A Barred Owl And The History Teacher Ap Essay Samples

Turn in your mini-lesson and your writing project in google classroom!

Presentations on Monday and then again on final exam day! :) 

 

Week 15

Mon 5/22 

--Warm-up writing and discussion:  Walt Whitman writes, “Some people are so much sunshine to the square inch.” • What behaviors or qualities does this statement conjure up for you? Do you know anyone like this?

--Book groups share annotations

 

HW: Read section 6 and make annotation #6 (due T/W) 

 

Tue 5/23 and Wed 5/24

--Warm-up writing and discussion: Austrian poet Rainer Maria Rilke writes, “May what I do flow from me like a river, no forcing and no holding back.” • This river begins with honesty--write about how you’re feeling today and why.

--Short film and discussion

 

HW: Read section 7 and make annotation #7 (due Th/F) 

 

Thur 5/25 and Fri 5/26

--Warm-up writing and discussion: Look through your warm-up book, find your favorite warm-up quote, and write it for today’s quote. Then explain why it’s your favorite.  

--Work time for writing projects and mini-lessons

--Reading time 

 

HW: Read section 8 and make annotation #8 (due T/W) Last section!!

Enjoy your weekend :)


Week 14

Mon 5/15 

--Warm-up writing and discussion: Writer/illustrator Maira Kalman says, “Every Monday morning is new hope.” • Do you agree? Explain. 

--Book groups and SSR

HW: Read section 3 and make annotation #3 (due T/W)

 

Tue 5/16 and Wed 5/17

--Warm-up writing and discussion: Zadie Smith writes, “To my mind, a true ‘creative’ should not simply seek to satisfy a pre-existing demand but instead transform our notion of what we want.” • What do you want that isn’t purchasable? What role has literature played in your desire for this?

--Speech excerpts (see google classroom)

--Book groups and SSR

 

HW: Read section 4 and make annotation #4 (due Th/F and quiz on Th/F) 

 

Thur 5/18 and Fri 5/19

--Warm-up writing and discussion: Maira Kalman exclaims, “Hallelujah for knowledge and for the honor of language and ideas. And books.” • Finish your own three-part exclamation: Hallelujah for …

--Short film and analysis

--Work time for unit writing project and mini-lessons

 

HW: Read section 5 and make annotation #5 (due Mon)


Week 13

Mon 5/8

--Warm-up writing and discussion: Camus writes, “No man can live on the stretch all the time, with his energy and will-power strained to the breaking point, and it is a joy to be able to relax at last and loosen nerves and muscles that were braced for the struggle.” (from The Plague) • What is your personal goal for learning during the rest of the year in AP Lit? What will help you be prepared for college English classes?

--See google classroom for unit plan assignment (due T/W)

 

HW: Finish unit plan

Practice for AP Lang students https://apstudent.collegeboard.org/apcourse/ap-english-language-and-composition/exam-practice plus study AP lang rhetorical terms (in google classroom)  

 

Tue 5/9 and Wed 5/10 

--Warm-up writing and discussion: Amy Krouse Rosenthal writes, “tall + coffee = grown-up” and “soul + movement = dance”. (from This Plus That: Life’s Little Equations) •  What is yes + no? Explain.

--Library to check out books and SSR

--Book cover discussion (see assignment in google classroom) 

 

HW: Read section one of your nonfiction book; make annotation #1 (due Th/F)

 

Thur 5/11 and Fri 5/12

--Warm-up writing and discussion: David Foster Wallace writes, “To be, in a word, unborable…is the key to modern life. If you are immune to boredom, there is literally nothing you cannot accomplish.” (from The Pale King) When are you most likely to feel bored? Describe the circumstances in terms of the 5 senses, plus the sense of time passing. Any ideas for how to overcome the sense of boredom?

--Art Show activity (see google classroom)

--SSR

 

HW: Read section two of your nonfiction book; make annotation #2 (due Mon)


Week 12

Mon 5/1

--Warm-up writing and discussion: Write an affirmation of what you’re doing well. My example: I see nuance and ambiguity as I read and I comment on tone and symbols that show the tendency of human relationships to change over time.

--Review literary work study guides (turn in 8 at end of class) 

 

HW: Get plenty of sleep! :) 

 

Tue 5/2 (5th period only) 

--Warm-up writing and discussion: Mary Shelley writes, “In the midst of poverty and want, Felix carried with pleasure to his sister the first little white flower that peeped out from beneath the snowy ground.” (from Frankenstein) • What do you understand about Felix from the imagery of this sentence?  

--Review

 

HW: Get plenty of sleep! :) 

 

Wed 5/3 AP Lit Exam! 

 

Thur 5/4 and Fri 5/5 

--Warm-up writing and discussion: David Foster Wallace counsels, “Try to learn to let what is unfair teach you.” (from Infinite Jest) •What do you find really unfair? In what way could it possibly teach you?

