND MARKERS
Discuss
HW:
See website
M, 9/15/14
BEFORE BELL:
IDs on
Take out loose leaf for Q2 essay prompt and write your name,
period, date, JE Q2 Prompt
TSAR- Write your name in inside book cover and have books ready
to check
TODAY’S AGENDA
Review HW
You have 40 minutes for this essay
You may write on/annotate the prompt
When you are finished, staple the prompt to the back of your essay and
place it in the in box
Please remain quiet until all essay have been submitted
HW:
See next slide
M, 9/15/14 HW
HW: Re-read assigned chapters from TSAR and complete CRJ
entry due W 9/17- Discussion leaders
HW: Complete left side of CRJ for class discussion due M
9/22
HW: Read literary review/criticism of TSAR due M 9/22
T, 9/16/14
BEFORE BELL:
IDs on
Pick up how to annotate a text bookmark
TODAY’S AGENDA
BELL RINGER: Write a review for TSAR. Consider what you like
and didn’t like and what you though worked well and what didn't.
Explain your response.
Review bookmark
PPT on Historical Context (Hemingway, Epigraph: The Lost
Generation), characteristics of Modern Literature (How is this
evident in TSAR), characteristics of TSAR style, and review various
themes
Review moments in a novel assignment (that provide a deeper
understanding of the meaning of the work as a whole)
HW:
See website
W, 9/17/14
BEFORE BELL:
IDs on
Take out notebooks and complete bell ringer
UPDATE: Friday P1 meet in 132, P5 meet in 232
IMP: P1- Leslie and Fernando, P5- Chloe and Christian, please see
me.
TODAY’S AGENDA
BELL RINGER:
Describe your re-reading experience. What was new in the second rereading? Explain the significant of what you found new (fresh).
How were your annotations different in the second reading than the first?
THEN, read the epigraphs. Why do you think the author chose these two
quotes? Explain how each quote relates to the theme(s) of TSAR.
Discuss re-reading experience
Discussion prep
HW:
Check website
R, 9/18/14
BEFORE BELL:
IDs on
TOMORROW: Friday P1 meet in 132, P5 meet in 232
TODAY’S AGENDA
Discussion prep- finish discussion prep from yesterday (next slide)
When you are finished, come and see me for a thematic topic
How we see it develop throughout the text? How do literary
elements contribute to its development?
• Then, pull quotes from the text
• Lastly, determine what the author’s message is regarding this
theme (remember , theme is not just a word but a message
HW:
Check website
TSAR Discussion Prep
With your partner:
1. discuss the epigraph and the question for your chapters. You
will be discussion leaders tomorrow, so it is important that
you are comfortable discussing these chapters.
2. Make sure to create a few discussion questions (consider
conflicts, characterization, theme development)
3. find examples of tone and style and determine how
tone/style affect these chapters.
4. What is the significance of the chapter(s)?
5. Lastly, select significant passages in the novel for your
assigned chapters (moments in the novel) and explain how
they “provide a deeper understanding of the meaning of the
work as a whole.”
6. Write page and paragraph #s on class chart
M, 9/22/14
BEFORE BELL:
IDs on
Books and notebooks
TODAY’S AGENDA
BELL RINGER: Hemingway stated that TSAR is not a “hollow or
bitter satire,” but a tragedy. What do you think about this
interpretation of the novel?
Finish theme discussion/quotes with partners (15 min)
• How we see it develop throughout the text? How do literary
elements contribute to its development?
• Then, pull quotes from the text
• Lastly, determine what the author’s message is regarding this
theme (remember , theme is not just a word but a message
Large group thematic topic discussion
On poster paper, write thematic topic, page, paragraph, brief explanation
HW:
See website
T, 9/23/14
BEFORE BELL:
IDs on
Books and notebooks
TODAY’S AGENDA
BELL RINGER: What makes for a good class discussion?
Why? What should your role be in the discussion? What is
your role in discussion? Explain. What should my role be?
Discuss BR and discussion guidelines
Student-led discussion (CRJ)
HW:
See website
Discussion Rubric
W, 9/24/14
BEFORE BELL:
IDs on
Books and notebooks
FINAL CONFERENCES update
TODAY’S AGENDA
BELL RINGER: Respond to yesterday’s discussion. What worked
well? What didn’t work well? What were your
strengths/weaknesses? What can you contribute to today’s
discussion?
Continue student-led discussions of chapters (CRJ)
Discuss author’s message/theme. How we see it develop throughout
the text? How do literary elements contribute to its development?
HW:
See website- COLLEGE ESSAYS DUE FRIDAY- CRJ and review
due day after we finish discussing chapters
R, 9/25/14
BEFORE BELL:
IDs on
Books and notebooks
FINAL CONFERENCES
TODAY’S AGENDA
BELL RINGER: Skim through chapters 5-8 and identify
discussion points based on you annotations
Continue student-led discussions of chapters (CRJ)
Discuss author’s message/theme. How we see it develop
throughout the text? How do literary elements contribute to its
development?
HW:
See website- COLLEGE ESSAYS DUE FRIDAY- CRJ and
review due day after we finish discussing chapters
F, 9/26/14
BEFORE BELL:
IDs on
Books and notebooks
FINAL CONFERENCES
TODAY’S AGENDA
BELL RINGER: Skim through chapters 7-10 and identify
discussion points based on you annotations
Continue student-led discussions of chapters (CRJ)
Discuss author’s message/theme. How we see it develop
throughout the text? How do literary elements contribute to its
development?
HW:
See website- COLLEGE ESSAYS DUE FRIDAY- CRJ and
review due day after we finish discussing chapters
M, 9/29/14
BEFORE BELL:
IDs on
Books and notebooks
Staple and place college essays in inbox
TODAY’S AGENDA
BELL RINGER: Skim through chapters 9-12 and identify
discussion points based on you annotations
Review JE assignments
Continue student-led discussions of chapters (CRJ)
Discuss author’s message/theme. How we see it develop
throughout the text? How do literary elements contribute to its
development?
HW:
See website
T, 9/30/14
BEFORE BELL:
IDs on
Books and notebooks
Staple and place college essays in inbox- LAST DAY
TODAY’S AGENDA
BELL RINGER: Skim through chapters 13-15 and identify
discussion points based on you annotations
Continue student-led discussions of chapters (CRJ)
Discuss author’s message/theme. How we see it develop
throughout the text? How do literary elements contribute to its
development?
