I pluck you out of the crannies,
I hold you here, root and all, in my hand,
Little flower—but if I could understand
What you are, root and all, all in all,
I should know what God and man is.
Calendar for the AP English 2010-2011
Rhetorical Device Handbook | Writing Journals | More about Rhetorics| AP Reading |
September | October | November | December | January | February |March | April | May | June |
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4 College Essay Workshop Objective: To gain skills and strategies to write an effective college essay Aim: How to write a successful college essay? Do Now: Generally, there are three types of questions: The "you," the "why us," and the "creative." What do colleges want to know about you through these types of questions? Mini Lesson- Read the two sample questions below and discuss the strategies to respond to them-"How would you describe yourself as a human being? What quality do you like best in yourself and what do you like least? What quality would you most like to see flourish and which would you like to see wither?" (Bates College) Strategy- ."You Question"-This direct question offers a chance to reveal your personality, insight, and commitment. The danger is that it's open-ended, so you need to focus. Find just one or two things that will reveal your best qualities, and avoid the urge to spill everything. 2. "Why Us"-
Strategy: Make sure you know your subject well. 3. The Creative Questions-
Strategy: ...you have something to react to, a way to show yourself and write about your real views. Just don't forget the importance of writing an informed essay. Agenda- In your small group, do the following- HW#17
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5 Oedipus 6 Objectives:
Agenda- 1. Do NOW Do Now: Mini Lesson- Review the quiz on Friday-analysis of Parados Activities- 1. How is the tone changed in the Ode(1)? HW# 18 1. Use the techniques we learned from Ode 1 to analyze Ode 2: "What is the importance of Ode 2 in relationship to the rest of the play?" 2.AP Voc 52-55 3. Read Scene 4
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6 Oedipus 7 Objectives: Agenda- 1. Do Now -Small group discusses Scene 3 using the study questions .What's destiny? Fate VS. Character 3. Small group discusses- HW#19 1.Answer questions based on Scene 4 3. AP Voc 56-58
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7 Oedipus 8 Objective- To understand why Sophocles uses so many metaphors involving light/dark and sight/blindness in Scene 4. Agenda- 1. Do Now: Discuss the use of light and darkness in a book or movie 2. Mini Lesson: Motif 3. In small groups, discuss scene 4 and Ode 3. 4. Class reviews imprtant details in Scene 4 and Ode 3 HW#20 1. Read and answer questions on Exodos. 2Analyze the language used in.Ode 4 3. Voc. 59-61
Students will be given handouts or websites to aid them in improving this aspect their writing (handouts from Hunter College’s Writing Center or textbook Heath Handbook of English 11th edition(purchase) or Warriner’s English Grammar and Composition fifth course 1988 Choose a distinguished novel or play in which some of the most significant events are mental or psychological; for example, awakenings, discoveries, changes in consciousness. In a well-organized essay, describe how the author manages to give these internal events the sense of excitement, suspense, and climax usually associated with external action. Do not merely summarize the plot.(The Heart of Darkness, Mrs. Dalloway by V. Woolf) |
8 Oedipus A.Choose an implausible or strikingly unrealistic incident or character in a work of fiction or drama of recognized literary merit. Write an essay that explains how the incident or character is related to the more realistic of plausible elements in the rest of the work. Avoid plot summary. B. Choose a complex and important character in a novel or a play of recognized literary merit who might on the basis of the character's actions alone be considered evil or immoral. In a well-organized essay, explain both how and why the full presentation of the character in the work makes us react more sympathetically than we otherwise might. Avoid plot summary. c. The meaning of some literary works is often enhanced by sustained allusion to myths, the Bible, or other works of literature. Select a literary work that makes use of such a sustained reference. Then write a well-organized essay in which you explain the allusion that predominates in the work and analyze how it enhances the work's meaning(Catch -22 by Joseph Heller) D. In great literature, no scene of violence exists for its own sake. Choose a work of literary merit that confronts the reader or audience with a scene or scenes of violence. In a well-organized essay, explain how the scene or scenes contribute to the meaning of the complete work. Avoid plot summary E. Select a line or so of poetry, or a moment or scene in a novel, epic poem, or play that you find especially memorable. Write an essay in which you identify the line or the passage, explain its relationship to the work in which it is found, and analyze the reasons for its effectiveness. F. A critic has said that one important measure of a superior work of literature is its ability to produce in the reader a healthy confusion of pleasure and disquietude. Select a literary work that produces this "healthy confusion." Write an essay in which you explain the sources of the "pleasure and disquietude" experienced by the readers of the work. |