--Feedback from the class

--Scattergories

--Intro to book group options (see google classroom)

 

HW: 1. Decide which book you’ll read  

2. Practice for AP Lang students https://apstudent.collegeboard.org/apcourse/ap-english-language-and-composition/exam-practice plus study AP lang rhetorical terms (in google classroom) 


Week 11

Mon 4/24

--Warm-up writing and discussion:  Jane Austen, in replying via letter to her niece regarding books with well-behaved women wrote, “Pictures of perfection make me sick and wicked.” •  What is the benefit of reading books featuring the dark side of human behavior?

--Collaborative timed write (if you missed class, see google classroom)

 

HW: Fill out all literary work study guides (we'll have in-class time to do The Stranger). All are due on Mon May 1.

 

Tue 4/25 and Wed 4/26

--Warm-up writing and discussion: Poet Philip Larkin writes, “The trees are coming into leaf / Like something almost being said”.  • What is Larkin’s tone? What is the effect of his simile?

--Feedback on the Collaborative Timed Write

--Literary Work Study guide for The Stranger

--poetry forms review (see google classroom if you missed class; turn in a hard copy)

 

HW: If needed, finish poetry form review. Finish literary work study guides for all the works we've read this year. (Due May 1) 

 

Thurs 4/27 and Fri 4/28

--Warm-up writing and discussion:  Virginia Woolf writes, “Friendships, even the best of them, are frail things. One drifts apart.” (from To the Lighthouse) • What is Woolf’s tone?  Do you agree with her? Explain.

--Thesis writing practice (see google classroom if you missed class)

 

HW: Study literary terms, poetic terms, finish literary work study guides (due Mon May 1)


Week 10

Mon 4/17

--Warm-up writing and discussion: Novelist Margaret Atwood writes, “The answers you get from literature depend on the questions you pose.” What questions do you have about The Stranger at this point?

--Storytime for ch 4 while students make a visual annotation; caption it with concept statements.

 

HW: Read The Stranger ch 5 and 6 and make a visual annotation. 

 

Tue 4/18 and Wed 4/19

--Warm-up writing and discussion: Dr. Seuss writes, “You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose.” Do you believe this? Would Meursault believe this? Explain.

--read The Stranger aloud: Part 2, ch. 1   

--Create an essay outline (thesis + three topic sentences on the following prompt: What is the most important word in the text so far? Why?

 

HW: Read The Stranger Part 2 ch 2 and 3 + a visual annotation (due Th/F) 

 

Thur 4/20 and Fri 4/21

--Warm-up writing and discussion: Aldous Huxley confesses, “It is a bit embarrassing to have been concerned with the human problem all one's life and find at the end that one has no more to offer by way of advice than 'Try to be a little kinder.'” What does this have to do with Celeste’s testimony at Meursault’s trial?

--Language, Silence, and Music in The Stranger (see google classroom if you missed class)

--Storytime for Part 2 chapter 4

--revision time for GoST essay

 

HW: Read through end of The Stranger and make a visual annotation. (due Mon)

2. Revise GoST essay and turn in marked copy (due Mon) 

 

Week 9  

Mon 4/10 

--Warm-up writing and discussion: Leo Tolstoy writes, “Rest, nature, books, music, love for one's neighbor — such is my idea of happiness.” • Did your spring break include any of these things? Explain.

--Watch and take notes on Bright Star

--See google classroom for alternative assignment if you miss class.

 

HW: Fill out literary work study guide for your re-read

 

Tue 4/11 and Wed 4/12

--Warm-up writing and discussion: Poet and philosopher David Whyte writes:

We shape our self to fit this world  

and by the world are shaped again
What is the tone? What is the meter? (Iambic tetrameter, meaning four iambic feet in a line)

--Feedback on Q1 and Q3 (see google classroom for slides) 

--Finish Bright Star and do scored discussion (if you missed class, please write one page capturing your insights about poetry, Romantic poetry, John Keats, or Bright Star and turn in as an alternate assignment.)

--Intro to Camus

 

HW: Fill out literary work study guide for your re-read

 

Thur 3/13 and Fri 3/14

--Warm-up writing and discussion: Simone de Beauvoir writes, “Each of us is responsible for everything and to every human being.” • Do you agree fully? Is this statement useful or overwhelming? Both?

--Check out The Stranger from the library 

--Slideshow on Existentialism and The Absurd (see google classroom)

--Visual annotation (see google classroom)

--Storytime for ch. 1

 

HW: Read ch 2 and 3 in The Stranger and make a visual annotation (due Mon)


Week 8

Mon 3/27

--Warm-up writing and discussion: Poet William Blake writes, “You never know what is enough unless you know what is more than enough.” • Is this true? Give an example as you explain.

--Watch 7:30 min British Library video on Blake https://www.youtube.com/watch?v=fl0yBrI24XM 

--William Blake packet (see google classroom)

 

HW: Read re-read

 

Tue 3/28 and Wed 3/29

--Warm-up writing and discussion: Virginia Woolf writes, “You must be capable not only of great fineness of perception, but of great boldness of imagination if you are going to make use of all that the artist gives you.” • What does this have to do with the Q2 question about Lutie Johnson and the windy setting?