HW:
See website
W, 10/1/14
BEFORE BELL:
IDs on
Books and notebooks
TODAY’S AGENDA
BELL RINGER: Final thoughts on TSAR. What haven’t we
discussed? Questions? THEN, skim through chapters 16-19
and identify discussion points based on you annotations
Discuss TSAR
HW:
See website
R, 10/2/14
BEFORE BELL:
IDs on
Books and notebooks
TODAY’S AGENDA
Finish TSAR
Discuss TSAR 1926 Review
HW:
See website
F, 10/3/14
BEFORE BELL:
IDs on
Take out notebooks- CRJ right side check
Pick up a handout
TODAY’S AGENDA
BELL RINGER: Consider your peer editing experiences in
the past. What are the benefits of peer editing? What do you
find most useful? What are the disadvantages of peer editing?
What do you not find useful?
College essay workshop guidelines
College essay workshop- round 1
HW:
See website
M, 10/6/14
BEFORE BELL:
IDs on
Take out handout
TODAY’S AGENDA
BELL RINGER: What are some common issues you are
finding in the college essays?
College essay workshop- round 2-3
Create grammar/writing issues class list
HW:
See website- JE DUE WEDNESDAY
T, 10/7/14
BEFORE BELL:
IDs on
TODAY’S AGENDA
BELL RINGER: Write a review for JE. Consider
what you like and didn’t like and what you though
worked well and what didn't. Explain your response.
THEN, consider how JE differs from TSAR. Which
did you like better? Why?
PPT on Historical Context
Return college essays
HW:
See website- JE DUE WEDNESDAY
W, 10/8/14
BEFORE BELL:
IDs on
Take out re-reading questions
TODAY’S AGENDA
BELL RINGER: Describe your re-reading experience of
JE. What was new in the second re-reading? Explain the
significant of what you found new (fresh). How were your
annotations different in the second reading than the first?
Discuss re-reading experience
Discussion prep- see slide
HW:
See website
JE Discussion Prep
With your group:
1. discuss the question for your chapters. You will be discussion
leaders, so it is important that you are comfortable discussing these
chapters.
2. Discuss your research topic and findings. How do they relate to
your chapters and novel as a whole?
3. What is the significance of your chapters?
4. Make sure to create a few discussion questions (consider conflicts,
characterization, theme development)
5. find examples of literary devices and determine how they affect
these chapters (PULL PASSAGES TO READ).
6. Lastly, select significant passages in the novel for your assigned
chapters (moments in the novel) and explain how they “provide a
deeper understanding of the meaning of the work as a whole.”
R, 10/9/14
BEFORE BELL:
IDs on
TODAY’S AGENDA:
Discussion prep- see slide
HW:
See website
F, 10/10/14
BEFORE BELL:
IDs on
TODAY’S AGENDA:
Finish discussion prep- see slide
Large group thematic activity- create a poster that addresses
the themes in your chapters. Provide textual evidence.
HW:
See website
T, 10/14/14
BEFORE BELL:
IDs on
Turn in college essays (revision and first draft)
TODAY’S AGENDA:
Finish theme chart
Present PPT (Marxist, Feminist, Psychoanalytical, Reader
Response)
Audience take notes
HW:
See website- P1 meet in 132 tomorrow.
What is literary criticism?
A very basic way of thinking about literary theory is that these
ideas act as different lenses critics use to view and talk about art,
literature, and even culture. These different lenses allow critics to
consider works of art based on certain assumptions within that
school of theory. The different lenses also allow critics to focus
on particular aspects of a work they consider important.
https://owl.english.purdue.edu/owl/resource/722/01/
Examples
For example, if a critic is working with certain Marxist theories,
s/he might focus on how the characters in a story interact based
on their economic situation. If a critic is working with postcolonial theories, s/he might consider the same story but look at
how characters from colonial powers (Britain, France, and even
America) treat characters from, say, Africa or the Caribbean.
https://owl.english.purdue.edu/owl/resource/722/01/
Various literary lenses
Moral Criticism, Dramatic Construction (~360 BC-present)
Formalism, New Criticism, Neo-Aristotelian Criticism (1930spresent)
Psychoanalytic Criticism, Jungian Criticism(1930s-present)
Marxist Criticism (1930s-present)
Reader-Response Criticism (1960s-present)
Structuralism (1920s-present)
Post-Structuralism/Deconstruction (1966-present)
New Historicism/Cultural Studies (1980s-present)
Post-Colonial Criticism (1990s-present)
Feminist Criticism (1960s-present)
Gender/Queer Studies (1970s-present)
W, 10/15/14
BEFORE BELL:
IDs on
TODAY’S AGENDA:
Go to AP Lit HW page and complete the two forms (contact
information and AP college readiness)
HW:
See website
R, 10/16/14
BEFORE BELL:
IDs on
TODAY’S AGENDA:
BELL RINGER: What were some issues that you encountered
while doing your research for JE? Did you find the links I provided
helpful? Was the research topic/description specific enough?
Explain.
Present PPTs (Psychoanalytic, Reader Response, Bronte, Bronte
sisters and other writers, class structure, women, education,
children)
Audience take notes
HW:
See website- Read and annotate NYT article on 2011 film adaptation
F, 10/17/14
BEFORE BELL:
IDs on
TODAY’S AGENDA:
Finish presentations
Discuss article (write your name and period and put it in the in
box on your way out)
View film, answer guided viewing questions, and discuss
HW:
See website
M, 10/20/14
BEFORE BELL:
IDs on
P1- finish presentations
TODAY’S AGENDA:
BELL RINGER: How do you want the discussion of this text to
be different from TSAR? What in are you looking forward to
discussing?
Student-led discussions of chapters 1-10
Discuss author’s message/theme. How we see it develop
throughout the text? How do literary elements contribute to its
development?
HW:
See website
T, 10/21/14
BEFORE BELL:
IDs on
TODAY’S AGENDA:
Student-led discussions of chapters 1-10
HW:
See website
W, 10/22/14
BEFORE BELL:
IDs on
TODAY’S AGENDA:
BELL RINGER: Why do bullies bully others? What
motivates them to be mean to others? What do you do when
someone bullies you? What have you found effective in
dealing with bullies? What do you do when someone else is
being bullied? What if it was your brother or sister?
College essays
Finish student-led discussions of chapters 1-10
HW:
See website
R, 10/23/14
BEFORE BELL:
IDs on
Take note notebooks
TODAY’S AGENDA:
BELL RINGER: Respond to the following quote from chapter 12 in JE. First,
restate in your own words. Then, write what you think about this idea.