11
No School Columbus Day |
12 Objectives: To understand the motif in the play and poetic justice Agenda 1. Students in small groups share ideas and uderstanding of Oedipus Scene 4 & Exodus 2. Minilesson: light and darkness as the motif 3. The class discusses " Is it better for people to find out the truth?" Why or why not? 4. Review AP Essay assignments. Pick one choice and write an AP essay using Oedipus as the literary work for discussion. HW#21 |
13 PSAT Test No Class
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14 Objectives: Students will understand how odes are used in Oedipus to intensify the characters' emotions and conflict Agenda- 1.Small groups read and discuss Ode 2 on page45; ode 3 on page 58; ode 4 on page 65 and discuss the effects of the language 2. MiniLesson- elevated language 3. Class shares the analysis of the odes HW#22 Complete illustrating Notes on Tragedy with texual evidence. 1. Identify one most effective literary device in each ode (2-4) and describe how it helps intensify the characters'(Thebans) emotions and conflict 2. AP Voc. 66-68 |
15 Objectives: To understand the rhetorical device used in Oedipus' monlogues and its effect Agenda- 1. Small groups share Odes analysis 2. Read excerpts of the Exodos on pages 71, 73, 74, 77, 78, 79. How do Oedipus' monologues affect your feelings toward what he has done? 3. Mini Lesson-on Rhetorics 4. Small groups discuss "What rhetorical devices did Sophcles use in the monologues that could affect his audiences the most?" HW#23 1. AP Voc.69-74 2. Complete the AP Essay #1 based on Oedipus. Due on Monday( scores counted toward 1st marking period's grade) 3. Read Flannery O'Conner's story " A Goodman is Hard to Find" for our Monday lesson. |
18 Short Story #1
Objectives: Students will understand- Materials: Flannery O'Conner's story " A Goodman is Hard to Find" Agenda 1. Small groupsdiscusse any book or film that one loves and dislikes at the same time. Share insights as to why. HW#24 1. Finish reading the story and Respond:"O'Connor's comic genius ... she who can entertain us so profoundly can damn us pretty much as she pleases". 2. Explain why we do not resent O'Connor's palpable design upon us. 2. AP Voc 74-77 3. AP Essay #2
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19 Short Story #2 Objectives: Students will understand how the setting, character, imagery and symbolism contribute to the overall theme of a story. Material- Hills Like White Elephants by Ernest Hemingway Agenda- 1. Read the story 2. Mini Lesson-relationship between "parts"and "whole"-symantic map 3. Small groups discuss- a. how the realtionship between the two characters' realtionship deteriates as the conversation progresses. HW#25 1. Answer the questions: How does the vivid symbolism ,represented by the setting and imagery, add to the overall theme of the story ? 2. AP Voc 78-80 3. Complete the assigned reading: Why I live at the P.O. by Eudora Welty
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20 Short Story #3 Why I live at the P.O. by Eudora Welty Objective: Students will be able to identify an unreliable narrator. They will be able to explain the effects that an unreliable narrator has on a text.
HW#26– 1.Write a reflection on the most effective arguments. 2. AP Voc 81-83 |
21 Short Story #3 Follow Up Theater Trip to see in Transit at the Primary Stages HW# 27 *Read the story The Kiss by Anton Chekov Answer the questions based on the story Why I live at the P.O. by Eudora Welty
1.Sister is the narrator of this story, and the telling of events
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22 Short Story #4 HW#28 AP Voc 87-90 |
25 Poetry Unit Day 1 Objective: Students will understand the realtionship among the speaker, audience and message a poem conveys through the Rhetorical Trianglegrid Agenda3 1. Meet the member of your group- students Vendler; 2 students TP-CASTT 2. Mini Lesson on RT grid 3. Each person read the poem aloud. 3. Use the Rhetorical Triangle grid to talk about the poem. 4. Turn in one RT grid at the end of the period. HW#29 1. Complete the TP-CASTT grid and Vendler's grid individually to analyze the assigned poem. Bring in the "grid" tomorrow and share with your group. 2. AP Voc 91-93 3. After reading the Hills Like White Elephants by Ernest Hemingway, analyze the short story and discuss how the setting, character, imagery and symbolism contribute to the overall theme of a story. Due Wed. 27, 2010
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26 Poetry Unit Day 2 Objective: Students will understand various poetic elements using TP-CASTT grid and Vendler grid Agenda 1. Mini lesson on TP-CASTT 2. Small groups start working on completing one TP-CASTT grid and Vendler's grid together and turn them in by the end of the period. 3. Small group begin planning your choral reading of the poem. HW#30 Prepare for the presentation of the poem- 1. Choral readng