--See slideshow on Q2 feedback in google classroom (highlight essay and write down a goal)

--See slideshow on humor analysis of prose passages (google classroom)

 

HW: Read re-read

 

Thur 3/30 and Fri 3/31

--Warm-up writing and discussion: In a letter to his brother and sister, John Keats asks, “Do you not see how necessary a world of pains and troubles is to school an intelligence and make it a soul?” • Do you agree? Explain.

--See poetry refresher slideshow in google classroom; intro to Bright Star.  

--Watch and take notes on Bright Star

--See google classroom for alternative assignment if you miss class. 

 

HW: Only if needed, read re-read. Have a wonderful spring break!


Week 7

Mon 3/20 

--Warm-up writing and discussion: Viriginia Woolf writes, “Do not dictate to your author; try to become him. Be his fellow-worker and accomplice.” (from her 1925 essay on How to Read a Book) • How do you think annotating helps this process? Why?

--Tips for Writing Compare-Contrast timed writes (see google classroom)

--Humor Webquest slideshow (see google classroom) and time to read and annotate an article.

HW: 1. Check out your re-read

2. Study your literary and poetic terms, get plenty of sleep and come to the full practice exam tomorrow (7:30 a.m. or after school) 

 

Tue 3/21 and Wed 3/22

--Warm-up writing and discussion: Why is this funny? (pic of dog and spider)

--Create or comment on something funny (assignment in google classroom) 

 

HW: Begin your re-read (you have two weeks to complete the book)

 

Thur 3/23 and Fri 3/24

--Warm-up writing and discussion: 

“Most men wear their belts low here, there being so many outstanding bellies, some big enough to have names of their own and be formally introduced. Those men don’t suck them in or hide them in loose shirts; they let them hang free, they pat them, they stroke them as they stand around and talk.” --Garrison Keillor  Diction? Tone? 

--MC debrief

--Class Play and humor dictionary activity

 

HW: Continue your re-read (you have about a week and a half to finish) 


Week 6

Mon 3/13

--Warm-up writing and discussion: In an interview with Salon magazine, Arundhati Roy says, “You know, I think perhaps that the question we should ask is, “What does it mean to be human?” • How does this question connect to your thesis?

--Peer editing workshop

 

HW: Polish and print essay (Due T/W)

 

Tue 3/14 and Wed 3/15

--Warm-up writing and discussion: Vocabulary practice for mitigate: to make less severe, powerful, or painful. 1. Take an educated guess as to its meaning. 2. Write down the definition. 3. Create a sentence. Ex: Reading the passage in a silly voice mitigates the visceral and emotional power of the writing.

--Turn in essays and do Turnitin.com

--MC practice

--Literary Work Study Guide for GoST

--Feedback for "Blackberry-Picking" 

 

HW: Review literary and poetry terms 

 

Th 3/16 and Fri 3/17

--Warm-up writing and discussion: Vocabulary practice for inexorable: impossible to stop, lessen, or persuade;  relentless. Origin: Latin, from in (meaning not), and exorabilis, meaning pliant. 3. Use it in a literary analysis sentence. Ex: The decaying berries represent the inexorable passing of time.

--Q3 review game

 

HW: Decide what book you will re-read over the next 2 weeks! 


Week 5

Mon 3/6

--Warm-up writing and discussion:  Italo Calvino writes, “The ultimate meaning to which all stories refer has two faces: the continuity of life, the inevitability of death.” How does this apply to GoST? (This is a great statement to remember for the MOWAW)

--Thesis workshop for GoST essay (see google classroom)

--Thesis writing time

 

HW: work on creative project (Due Th/F)

If needed, fine-tune thesis and be ready to turn in by next class! 

 

Tue 3/7 and Wed 3/8 

--Warm-up writing and discussion: Joseph Conrad writes, “Fiction is history, human history, or it is nothing . . . a novelist is a historian, the preserver, the keeper, the expounder of human experience” (1921). • How do you record your human experience? (Do you keep a journal, do you share photos via facebook or instagram, do you write poetry, etc.?)

--Timed Write #7 "Blackberry-Picking" (see google classroom)

--Discussion on The God of Small Things

 

HW: Finish creative project (due Th/F)

 

Thur 3/9 and Fri 3/10 

--Warm-up writing and discussion: German writer Goethe said, "True art can only spring from the intimate linking of the serious and the playful." • Describe your creative project in detail, including the two unit concepts you focused on and how your project shows the relationship between them. Then, explain how this statement connects with your creative project.

--Creative project sharing

--Writing lab for the GoST essay

 

HW: Finish a complete draft of your essay (no need to print out)--we'll peer edit on Monday!