“It is in vain to say human beings ought to be satisfied with tranquility: they must
have action; and they will make it if they cannot find it.”
Present PPTs (Gothic and Romantic Literature P1- Leslie and Jose; P5Christian and Jacklyn)
Audience take notes (imp. for next activity)
In small groups, identify how these characteristics are evident in your chapters
of JE and how it helps to develop the author’s message. Provide textual
support for your responses.
Discuss
HW:
See website
F, 10/24/14
BEFORE BELL:
IDs on
TODAY’S AGENDA:
Student led discussion of chapters 11-16
HW:
See website
M, 10/27/14
BEFORE BELL:
IDs on
Take out note notebooks
TODAY’S AGENDA:
BELL RINGER: Respond to the following quote from chapter 10 in JE. First,
restate in your own words. Then, write what you think about this idea.
“I desired liberty; for liberty I gasped; for liberty I uttered a prayer; it seemed scattered
on the wind then faintly blowing. I abandoned it and framed a humbler supplication;
for change, stimulus: that petition, too, seemed swept off into vague space: ‘Then,’ I
cried, half desperate, ‘grant me at least a new servitude!’”
Present PPT (Bildungsroman and Jane’s social status P1- Vanessa and Nick; P5Vernese and Isiuwa)
Audience take notes (imp. for next activity)
In small groups, identify how these characteristics are evident in your chapters of JE
and how it helps to develop the author’s message. Provide textual support for your
responses.
HW:
See website- ONLY CHART IS DUE THURSDAY
M, 10/27/14
BELL RINGER: Respond to the following quote
from chapter 10 in JE. First, restate in your own
words. Then, write what you think about this idea.
“I desired liberty; for liberty I gasped; for liberty I
uttered a prayer; it seemed scattered on the wind then
faintly blowing. I abandoned it and framed a humbler
supplication; for change, stimulus: that petition, too,
seemed swept off into vague space: ‘Then,’ I cried,
half desperate, ‘grant me at least a new servitude!’”
T, 10/28/14
BEFORE BELL:
IDs on
Take out note notebooks
TODAY’S AGENDA:
BELL RINGER: Respond to the following quote from Chapter 24 in JE.
First, restate in your own words. Then, write what you think about this idea.
He stood between me and every thought of religion, as an eclipse intervenes
between man and the broad sun. I could not, in those days, see God for His
creature: of whom I had made an idol.
Finish JE growth chart
Discuss
Present PPT (Religion P1- Fernando and Daniel; P5- Valentine and Chole)
Audience take notes (imp. for next activity)
In small groups, identify how this idea is evident in your chapters of JE and
how it helps to develop the author’s message. Provide textual support for your
responses.
HW:
See website- ONLY CHART IS DUE THURSDAY
T, 10/28/14
BELL RINGER: Respond to the following quote
from Chapter 24 in JE. First, restate in your own
words. Then, write what you think about this idea.
“He stood between me and every thought of religion, as
an eclipse intervenes between man and the broad sun. I
could not, in those days, see God for His creature: of
whom I had made an idol.”
T, 10/28/14 (old)
BEFORE BELL:
IDs on
Take note notebooks
TODAY’S AGENDA:
BELL RINGER: Respond to the following quote from Chapter 24 in JE.
First, restate in your own words. Then, write what you think about this idea.
He stood between me and every thought of religion, as an eclipse intervenes
between man and the broad sun. I could not, in those days, see God for His
creature: of whom I had made an idol.
Present PPT (Religion P1- Fernando and Daniel; P5- Valentine and Chole)
Audience take notes (imp. for next activity)
In small groups, identify how this idea is evident in your chapters of JE and
how it helps to develop the author’s message. Provide textual support for your
responses.
Discuss
HW:
See website- ONLY CHART IS DUE THURSDAY
W, 10/29/14 (OLD)
BEFORE BELL:
IDs on
Take note notebooks
TODAY’S AGENDA:
BELL RINGER: Reflect on the JE discussion process
compared to TSAR. Which structure do you prefer? Why?
Student-led discussions of chapters
Discuss other ideas presented from M and T
HW:
See website
W, 10/29/14
BEFORE BELL:
IDs on
Take out note notebooks
TODAY’S AGENDA:
BELL RINGER: Reflect on the JE discussion process compared to
TSAR. Which structure do you prefer? Why?
Finish discussing JE growth chart
Present PPT (Religion P1- Fernando and Daniel; P5- Valentine and
Chole)
Audience take notes (imp. for next activity)
In small groups, identify how this idea is evident in your chapters of
JE and how it helps to develop the author’s message. Provide textual
support for your responses.
HW:
See website- ONLY CHART IS DUE THURSDAY
R, 10/30/14
BEFORE BELL:
IDs on
Take out JE Q3 Charts
TODAY’S AGENDA:
BELL RINGER:
What did you find most difficult in creating your charts?
Why do you think you struggled with this? What did
you do to overcome this?
Whole class discussion, reading, and analysis of Q2 prompt.
Small group discussion of Q3 charts
HW:
See website
F, 10/31/14
BEFORE BELL:
IDs?
Clear your desks and take out PEN and loose leaf
TODAY’S AGENDA:
FOLLOW DIRECTIONS CAREFULLY:
Write your name and period on the rubric
Write a proper heading on your loose leaf (name, period, date, midterm)
Read the directions and passage carefully. You may annotate the passage.
When you are finished, QUIETLY bring up both handout and essay [staple
in this order: rubric (top), essay (middle), passage (bottom)].
IF you finish early, QUIETLY work on something that doesn’t require
electronics.
HW review:
See website for UPDATES!!!!!
M, 11/3/14
BEFORE BELL:
IDs?
Take out your HW: 4-6 index cards
TODAY’S AGENDA:
Review found poem assignment
In small groups, identify religion is evident in your chapters of JE
and how it helps to develop the author’s message.
Determine the author’s criticism of religion thorough the characters
Discuss
HW review:
See website- NEXT SLIDE
M, 11/3/14 HOMEWORK
HW Found poem due R 11/6
HW JE Q2 in-class prompt revision due M 11/10
HW JE Q3 prompt chart and essay due M 11/10
HW Quotes on beauty, equality, food/famine, fire/ice for your
assigned chapters due M 11/10 (handout will be posted next week)
HW re-read and guided reading questions for ch 35-38 due W 11/12
T, 11/4/14- OLD
BEFORE BELL:
IDs?