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27 Poetry Unit Day 3 Objective: Students will demonstrate their understanding the assigned poem by their oral presentation Agenda 1. Mini Lesson- Rubric & components for presentation( Must have a Visual) a. choral reading( everyone must participate) 2.Small group prepare for the poetry presentation using the grid HW# 31
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28 Random House Writing Workshop in The Library HW# 32 1. Write a brief analysis in which you describe the speaker’s attitude toward his former student, Jane. Elegy for Jane 2. AP Voc 101-103 |
29 Poetry Unit Day 4 Prepare for the poetry presentation HW#33 Start reading the play Piano Lesson by August Wilson (Independent Reading) -Finish the play by Nov. 8 AP Voc 104-106
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1 Poetry Prensentation #1 Objective: Students will demonstrate their understanding of the poem through group presentation Agenda- Each group will have 15 minutes to present the poem. HW Voc. # 107-110
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2 Election Day No School HW#34 Prologue and Scene 1 and answer the questions 2.Voc. 111-113
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3
Poetry Presentation #2 Objective: Students will demonstrate their understanding of the poem through group presentation Agenda- Each group will have 15 minutes to present the poem. HW#35 1. Create 10 QAR multiple-choice questions( based on the poem your group presented) that demonstrate different levels of reading- a. literal Use TP-CASTT to guide your questions. 2. Voc. 114-117
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4 Reminder: 10 Multiple-Choice Questions Antigone Day 1 Prologue Agenda: 1. Do Now 2. Mini lesson- a. about burial b. discuss the Prologue c. answer the exit question HW #36 1. Select a poem fromthe list to read and respond: Are feministic attitudes revealed in their poems? How? Emily Dickinson: 2. Read Scene 1 |
5 HW#37 5. Answer the study questions in Prologue and Scene 1 ( your small group assignment) Review: Literary Term: Syntax( sentrence/phrase structure-the arrangement of words in a sentence) |
8 Antigone Day 3 (Scene 2) HW#38 1. Read the article "Terrains of Difference: Reading Shelley and Dickinson on Autumn" by Joanne Feit Diehl and write down-
2. Answer your small group questions
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9
Antigone Day 4 (Scene 3) Homework Assignment #39:
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10 LCT Workshop#1 in the library No additional homework assigned. Make up homework assignments from #34-#39 |
11
Veteran's Day
No School HW#40 Analyze Creon's peech in Scene 1 and Antigone's speech in Scene 2 by doing the following- 1. Are you convinced by his/her speech? Why? 2. Give one example of logos, ethos and pathos in each speech. 3. Give one example of deductive or inductive reasoning. |
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15
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16
Summative Assessment
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17 The Heart of Darkness Unit Session #1 Please bring in the handout Allegory of the Cave by Plato
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18 LCT Workshop #2 Assignemtn of Pre-reading activity for The Heart of Darkness 7 Strands of Research Jigsaw puzzle activity |
19 Pre- Reading The Heart of Darkness #1 Jigsaw puzzle activity
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22 Close Reading
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23 Close Reading |
24 The Heart of Darkness 4 |
25
Thanksgiving No School |
26 no class |
29
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30 Trip Slip Due LCT #3 in the library Hear of Darkness Homework Make-Up Opportunity
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End of the 2nd Marking Period |
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6 The Heart of Darkness 9
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7 Close reading The Heart of Darkness 10 |
8 Trip to Lincoln Center to see "A Freeman of Color" |
9 The Heart of Darkness Review #1 |
10 Assessment #1 The Heart of Darkness |
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The Heart of Darkness Review #2
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14 The Heart of Darkness Assessment #2
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15 The Heart of Darkness Assessment #3 How to incorporate evidence in an essay Agenda- 1. Review Assessment 2 Darkness Assessment #3 (Take home assignment) a. Use FIC ( facts, interpretation and central idea) to interpret the poem c."The head of each stalk is heavy with the gold of our error"? We are bound to earth but not the hawk; earth seems to be in agles of shadows and darkness Allusion to Plato, the metaphor of the light Do we turn from light? History is in the cellar or the cave? History is the composite of errors? |
16 The Heart of Darkness Assessment #4 (Take home assignment) LCT A Free Man of Color Response Lesson