Week 4

Mon 2/27

--Warm-up writing and discussion:  When asked about the stylistic devices she uses in GoST, Roy has said, “All I can say about that is language is the skin on my thought.” Do you think of language in this way? Or do you feel that words actually shape your thoughts, performing more of a structural role? Do words come easily to you?

--Tone practice (if you missed class today, please do this!)

 

HW: Read ch 13 of GoST (~26 pages) and do annotation # 7 (due T/W) 

 

Tue 2/28 and Wed 3/1

--Warm-up writing and discussion: British writer Doris Lessing asserts, “There are no laws for the novel. There never have been, nor can there ever be.” • Arundhati Roy’s style includes running together words to distort our usual understanding of language and ideas in order to create new meanings and connections. • Try runningtogether words in your response--first, do you agree with Lessing? Second, what is the effect of Roy’s style?

--Essay Outline for prompt (thesis statement plus three topic sentences): In a well-developed essay, explain the effect of one of Roy’s stylistic choices in The God of Small Things. You might focus on capitalizing Significant Words or runningtogether other words. Also consider Roy’s use of phonetics, her use of lists, catalogues, and numerations, and her use of anagrams, puns, and palindromes. Remember to explain how the stylistic feature helps to convey a major theme /  the meaning of the work as a whole.

--Literature circles and storytime for ch 14-15

 

HW: read ch 16 through 20 of GoST  (35 pages) + annotation #9 

 

Thur 3/2 and Fri 3/3

--Warm-up writing and discussion: “As Estha stirred the thick jam he thought Two Thoughts and the Two Thoughts he thought were these: a) Anything can happen to anyone. and b) It is best to be prepared.” What are you very well prepared for? Or, what are you not?

--SSR for ch 17

--Indian Miniatures art project (linked in google classroom)

--Finish Post-colonial criticism (read and annotate; answer the questions at the end)

 

HW: read ch 21-end + annotation #10


Week 3

Mon 2/13

--Warm-up writing and discussion: Joseph Conrad writes, “The earth for us is a place to live in, where we must put up with sights, with sounds, with smells, too, by Jove! - breathe dead hippo, so as to speak, and not be contaminated.” (Heart of Darkness) • When you encounter strange, off-putting things, is it useful to think of them potentially contaminating you? If not, what would be a better word? 

--Synthesis essay writing instruction (see slideshow in google classroom)

 

HW: Read GoST ch 8 (20 pgs) plus annotation #4 (Due T/W)

 

Tue 2/14 and Wed 2/15

--Warm-up writing and discussion: Philosopher William James said, “A great many people think they are thinking when they are merely rearranging their prejudices.” What informs your ideas about sustainable, earth-friendly practices? Are you open-minded? Explain.

--Writing time for synthesis essay

--allusions skits

 

HW: Read GoST ch 9-11 + annotation #5 (Due Th/F)

 

Thur 2/16 and Fri 2/17

--Warm-up writing and discussion: The beginning of one of Mary Oliver’s poems goes like this: Last night/the rain/spoke to me/slowly,/saying,/what joy/to come falling/out of the brisk cloud,/to be happy again/in a new way/on the earth! •There is a lot of water symbolism in GoST (as well as HoD) What things can rain symbolize? 

--SSR for ch 12, annotation #6 

--Kathakali documentary (first 16 minutes of https://www.youtube.com/watch?v=XAEC1LdSYrM ) 

--Read chapter on "More Than Just Rain" (linked in google classroom) 

--Create an essay outline (thesis plus three topic sentences) for the following prompt adapted from 2009. A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Focusing on the symbol of rain or rivers, write an essay analyzing how that symbol functions in TGoST and what it reveals about the characters or themes of the work as a whole. Do not merely summarize the plot.

--Post-colonial criticism (read and annotate; answer the questions at the end)

 

HW: None! Have a happy and safe mid-winter Break! 


Week 2

Wed 2/8

--Warm-up writing and discussion: French mathematician, scientist, and writer Blaise Pascal writes, “People almost invariably arrive at their beliefs not on the basis of proof but on the basis of what they find attractive.” (from De l’art de persuader) What makes an argument persuasive?

--Argument essay training (see slideshow linked in google classroom) 

 

HW: 1. Read GoST ch 5 + annotation (10 pages)

2. Write an argument essay on the following prompt: In 1891, Irish author Oscar Wilde (1854-1900) observed, “Disobedience, in the eyes of anyone who has read history, is man’s original virtue. It is through disobedience that progress has been made, through disobedience and through rebellion.”

Wilde claims that disobedience is a valuable human trait and that it promotes social progress. Write an essay that argues your position on the extent to which Wilde’s claims are valid. Use appropriate examples from your reading, experience, or observations to support your argument. 

(Use black or blue ink and spend 40 minutes total (including in-class time). This will be scored out of 15 points, on taking a strong position and supporting it thoroughly and persuasively.) 