TODAY’S AGENDA:
BELL RINGER:
What is your personal response to Rochester’s inability to marry Jane because of
his obligation to his wife, Bertha?
What is your experience with dreams? Do you believe they are significant?
Write about a memorable dream you had.
Present PPT (Marriage and divorce, mental health, and dreams) and audience
take notes
Review themes for JE Q3 essay prompt chart
In small groups, identify how this idea is evident in your chapters of JE and
how it helps to develop the author’s message. Provide textual support for your
responses. Identify how these ideas connect to the themes and help to develop
the themes.
One person from each group, come up and get a Chrome Book.
HW review:
See website
T, 11/4/14
BEFORE BELL:
IDs?
TODAY’S AGENDA:
Finish sharing group religion findings
Present PPT (Marriage and divorce, mental health, and dreams) and
audience take notes
Review themes for JE Q3 essay prompt chart- see next slide
In small groups, identify how this idea is evident in your chapters of JE
and how it helps to develop the author’s message. Provide textual
support for your responses. Identify how these ideas connect to the
themes and help to develop the themes. SEE HW site for link to doc.
One person from each group, come up and get a Chrome Book.
HW review:
See website
JE Themes
List of the thematic topics we discussed:
Love/Marriage
Social Class
Religion
Gender roles (inequality)
Isolation/Family
Coming of age
Others- there are others, and you are free to use them. Just make
sure it is a theme and not a motif of characteristic of the
literature (e.g. gothic/romantic)
JE Q2 Essay Issues
W, 11/5/14
BEFORE BELL:
IDs?
TODAY’S AGENDA:
One person from each group, come up and get a Chrome Book.
In small groups, identify how this idea is evident in your chapters of JE
and how it helps to develop the author’s message. Provide textual
support for your responses. Identify how these ideas connect to the
themes and help to develop the themes.
Discuss
HW review:
See website
R, 11/6/14
BEFORE BELL:
IDs on
TURN in found poem assignment in inbox
Take out loose leaf for Q2 essay prompt and write your name,
period, date, JE Q2 Prompt
TODAY’S AGENDA
You have 40 minutes for this essay
You may write on/annotate the prompt
When you are finished, staple the prompt to the back of your essay and
place it in the in box
Please remain quiet until the bell rings. No electronic devices once you
are done.
HW:
See website
M, 11/10/14
BEFORE BELL:
IDs on
Turn in JE Q2 revision (with in-class essay)
Turn in JE character essay (with chart)
Take out HW charts
TODAY’S AGENDA
Review marriage, mental health, and dreams
Presentations (beauty and equality, food and famine, and fire
and ice)
In small groups, compare your findings and determine how
these ideas help to develop theme/s in novel.
HW:
See website
M, 11/10/14 HOMEWORK
Re-read ch 35-38 and answer guided reading questions due W
11/12
Found poem part 4 (comments) due F 11/14
JE Research PPT upload due F 11/14 (see submission
guidelines)
Read and annotate poetry article due T 11/18 (articles will be
posted later this week)
MEET IN 232 M 11/17
W, 11/12/14
BEFORE BELL:
IDs on
Take out NBs
TODAY’S AGENDA
BELL RINGER: What is love? How do you know love is
love? How do you define it? What does it look like (actions)?
Imp: What are the top ten characteristics/virtues you want in
a mate (think long term, not summer fling)?
Present PPT (Love)
Whole group discussion: What do you think Bronte’s message
is regarding love? Consider different types of love in the text.
Counselor drop in
HW:
See website
Period 1
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
1-10
Samuel
Philip
Katerina
Krinstina
Alecia and
Michael
11-16
Moin and
Alex
Leslie
Daniela
Crystal
Bianca
17-22
Tia
Nina and
Jillian
Ben
Keisha
Evan
23-27
Daniel
Vanessa
Nick
Jose
Victor
28-34
Samantha
Fernando
Kevin
Zafar
Caitlin
Period 5
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
1-10
Diana
Edisson
Yessenia
Karolina
Christophe
r and
Rachel
11-16
Melissa
and
Natalie
Christian
Francisco
Marian
Ana
17-22
Karen
Jennifer
Diana L
Tristan
Arthur
23-27
Valentine
Verenise
Isiuwa
Jacklyn
Sophia
28-34
Lily
Chloe
Daniela
Veronica
F, 11/14/14
BEFORE BELL:
IDs on
Take out NB (checking ?s during BR)
TAs: Fernando and Karen, see me after class
TODAY’S AGENDA
BELL RINGER: What has been your favorite and least favorite part
of reading and discussing JE (consider the assignments too)? What
did we not discuss that you wish we had? Do you think you would
feel comfortable using this text for a Q3 prompt?
Final class discussion
EXIT SLIP: What is the most valuable thing this book has taught
you or made you realize/question/consider? Is this one of your
classics? Why or why not?
HW:
See website
Discuss the following ideas:
Rochester was wrong to try to marry Jane.
Jane’s decision: Rochester v. St. John
M, 11/17/14
BEFORE BELL:
IDs on
TODAY’S AGENDA
Go to AP HW page and check out the HW for the week.
Then, click on midterm survey link to enter data. PLEASE
follow directions CAREFULLY.
When you are finished entering the data, go to AP Other Docs
page and follow the directions carefully. There should be no
talking. You should be focused on completing this task.
HW:
See website
T, 11/18/14
BEFORE BELL:
IDs on
Take out annotated articles/chapters
TODAY’S AGENDA
BELL RINGER: What is poetry? Why do we read/write poetry?
How do we interpret poetry?
Carmela Ciuraru as introduction to poetry
View clip from Dead Poets Society (Why do we read and write
poetry?)
https://www.youtube.com/watch?v=LjHORRHXtyI
https://www.youtube.com/watch?v=R_zsMwCOoEs
Discuss annotations- response to guided reading questions for First
Loves
In small groups, share their favorite poems
HW:
See website
First Loves Discussion
DISCUSS and answer the following questions as a group:
1. What do poets think/feel about poetry?
2. How do they respond to poetry?
3. What are the examples of how poetry functions for
different poets?
4. Why do they read and write it?
5. Discuss and make note of other ideas that were presented
that you annotated.
THEN, share your EC poems. Read it and explain its
significance to you.