 

Thur 2/9 and Fri 2/10 

--Warm-up writing and discussion: Joseph Conrad writes, “He who wants to persuade should put his trust not in the right argument, but in the right word. The power of sound has always been greater than the power of sense.” • Do you agree with Conrad? Did you search more for the right argument or the right words when composing your essay last night?

--Turn in essays

--Discuss first two annotations in GoST 

--AP English Language Rhetorical Terms and slideshow on rhetoric (see google classroom).

Mon 1/30

--Warm-up writing and discussion: Nobel-Prize winning poet Odysseas Elytis writes, “You'll come to learn a great deal if you study the Insignificant in depth.” What random, may we say Insignificant things are you interested in? Why?

--Intro to The God of Small Things with background on India 

 

HW: read packet on cultural criticism and new historicism, annotate. (Due T/W) 

 

Tue 1/31 and Wed 2/1

--Warm-up writing and discussion: Poet Adrienne Rich explains, “Every journey into the past is complicated by delusions, false memories, false namings of real events.”• Have you ever remembered an event differently than someone else who was there? What does this have to do with New Historical literary theory?

--Check out GoST 

--Discuss new historicism/cultural criticism packet and make bumper stickers  

--Reading time for chapter 1

 

HW: read ch 2 of GoST (48 pages) and create a family tree/relationship map of the characters so far (due Th/Fri) 

 

Thur 2/2 and Fri 2/3

--Warm-up writing and discussion: Arundhati Roy, who studied at the Delhi School of Architecture, says of writing her novel,“Constructing my book was actually an architectural thing... It was like designing an intricate balanced structure.” • What is your favorite building/space you’ve ever been inside? Why?

--Work time; share and turn in family trees

--creative project overview for GoST 

--Semester exam feedback

--Diction analysis practice 

 

HW: Read chapters 3 and 4 of GoST and make one annotation (Due Mon)


Week 20 (Last week of Fall Semester)

Mon 1/23 and Tue 1/24

--Warm-up writing and discussion: Word of the day: interpolate 1. Take an educated guess as to its meaning. 2. Write down the definition: to introduce (something additional or different) between other things or parts. (from the OED) Origin: Early 17th century: from Latin interpolat- refurbished, altered, from the verb interpolare, from inter- between + -polare (related to polire to polish). 3. Use it in a sentence. Ex: Eliot’s narrator interpolates information about Dorothea’s inner qualities during the section describing her outer appearance.

--"M&L" thesis work

--Middlemarch timed writes back 

 

HW: study poetry and literary terms (kahoot for poetry terms)

 

Wed-Fri: Fall Semester Final Exams 

2nd period: Wed    4th period: Thurs    5th period: Fri 


Week 19

Tue 1/17 and Wed 1/18

--Warm-up writing and discussion: Poet Philip Larkin explains that "one’s deepest impulse in writing … is to my mind not ‘I must tell everybody about that’ (i.e. responsibility to other people) but ‘I must stop that from being forgotten if I can’ (i.e. responsibility towards subject)." • Consider some of the pieces you’ve read: “The Black Walnut Tree”, “The Barred Owl”, “The History Teacher”, Middlemarch, “A Wall of Fire Rising”, “Araby”. Pick one and make a claim about what the author wants to stop from being forgotten.

--Sonnets as Cento Poems 

--formalist literary criticism discussion

 

HW: choose one of the questions at the end of the formalist literary criticism packet. That will become your prompt to use with one of Shakespeare's sonnets in the Sonnets as Cento Poems handout. Create an essay outline (thesis plus three topic sentences) using this prompt and poem. (Due Th/Fri)

 

Thur 1/19 and Fri 1/20

--Warm-up writing and discussion:  Oscar Wilde writes, “Most people are other people. Their thoughts are someone else's opinions, their lives a mimicry, their passions a quotation.” • Does this strike you as true? To what extent is it perfectly natural to have picked things up from others?

--Share essay outlines and turn in.

--Watch and take notes on Adorno and Derrida videos https://www.youtube.com/watch?v=4YGnPgtWhsw
https://www.youtube.com/watch?v=H0tnHr2dqTs and then apply to Middlemarch 2011 prompt

--Read sample essay scoring a 9 http://apcentral.collegeboard.com/apc/public/repository/ap11_english_literature_q2.pdf 

--MC practice

 

HW: Go to google classroom and read the linked short story, annotating as you go. Due Mon/Tue 


Week 18

Mon 1/9 

--Warm-up writing and discussion: Seamus Heaney’s translation of Beowulf includes the line: “Anyone with gumption and a sharp mind will take the measure of two things: what's said and what's done.” This is an excellent approach to analyzing a literary passage as well. What is the most significant line in the Beowulf excerpt? Is it something being said or something being done? Explain why it’s significant. 

--Self-score Beowulf excerpt and turn in 

--Timed Write 3 feedback

--Beowulf presentations

 

HW: review literary terms packet (keep the saw sharp!) 