W, 11/19/14
BEFORE BELL:
IDs on
TODAY’S AGENDA
BELL RINGER: Describe your experience analyzing poetry.
What do you look for? How do you make meaning? What
are your strengths? What are your weaknesses?
Share EC poems
Prose vs. Poetry
Discuss “Poetry as a Way of Saying” from Understanding
Poetry by Cleanth Brooks and Robert Penn Warren
Small group discussion
HW:
See website
What steals your time?
“Two Worlds” by Pat Mora
Bi-lingual, Bi-cultural,
able to slip from "How's life?"
to "Me'stan volviendo loca,"
able to sit in a paneled office
drafting memos in smooth English,
able to order in fluent Spanish
at a Mexican restaurant,
American but hyphenated,
viewed by Anglos as perhaps
exotic,
perhaps inferior, definitely
different,
viewed by Mexicans as alien,
(their eyes say, "You may speak
Spanish but you're not like me")
an American to Mexicans
a Mexican to Americans
a handy token
sliding back and forth
between the fringes of both
worlds
by smiling
by masking the discomfort
of being pre-judged
Bi-laterally.
I am…
What are you?
Why do you act white?
Why do you speak so white?
You are the whitest Hispanic I have ever meet.
You are NOT white. WE are not white.
I am more than golden brown skin.
I am more than proper English and broken Spanish.
I am a mother, wife, daughter, sister, friend, teacher.
I am kind, loving, loyal, compassionate.
I am impatient, critical, temperamental.
I am more than golden brown skin.
I am more than proper English and broken Spanish.
1.
2.
3.
4.
5.
6.
7.
8.
“Poetry as a Way of Saying”
Discussion
What is your response to the idea that poetry is “unnatural and irrelevant”?
Brooks states that poetry “spring(s) from deep human impulses and does fulfill
human needs.” What are your thoughts on this?
According to this chapter, what is the purpose of poetry? (Consider this
questions throughout the chapter: feeling and attitude, poetry as experience,
language vs. science, etc)
Re-read paragraphs 1-3 on page 9, what is the purpose of poetry according to
this passage?
Re-read paragraph 3 on page 5, what is your response to the questions posed
in this paragraph? Have you ever asked these questions before when reading
poetry? Why do you (we) ask these questions?
In paragraph 2 on page 10, Brooks states that “if students make a prose
version of the sonnet (referring to Shakespeare’s Sonnet 73), with all the
details faithfully kept, they will immediately recognize what is lost.” So your
task is to create a prose version of Sonnet 73 and explain what is lost in this
“translation.”
This chapter holistically deals with poetry as both part of our human
experience and literary art form. How does Brooks suggest we should
approach/interpret/read poetry?
Lastly, Brooks discusses the readers “readiness” to experience poetry. What
are your thoughts on this? According to his explanation, are you ready?
R, 11/20/14
BEFORE BELL:
IDs on
Pick up vocab chart
TODAY’S AGENDA
BELL RINGER: VOCAB chart
Determine the difference between prose and poetry
Finish “Poetry as a Way of Saying”
Discuss Laurence Perrine’s article “The Nature of Proof in the
Interpretation of Poetry”
Discuss “Theme, Meaning, and Structure” from Understanding
Poetry by Cleanth Brooks and Robert Penn Warren
In small groups, create a “how to” guideline for how to read and
understand a poem
HW:
See website
“The Nature of Proof…” Discussion
1.
Why can’t poetry mean anything you want?
2.
What criteria does Perrine suggest we use to evaluation interpretations of
poetry?
3.
What are some limitations in interpreting poetry?
4.
What do you take from this article that will help you better interpret poetry?
“Theme, Meaning, and Dramatic
Structure” Discussion
1.
How do we make meaning of a poem?
2.
How does tone affect meaning?
3.
Re-read paragraph 3 on page 268, what is the purpose of our abstracting parts
of a poem?
4.
What is theme? What is it not?
5.
How should our treatment of poetry be like our treatment of people? What
can this teach us? What do you think about this?
6.
What should our attitude toward poetry be? What do you think about this?
F, 11/21/14
BEFORE BELL:
IDs on
Turn in midterm re-write (revision, questions, original with rubric)
On your way out, staple and turn in group work
TODAY’S AGENDA
BELL RINGER: VOCAB chart
Quick class discussion of Laurence Perrine’s article “The Nature of Proof in the
Interpretation of Poetry” and “Theme, Meaning, and Structure” from Understanding
Poetry by Cleanth Brooks and Robert Penn Warren
In small groups, create a “how to” guideline for how to read and understand a poem
(cite article)
Review TP-CASTT for HW (see handouts all poems with TP-CASTTs due M after
break)
How to paraphrase a poem- paraphrasing vs. summary
Analyze AP Q1 prompts pg. 33 (by comparing prompts and identifying key
components- see questions)
Read scoring guideline on p. 35. What are the scorers looking for in a 9-8 essay?
HW:
See website- UPDATE
M, 11/24/14
BEFORE BELL:
IDs on
Take out loose leaf for Q1 practice prompt
TODAY’S AGENDA
Q1 Practice Prompt (2014)
DO NOT WRITE YOUR NAME, only your ID number,
period, date, and Q1 Practice Prompt
PRINT LEGIBLY!
HW:
See website- bring 3 index cards tomorrow
T, 11/25/14
BEFORE BELL:
IDs on
Pick up AP packet
Take out 2 index cards (write your name, period, date, Q1 Scoring)
TODAY’S AGENDA
Review the scoring guidelines on p. 35
Re-read prompt and poem on p. 34
Read sample essays p. 36 (8), p. 40 (4), p. 43 (6)
Raise your hand when you are done.
Read and score the essay:
Do NOT write on the essays
Each index card should include:
The score you would give this essay
A rationale for the score with specific and clear examples
Three things they did well (specific and clear examples)
Three things they can work on (specific and clear examples)
HW:
See website
M, 12/1/14
BEFORE BELL:
IDs on
TODAY’S AGENDA
Bell Ringer: VOCAB chart
Close read and explication of “The World Is Too Much With
Us”- William Wordsworth
Explicate and annotate poem aloud to model (making
meaning, literary devices that develop meaning)
Read and discuss literary criticism example from Camille
Paglia’s Break, Blow, Burn
HW:
See website-
M, 12/1/14
-Meet in 148 to go to auditorium R 12/4
-Bring #2 pencil to class on Friday 12/5 (Practice MC exam)
-Poem explication due M 12/8
T, 12/2/14
BEFORE BELL:
IDs on
TODAY’S AGENDA
Bell Ringer: What are your personal thoughts on Wordsworth’s
“The World Is Too Much with Us”? Do you identify more with the
speaker or the “world”?
What would Wordsworth’s response be to “Look up”? How is the
message in “Look up” similar to “TWITMWU”?https://www.youtube.com/watch?v=Z7dLU6fk9QY
Close reading of “She Dwelt Among the Untrodden Ways”William Wordsworth
Personal response, small group focus, large group discussion, read lit.
analysis for insights
HW:
See website
W, 12/3/14
BEFORE BELL:
IDs on
TODAY’S AGENDA
Bell Ringer: Re-read Sonnet 29 and write about a time you could
identify with something the speaker says in the poem.
Questions on poetry explication essay?
Close read and explication of “Sonnet 29”- William Shakespeare
In pairs, explicate and annotate poem (making meaning, literary
devices that develop meaning)
Read and discuss literary criticism example from Camille Paglia’s
Break, Blow, Burn
Whole class share out
HW:
See website-TOMORROW GOING TO AUD- FRIDAY bring #2
pencil for Practice MC exam
W, 12/3/14- PERIOD 5
BEFORE BELL:
IDs on
TODAY’S AGENDA
Bell Ringer: Questions on poetry explication essay?
Discuss “She Dwelt Among Untrodden Ways”
Read and discuss analysis of SDAUW
Close read and explication of “Sonnet 29”- William Shakespeare
In pairs, explicate and annotate poem (making meaning, literary
devices that develop meaning)
Read and discuss literary criticism example from Camille Paglia’s
Break, Blow, Burn- annotate for HW due tom.
Whole class share out ITP
HW:
See website-TOMORROW GOING TO AUD- FRIDAY bring #2
pencil for Practice MC exam
T, 12/4/14 PERIOD 5
TURN IN:
-SWELT AMONG….GROUP WORK
-SONNET 29 GROUP WORK
-STAPLE ANNOATED SONNET ESSAY TO 3 TPCASTT
M, 12/8/14
BEFORE BELL:
IDs on
Turn in essay (with outline and annotated poem)
PERIOD 5- I forgot to collect annotated essay for Sonnet 29
TODAY’S AGENDA
Bell Ringer: NONE
Review turnitin.com submission guidelines
Assign Poetics sections to annotate for jigsaw (see directions
online; P1 bring to class tomorrow)
Review MC exam redemption  (re-do incorrect responses)
HW:
See website
M, 12/8/14 HOMEWORK
Read and annotate assigned section due R 12/11 (no
exceptions because we are working on this in class- very
important)
Read Oedipus Rex due M 12/15
T, 12/9/14
BEFORE BELL:
IDs on
Take out Poetics section
TODAY’S AGENDA
Bell Ringer: None
Read and annotate Poetics
HW:
See website
W, 12/10/14
BEFORE BELL:
IDs on
Take out your poetry essays
TODAY’S AGENDA
Bell Ringer: None
Poetry essay and MLA issues you must address before
submitting a final draft
Complete writing review chart
ITP- Discuss AP Q1 and Q2 prompt guidelines
HW:
See website
MLA/grammar issues to fix
Paper must be MLA formatted (header, heading, double-spaced, etcsee #1)
Include the literary work and author in intro. (see #4)
Italicize book titles; quote poem titles (see #4)
Transitions between paragraphs that tie your ideas together (see #7)
Embed and cite quotes (see #9 and #10)
NO run-ons or fragments (see #16 and #15)
Vary sentence structure/combine sentences [this also helps reduce
wordiness (#14)] (see #24)
It’s vs. its: contractions vs. possessive (see #22)
Diction: words to NOT use (See #13g)
Comma usage (see #17)
Do NOT address or write about the “reader”
MUST BE FREE OF SPELLING ERRORS AND TYPOS. Proof
reading and editing must be evident.
Writing Review
DIRECTIONS: Complete the chart for each entry in the following order.
1.
2.
3.
4.
JE Q2 #1 – with revision
JE Q2 #2 (in class, no revision)
Midterm Q2- with revision
Q1 “For That He Looked Not upon Her” (in class, no revision)
Q1-2 Prompt Guidelines
1.
What did the author do/say about…(see prompt)?
a.
b.
c.
2.
3.
4.
5.
This should be your PRIMARY focus.
Do not summarize. Summaries can be dependent clauses, but not
independent.
Thesis should be arguable and show complexity through the use of words
like “although, however, yet.”
How did the author do/say it?
a.
This should always relate back to #1. How do the literary devices/elements
develop the message/characters/conflicts (see prompt)?
Follow organic flow of poem/passage:
a.
b.
ID major shifts and use sections as body paragraphs to ensure you are
moving through the essay.
Use transitions to connect ideas and to smoothly move essay along.
SIMMER/STEW in the details
a.
b.
Do not rush through the passage. Sometimes you have great points, but you
don’t develop them.
Think DEPTH vs. BREADTH
How to deal with the dreaded conclusion (you hate writing it, they hate
reading it)?
a.
b.
End with the ending of the poem- what does it reveal about the human
condition?
Go back to the title to tie everything together.
R, 12/11/14
BEFORE BELL:
IDs on
Take out Poetics sections for HW check- PLEASE WRITE
YOUR NAME ON YOUR HANDOUT 
TODAY’S AGENDA
Bell Ringer: see AP Guidelines
Jigsaw Part 2 (15 mins)
Jigsaw Part 3 (30 mins)
HW:
See website
F, 12/12/14
BEFORE BELL:
IDs on
Take out Poetics sections
Turn in poem essay (essay, outline, poem)
TODAY’S AGENDA
Bell Ringer: None
Intro to Oedipus Rex— Review handout online
John Green-https://www.youtube.com/watch?v=Cj7R36s4dbM
Other- https://www.youtube.com/watch?v=oXyek9Ddus4
Finish Jigsaw Part 3 (30 mins)- YOU NEED THIS TO READ OEPIDUS
REX
HW:
See website
M, 12/15/14
BEFORE BELL:
IDs on
Take out Oedipus Rex (checking annotations) make sure your
name and period is written in pen or marker on the inside
cover.
TODAY’S AGENDA
Bell Ringer: What are you initial thoughts on the play?
Consider themes, character, plot, and play structure.