 

Tue 1/10 and Wed 1/11

--Warm-up writing and discussion: English novelist George Eliot writes, “It is a narrow mind which cannot look at a subject from various points of view.”  (Middlemarch) • Think of someone you like a lot but are frustrated by sometimes. Make a T chart and list their good qualities on the left side, and their frustrating qualities on the right side. Come up with at least three on each side.

--Middlemarch Timed Write 

--Metaphysical poetry packet with slideshow

 

HW: None!

 

Thur 1/12 and Fri 1/13

Tue 1/3 and Wed 1/4 

--Warm-up writing and discussion: Milan Kundera writes, “Every novel says to the reader: ‘Things are not as simple as you think.’ That is the novel’s eternal truth, but it grows steadily harder to hear amid the din of easy, quick answers that come faster than the question and block it off.” • Take the word COMPLEXITY and create an acrostic poem for it, based on what you’ve learned so far in this class.

--MC practice with 1999 released exam

--Edwidge Danticat and "A Wall of Fire Rising" slideshow; read short story (linked on google classroom)

 

HW: Finish reading short story and write thesis statement. (Due Thurs/Fri) 

 

Thur 1/5 and Fri 1/6

--Warm-up writing and discussion: Poet Billy Collins says, The basis of trust for a reader used to be meter and end-rhyme. Now it’s tone that establishes the poet’s authority.” • Read Collins’ “Litany” and then listen to it--what is the tone of the poem?

--"Wall of Fire Rising" thesis sharing and turn in

--Read and score sample essays for “Barred Owl and History Teacher”
http://apcentral.collegeboard.com/apc/public/repository/ap07_englit_operational_q1.pdf 

--Beowulf slideshow with guided notes and assignment

 

HW: annotate the Beowulf excerpt linked above (Due Mon 1/9)


Week 16

Mon 12/12 (2-4-6 day) 

--Warm-up writing and discussion: Michel de Montaigne writes, “The greatest thing in the world is to know how to belong to oneself.” • When you are alone, where are you most at peace?  

--MC practice

--The Winter's Tale feedback and essays returned 

--Live Poets Society

 

HW: Revise The Winter's Tale essay (due Thu/Fri Dec 15/16)  

 

Tue 12/13 and Wed 12/14

--Warm-up writing and discussion: Michel de Montaigne writes, “The most certain sign of wisdom is cheerfulness. ” • Do you agree? Explain. 

--Live poets society

--Slideshow on James Joyce and read James Joyce's "Araby" (see google classroom for the story); create a strong thesis statement about the story. Ex: Joyce uses symbols to suggest that, ironically, insight often arrives as we encounter dead ends. 

 

HW: Revise The Winter's Tale essay (due Thu/Fri Dec 15/16) 

 

Thur 12/15 and Fri 12/16

--Warm-up writing and discussion: Poet Richard Wilbur says, “I feel that the universe is full of glorious energy, that the energy tends to take pattern and shape, and that the ultimate character of things is comely and good.” • Do you agree? Explain. 

--Turn in revisions of The Winter's Tale essay  

--Feedback on Timed Write #2

--Timed Write #3: "Barred Owl" and "The History Teacher" (do this if you missed class today!)

 

HW: none

Have a wonderful winter break, everyone! 


Week 15

Mon 12/5

--Warm-up writing and discussion: American writer Annie Dillard says, “How we spend our days is, of course, how we spend our lives.” • What is one of your favorite ways to spend a day? Would you be proud of a life spent doing little else?

--Live Poets Society presentations

 

HW: None!

 

Tue 12/6 and Wed 12/7

--Warm-up writing and discussion: Charlotte Bronte’s Jane Eyre says, “I would always rather be happy than dignified.” • Would you say this about yourself? Is this a false dichotomy? Explain.

--Live Poets Society presentations

 

HW: See google classroom for the MC practice (due Thur/Fri) 

 

Thur 12/8 (1-3-5)

--Warm-up writing and discussion: Michel de Montaigne writes, “The greatest thing in the world is to know how to belong to oneself.” • When you are alone, where are you most at peace?  

--MC practice

--The Winter's Tale feedback and essays returned 

--Live Poets Society

 

HW: Revise The Winter's Tale essay (due Thu/Fri Dec 15/16)  


Week 14

Mon 11/28

--Warm-up writing and discussion: English essayist William Hazlitt writes, “The art of conversation is the art of hearing as well as of being heard.” • Describe your experience over Thanksgiving break. Who did you listen to? 

--Playwriting time--plays are due to me on Tue/Wed (email to Karen Polinsky by Tuesday at 3:30 p.m. if you want extra credit).

 

HW: Finish play

 

Tue 11/29 and Wed 11/30 

--Warm-up writing and discussion: Alain de Botton writes, “The largest part of what we call 'personality' is determined by how we've opted to defend ourselves against anxiety and sadness.” • Think of how you’ve dealt with anxiety, stress, and sadness in a particular time--how has it shaped your personality? What is the connection to the main character in your choice read?