Oedipus Rex pair activities (for presentations tomorrow)
HW:
See website
M, 12/15/14 HOMEWORK
• Break reading will be announced later this week- Hamlet
T, 12/16/14
BEFORE BELL:
IDs on
Take out Oedipus Rex
TODAY’S AGENDA
Bell Ringer: SKIP
Finish pair work (15 mins)
When you are finished, pick up AP Q3 prompt. In your NBs,
determine if you are comfortable responding to each prompt
or not and state why.
HW:
See website
W, 12/17/14
BEFORE BELL:
IDs on
Take out Oedipus Rex
Pick up handout
TODAY’S AGENDA
Bell Ringer: Vocab- When you are done, answer the
discussion questions on the handout that relates to your pair
work.
Discuss Oedipus Rex Q3 prompts
Discuss character, conflict, plot, themes…
HW:
See website
R, 12/18/14
BEFORE BELL:
IDs on
Pick up pair work poster and put your names and period on it
I have a super sore throat and cannot talk a lot
TODAY’S AGENDA
Bell Ringer: Vocab
Oedipus Rex pair work discussion/presentations
Final paired activity- on a loose leaf sheet of paper. Pick on the the
Q3 prompts and outline how you would respond to that prompt.
HW:
See website
F, 12/19/14- WE MADE IT!
Have a wonderful break!
BEFORE BELL:
IDs on
P5- https://www.youtube.com/watch?v=ZZUCgq8LfhY
TODAY’S AGENDA
Bell ringer: complete anticipation guide
PPT Introduction to Hamlet
Review break assignment
HW:
See website for Hamlet reading assignment and extra credit.
M, 1/5/15- Happy New Year!
BEFORE BELL:
IDs on
Take out #2 pencil
Take out Hamlet Journals
TODAY’S AGENDA
Bell Ringer: Complete blue side of scantron (name, period,
date, Hamlet Acts 1-3 Exam
Complete Hamlet Act 1-3 AP style exam
HW:
See website
M, 1/5/15- Homework
Extra credit due tomorrow.
HW: Read Hamlet Act 4 with reading journals due M 1/12
HW: Read Hamlet Act 5 with reading journals due W 1/14
Planning ahead:
HW: Essay prompt brainstorm due F 1/16
HW: Read and annotate writing essays (TBA) due 1/20
HW: Annotated article for Hamlet paper due T 1/21
HW: First draft of Hamlet paper due F 1/23
T, 1/6/15
BEFORE BELL:
IDs on
Take out Hamlet Journals (this will be useful during group
work)
Turn in extra credit
TODAY’S AGENDA
Bell Ringer: Vocab
Act 1 group work
Discuss Act 1
HW:
See website
F, 1/9/15
BEFORE BELL:
IDs on
Pick up Chromebook
TODAY’S AGENDA
Go to AP Other Docs Page and open Ghost’s Speech
Questions
Read and Ghost’s speech in your books and complete part 1
questions
Then, complete part 2 (this you will likely need to finish for
HW)- Act 4 due next week – due date TBA
RTN Chromebooks and make sure you plug them back in.
HW:
See website
M, 1/12/15
BEFORE BELL:
IDs on
TODAY’S AGENDA
Bell Ringer: Vocab
In small groups, discuss questions and develop responses (see
new charts)
Discuss Act 1 and Ghost’s speech
Review HW
HW:
See website
M, 1/12/15 HOMEWORK
HW: Act 2-3 assigned questions due T 1/13
HW: Read Hamlet Act 4 with reading questions due R 1/15
WARNING: Next week is rough. Please plan ahead.
HW: Read Hamlet Act 5 with reading questions due T 1/20
HW: Essay prompt brainstorm due W 1/21
HW: Annotated article for Hamlet paper due W 1/21
HW: Read and annotate writing essays (TBA) due R 1/22
HW: First draft of Hamlet paper due F 1/23
T, 1/13/15
BEFORE BELL:
IDs on
TODAY’S AGENDA
Bell Ringer: Vocab
Discuss Act 2
HW:
See website
W, 1/14/15
BEFORE BELL:
IDs on
TODAY’S AGENDA
Bell Ringer: Vocab
Discuss Act 3
HW:
See website
R, 1/15/15
BEFORE BELL:
IDs on
TODAY’S AGENDA
Bell Ringer: Vocab
Finish discussing Act 1-3
HW:
See website
F, 1/16/15
BEFORE BELL:
IDs on
TODAY’S AGENDA
Bell Ringer: Vocab
Discuss Act 4
Review HW and essay options
HW:
See website
W, 1/21/15
BEFORE BELL:
IDs on
TODAY’S AGENDA
Discuss Act 3
Start HW for Act 4
HW:
See website
R, 1/22/15
BEFORE BELL:
IDs on
TODAY’S AGENDA
Bell ringer: Vocab
Discuss Act 4
HW:
See website
F, 1/23/15
BEFORE BELL:
IDs on
TODAY’S AGENDA
Bell ringer: Vocab
Finish Act 4
Start HW for Act 5
HW:
See website
M, 1/26/15
BEFORE BELL:
IDs on
Pick up AP exam booklet
TAs, return scantrons
TODAY’S AGENDA
Review top 11 incorrect questions
HW:
See website
M, 1/26/15
In pairs, re-read your assigned passage and identify evidence from
the text to support the correct answer.
1. Passage on p. 22 #22 B
2. Passage on p. 24 #28 E
3. Passage on p. 24 #30 E
4. Passage on p. 26 #35 D
5. Passage on p. 26 #38 D
6. Passage on p. 26 #39 E
7. Passage on p. 26 #41 A
8. Passage on p. 26 #43 B
9. Passage on p. 28 #48 D
10. Passage on p. 28 #53 A
11. Passage on p. 28 #55 D
R, 2/26/15
BEFORE BELL:
IDs on
Pick up handout (I NEED THESE BACK)
TODAY’S AGENDA
BELL RINGER: What are your first impressions of the
trading company? Of the people who work for it? Is Marlow
right to have concerns?
With your research partners, complete your assigned task for
chapter 1. Please be thorough in your response and cover the
entire chapter. We will discuss these tomorrow.
HW:
See website- Poem due M along with research plan. Chapter 2
annotations due W
W, 3/11/15
BEFORE BELL:
IDs on
Last call for letters- Please place in inbox.
Pick up handout (I NEED THIS BACK)
TODAY’S AGENDA
You will be assigned a number that relates to the handout you pick
up. Read the theme description on the handout. What questions
arise for you? Do you agree with this analysis? Look for examples
from the text that support your assigned theme. (15 mins)
Lastly, YOU will discuss chapter 3 
HW:
See website- I posted research paper due dates. Your biblio. cards or
biblio. handout is due next week Wednesday. You need a total of 10
sources for your paper. I will be checking for a minimum of 8 on W.
If you are out for I-Days, be sure to complete assignment that we will be
working on in class. Check the website.
R, 3/12/15
BEFORE BELL:
IDs on
Pick up Chromebook
TODAY’S AGENDA
Go to AP Other Docs page, open “HOD Found Poem
Assignment,” and follow the directions
You are submitting everything on Google Drive, so before you
get stared, be sure to create a Google doc for poem and
rationale and share it with me.
PLEASE TITLE your file PERIOD, YOUR FIRST INITIAL
AND LAST NAME, HOD POEM.
HW:
See website
F, 3/13/15
BEFORE BELL:
IDs on
Pick up Chromebook
TODAY’S AGENDA
Finish HOD Found Poem Assignment
HW:
See website
M, 3/16/15
BEFORE BELL:
IDs on
Pick up handout
TODAY’S AGENDA
BELL RINGER: You have 15 minutes to read the Q3 Prompt
options, and select one you want to write about. This is
something you need to do quietly and independently.
You have 40 minutes to write an essay. BE SURE TO
PROVIDE PROMPT YEAR.
Review annotated biblio. (5)
Work on research paper (30)
HW:
See website- Biblio. Cards due W 3/18
W, 3/18/15
BEFORE BELL:
IDs on
TODAY’S AGENDA
BELL RINGER: Sign up for a research topic for C&P. You
will be working on this in class R and F.
Look up reading schedule for C&P and answer the essential
reading questions in your notebook. While you are doing this,
I will call you up to show me your biblio. cards.
Discuss essential reading questions.
HW:
See website
R, 3/19/15 and F 3/20/15
BEFORE BELL:
IDs on
TODAY’S AGENDA
First, one person in each group should create a Google Slide
and share it with me and all your group members.
Please title the slide with PERIOD and your TOPIC #
Conduct your research and create your PPT.
This is due at the end of the period.
HW:
See website
M, 3/23/15 and T 3/24/15
BEFORE BELL:
IDs on
TODAY’S AGENDA:
• Presentations
• C&P Vocab
• Part 1, Chapters 1-4 guided reading questions
HW:
See website
W, 3/25/15
BEFORE BELL:
IDs on
Take books out (checking Ch 1-4 annotations)
Last call for annotated biblio.
ANNOTATED BIBLIO DUE ON TURNITIN ASAP (as in today)!
TODAY’S AGENDA:
• BELL RINGER: Take 10 minutes to INDEPENDENTLY consider
the following. Select 1-2 passages from Chapters 1-4 that addresses
the following:
•
•
•
•
•
Characters
Setting
Key events
Relevance to essential questions
Relevance to research topics
HW:
See website
R, 3/26/15
BEFORE BELL:
IDs on
ANNOTATED BIBLIO DUE ON TURNITIN ASAP (as in today)!
TODAY’S AGENDA:
• BELL RINGER:
•
•
Part 1: Re-read one of the following events. Take one passage from the
event (approx. 5 sentences) and analyze the images, diction (repetition),
characterization, themes, symbols, etc. Raskolnikov’s dream p. 59-62 OR
Raskolnikov at the door p. 77-78
Part 2: Select 1-2 passages from Chapters 5-7 that addresses the following
•
•
•
•
•
Characters
Setting
Key events
Relevance to essential questions
Relevance to research topics
HW:
See website-MIDTERM TOMORROW. PLEASE DO NOT BE
LATE OR ABSENT.
F, 3/27/15
BEFORE BELL:
IDs on
Take out loose leaf and write heading
TODAY’S AGENDA:
• Midterm
HW:
See website
T, 4/14/15
BEFORE BELL:
IDs on
Place SRP drafts in inbox
Take out loose leaf and write heading for bell ringer and discussion notes (turn
this in at the end of class)
Take out books (checking annotations p.197-278)
TODAY’S AGENDA:
• BELL RINGER: In chapter 5 of part 3, a key discussion takes place between
Razumihin, Porfiry, and Raskolnikov. What is the philosophical reason
Raskolnikov commits murder? See pages 256-266. What are your thoughts on
the philosophical ideas presented in these pages? Write three questions that
you have or thought of based on this conversation.
• Class discussion of part 3, chapters 1-6.
•
•
Discuss characters, setting, key events, relevance to essential questions, relevance to
research topics
NEW: Take notes during discussion. Write questions, observations, realizations that you
have during the discussion.
HW:
See website- Part 4 due R
R, 4/16/15
BEFORE BELL:
IDs on
Take out books (checking annotations)
TODAY’S AGENDA:
• BELL RINGER: What are your thoughts about the Nikolay twist
in this section? Where you surprised? What do you think will
happen next?
• Class discussion of part 4, chapters 1-6.
•
•
In groups, discuss characters, setting, key events, relevance to essential
questions, relevance to research topics. BE SURE TO PROVIDE
TEXTUAL EVIDENCE
You will be presenting your findings tomorrow during discussion (create
Google Slide doc to highlight key points and passages). This will count as a
QUIZ grade, so be sure not to miss anything important from your assigned
chapter.
HW:
See website- next C&P section due M- MEET IN 132 (P1) and 255
(P5) tomorrow
M, 5/18/15
BEFORE BELL:
IDs on
Staple rubric to back of final draft (1- final draft, 2- rubric, 3first rough draft) and place in in box
Turn in paper on turnitin.com
TODAY’S AGENDA:
• Find ONE partner.
• Review the rubric and student tips.
• Provide partner with your annotated poem.
• Take turns practicing poems.
• Give you partner feedback based on rubric.
HW:
See website- presentations tomorrow
T, 5/19/15
BEFORE BELL:
IDs on
Staple annotated poem to TP-CASTT
TODAY’S AGENDA:
• Presentations
HW:
See website
W, 5/20/15
BEFORE BELL:
IDs on
Staple annotated poem to TP-CASTT
TODAY’S AGENDA:
• Finish Presentations
• INDEPENDENTLY AND SILENTLY read Maya Angelou’s
interview. What are your thoughts on it?
• Lastly, on the back of your packet, determine audience,
purpose, and form.
HW:
See website