--Reminder: share your play with me via google doc!

--"Black Walnut Tree" sample essay scoring workshop (see http://media.collegeboard.com/digitalServices/pdf/ap/apcentral/ap13_eng_lit_q1.pdf) 

--MC workshop

 

HW: Fill out literary work study guide for your parallel read (WH, To the Lighthouse, or 1984) Due Th/F 

 

Thur 12/1 and Fri 12/2

--Warm-up writing and discussion: William Butler Yeats stood at the turning point between the Victorian period and Modernism, the conflicting currents of which affected his poetry. He writes, “Education is not the filling of a pail, but the lighting of a fire.” • What has kindled your interest in learning something?

--Live Poets Society assignment (see google classroom assignment: slideshow) If you missed class today, please choose a poem and poet that has been published recently in The New Yorker (search their website for poems).

 

HW: Memorize your sonnet and the live poets society poem OR write a two-page compare-contrast timed write on the themes and poetic devices (keep yourself to 40 minutes)
Slideshow DUE: Mon 


Week 13

Mon 11/21 

--Warm-up writing and discussion: Poet Maya Angelou says, “It’s one of the greatest gifts you can give yourself, to forgive. Forgive everybody.” • What is the best gift you’ve ever given someone?

--Analysis of "Initiation Song"

 

HW: Bring something that represents you. You will share verbally or by giving (copies of your favorite quote/poem, cookies, etc.) 

 

Tue 11/22 and Wed 11/23

--Warm-up writing and discussion:  Henry James writes, “I don't want everyone to like me; I should think less of myself if some people did.” • What do you want people to like about you? Are these the same qualities you prize in literary characters?

--Sharing objects/gifts

--Playwriting lesson and model (Harold Pinter's "The Dumb Waiter"); time to write a collaborative one-act (in groups of two to four)

 


Week 12

Mon 11/14 

--Warm-up writing and discussion: bell hooks writes, “Being oppressed means the absence of choices” (Feminist Theory). • Who is oppressed in our country? Think about the characters in The Winter’s Tale or your choice book--who is oppressed? What are their commonalities? 

--Peer edit

 

HW: 1. Polish your performance for “A Visit to a Small Planet” question (Performances will be on Tue/Wed)

2. Work on essay (final draft due Th/Fri) 

NB: If you need it, here is the full citation for the "Visit to a Small Planet" article: 

Fuchs, E. "EF's Visit to a Small Planet: Some Questions to Ask a Play." Theater, vol. 34 no. 2, 2004, pp. 4-9. Project MUSE, muse.jhu.edu/article/169652. 

Here is the full citation for the Feminist Criticism packet:

Tyson, Lois. Critical Theory Today: A User-friendly Guide. New York: Garland Pub., 1999. Print. 

 

Tue 11/15 and Wed 11/16

--Warm-up writing and discussion: Philosopher Albert Camus writes, “The evil that is in the world almost always comes of ignorance, and good intentions may do as much harm as malevolence if they lack understanding.” • If someone has good intentions but ends up making things a lot worse, in what ways are they responsible for the outcome?

--Performances for “A Visit to a Small Planet” questions (if you missed class today, please present your part to Ms. C for credit)

 

HW: Prepare for unit exam and polish essay, print out (Due Th/Fri) (See AP Eng Lit Universal Rubric for what you need to do to score a 5 on the Timed Write part of the exam)

 

Thur 11/17 and Fri 11/18

No warm-up

--Turn in The Winter's Tale essay and upload to turnitin.com

2nd period: class ID: 14027290 password: Leontes

4th period: class ID: 14027300 password: Hermione 

5th period: class ID: 14027310 password: Paulina 

--Unit Exam 

 

HW: optional: brainstorm for a One-Act play!

Enjoy your weekend, everyone!


Week 11

Mon 11/7 and Tue 11/8

--Warm-up writing and discussion: Martin Luther King, Jr. said, “Forgiveness is not an occasional act, it is a constant attitude.” • What does this feel like? Have you experienced this? • Statue of Hermione: static, constant, unchanging. Can we view it as a constant attitude of forgiveness? Does the text support this?  

--The Winter's Tale Act 5 (if you missed class, please read this act)  NB: The Internet Shakespeare Edition (online annotated version) of The Winter's Tale is very helpful! http://internetshakespeare.uvic.ca/doc/WT_M/complete/  

--Intro to The Winter's Tale Essay Assignment  (also in google classroom)

 

HW: finish thesis proposal DUE Wed/Thur

 

Wed 11/9 and Thur 11/10

--Warm-up writing and discussion: Paulina tells Leontes, “It is required / You do awake your faith” (5.3.18-19). • For 16 years, Leontes has lived in grief, without hope. What do you think Paulina is telling Leontes he has to have faith in? Explain. Ideas: that he can change his life • fix his mistake • be forgiven • see Hermione as whole, beloved, and real again.

--Turn in thesis proposal

--research and writing time (Bloom's database)

--Work time for “A Visit to a Small World” (assignment in google classroom)--we will present these on Tue 11/15 & Wed 11/16  

 

HW: finish complete draft of paper (we will peer edit on Mon)

Have a wonderful Veteran's Day weekend, everyone! 


Week 10 

Mon 10/31

--Warm-up writing and discussion: Paulina says, “I am sorryfor’t. All faults I make, when I shall come to know them, I do repent” • (3.2.215-217). When have you offered or accepted a genuine apology? Or, is a failed apology worse than no apology?

--Readthrough for The Winter's Tale 3.1 and 3.2 (if you missed class, please read these sections)  NB: The Internet Shakespeare Edition (online annotated version) of The Winter's Tale is very helpful! http://internetshakespeare.uvic.ca/doc/WT_M/complete/ 

 

HW: Read section 7 of choice book + one annotation and 1 vocab word in a sentence

 

Tue 11/1 and Wed 11/2

--Warm-up writing and discussion: E.M. Forster writes, “The advance of regret can be so gradual that it is impossible to say ‘yesterday I was happy, today I am not.’” • While Leontes realizes all at once and with great pain that he regrets accusing/imprisoning Hermione, not all realizations are this sudden. Have you ever come to regret something? How did you realize it?

--Score Timed Write #1 with scoring guidelines; make an endnote and turn back in. (If you missed class today, please see Ms. Crandell re: this assignment) 

--Literature Circle #3 (if you missed class today, make up this assignment by doing a reading response on sections 3 through 5 of your choice book.)

--Readthrough for The Winter's Tale 3.3 through 4.2 (if you missed class, please read these sections)  NB: The Internet Shakespeare Edition (online annotated version) of The Winter's Tale is very helpful! http://internetshakespeare.uvic.ca/doc/WT_M/complete/  

 

 

Thurs 11/3 and Fri 11/4

--Warm-up writing and discussion: J.K. Rowling writes, “People find it far easier to forgive others for being wrong than being right.” • Do you agree? Explain. Connection to King Leontes’ reaction to the oracle’s message? 

----Readthrough for The Winter's Tale 4.3 and 4.4 (if you missed class, please read this section)  NB: The Internet Shakespeare Edition (online annotated version) of The Winter's Tale is very helpful! http://internetshakespeare.uvic.ca/doc/WT_M/complete/   

--Work time for “A Visit to a Small Planet” assignment in google classroom

 

HW: Read literary criticism (secondary source--if you missed class today, please get this from Ms. C)

Have a wonderful weekend, everyone! 


Week 9 

Mon 10/24

--Warm-up writing and discussion: In To the Lighthouse, Virginia Woolf writes, “To want and not to have, sent all up her body a hardness, a hollowness, a strain.” • What have you wanted a lot and not been able to have? Does wanting something feel like this for you? Explain.

--Quiz on Act 1 

--Join google classroom (per 2: hz5mko) (per 4: iplftk) (per 5: jgsd2n) and begin assignment on "A Visit to a Small Planet"

 

HW: Read section 5 of choice book + one annotation and 1 vocab word in a sentence (Due Tue/Wed)

 

Tue 10/25 and Wed 10/26

--Warm-up writing and discussion: In Wuthering Heights, Emily Bronte writes, “My love for Linton is like the foliage in the woods: time will change it, I'm well aware, as winter changes the trees. My love for Heathcliff resembles the eternal rocks beneath” (ch 9).

In the poem A Barred Owl by Richard Wilbur, the author explains that an adult protects a child from the truth by telling her in lines 3-6 that she only heard an owl asking her a harmless question “Who cooks for you”. In the poem The History Teacher by Billy Collins, Mr. Collins depicts a school teacher who chooses to hide the truth of the world's past history from his students to protect their innocence. Both authors have trusted figures in the children’s lives who both have the same concept of lying and misleading the children into believing something that is false to in order to “protect” the child's innocence and for the sake of the adult's peace of mind.

      In the Barred Owl, the parents telling the child that the bird is asking her simple questions that shouldn’t make her scared is an example of personification (the Owl talking) and it also symbolizes a lack of foresight that is an effort to protect their daughter, but they have given her an unrealistic outlook on the world that can create its own future negative effects in the child's life. The poem The History Teacher while lacking personification it shares the same concept of symbolism in the same way, the teacher hides and shelters his students from the truth about history by telling his students made up pleasant events rather than cold hard facts of history to protect their innocence. But like the parents of the A Barred Owl, the teacher has no thought for his student's future of blindness, so he is blind to what the results of his actions and how his students that he is trying to keep pure of mind are displaying and preforming the same evil that he neglected to teach them.

    These poems differ in that Wilbur’s poem has an obvious childlike rhythm made by the fact that it is a couplet poem. The poem by Mr. Collins has a rhythm that is guided by the structure in which it is written rather than a rhyme scheme or word choice.

    The tone of the poems also differ where Mr. Collin's poem...

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