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17 LCT #4 Post Show-Discussion Respond to A Free Man of Color Due Monday |
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24 Finish Reading the Piano Lesson by August Wilson and write the essay(Due Jan 3,2011) AP Essay based on Piano Lessons by August Wilson Many works of literature serve as windows for readers to look into the past of human history. Analyze how August Wilson, in his play Piano Lessons,uses various literary elements or techniques to reveal the African American experience of a specific time period in history. Happy Holidays! Merry Christmas! |
27 Christmas Break |
28 Christmas Break | 29 Christmas Break | 30 Christmas Break | 31 Christmas Break |
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7 Fixed Form Poetry |
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12 Fixed from Poetry poetry H.E. Housma |
13 Fixed from Poetry Poetry by William Wordsworth
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14 Fixed from Poetry Poetry Poetry D.H. Laurence
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21 AP Exam #2
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24 Final Assessment Short Story Read the short story "Birthday Party " by Katherine Brush written in 1946. Discuss how the author uses literary devices to achive her purpose. Birthday Party
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25 Independent Reading Choose one of the books to read and complete the essay asignment- 1. The Miser by Moliere 2. Metamorphosis by Franz Kafka 3. The Portrait of Dorian Grey by Oscar Wilde 4. A Doll's House by Henrik Ibsen 5. Candid by Voltaire
6. The Sun Also Rises by Ernest Hemingway
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26 Independent Reading List 1. Wuthering Heights |
27 Independent Reading |
28 Independent Reading |
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31 1988. Choose a distinguished novel or play in which some of the most significant events are mental or psychological; for example, awakenings, discoveries, changes in consciousness. In a well-organized essay, describe how the author manages to give these internal events the sense of excitement, suspense, and climax usually associated with external action. Do not merely summarize the plot. Use one of the books bellow. |
1 1. Wuthering Heights
Feb. Independent Reading The Thingd They Carried by Tim O'Brian #1
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Agenda- HW#1
Feb. Independent Reading The Thingd They Carried by Tim O'Brian #2 |
Agenda- 1. Voc. Quiz 2. Review some ELA points in Scenes 1, 2, & 3 Act I 3. Read scene 4 &5 HW#2 Write a letter from Banquo's point of view to his wife Lady Banquo, and retell the unusual experience he had that day.
Feb. Independent Reading The Things They Carried by Tim O'Brian #3
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4 HW#3 Conduct a brief group discussion on Lady Macbeth's character. What do you think of her? If such a woman existed in today's society, what would she be capable of doing and what would be your opinions on her? Report the result to the whole class. Assignment: Prepare for the "Who is the real Macbeth and Lady Macbeth" activity. Prepare questions that you will ask a group people that can help you identify the real Lady Macbeth and Macbeth. Feb. Independent Reading The Things They Carried by Tim O'Brian #4 |
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7 Agenda- -Act I Scene 6 &7 -Act I REVIEW HW#4 Interpret the 1st Macbeth Soliloquy "'t were done quickly: if the assassination..." Prepare for the fishbowl activity. Feb. Independent Reading The Thingd They Carried by Tim O'Brian #7
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Agenda- 1. Fishbowl activity-discuss Macbeth's 1st soliloquay 2. Start reading Act II, Scene 1&2 3. Continue exploring the internal conflict within Macbeth and Lady Macbeth's character HW#5 Interpret the 2nd Macbeth soliloquay-the dagger soliloquay. Prepare for the fishbowl activity. Feb. Independent Reading The Thingd They Carried by Tim O'Brian #8 |
9 Agenda- 1. Voc Quiz #2 2. Fish Bowl activity -discuss the dagger soliloquay 3. Act II, Scene 3 &4 After the murder of King Duncan, how does Macbeth and Lady Macbeth react?
HW#5 Feb. Independent Reading The Thingd They Carried by Tim O'Brian #9 |
10 Agenda- 1.Share HW#5 2. Recite the Macbeth's lines 3.. Read Act II, Scene 3&4 4. Act III, Scene 1, 2, &3 HW#6 A. Memorize- Macbeth's monologue:
C. How did Macduff dscribe the death of Duncan? How does the description demonstrate Macduff's love for Duncan? What literary techniques are used ? D. Why is Macduff's reply "O. gentle lady..." to Lady Macbeth's inquiry a good example of damatic irony? E. Basedon Act II- 1. What mental picture from this act still lingers in your mind? 2. How has Macbeth changed as a result of the events in this act? 3.The porter humously comments on the types of people who wind up at the gates of hell. How is Macbeth like or unlike the sinners descrubed by the porter? 4. Can you predict the psychological effects that the murder will have on Macbeth and Lady Macbeth? D. Act III, Scene 1-Analyze Macbeth's "Our fears in Banquo" soliloquy in scene 1. E. ActIII, Scene 2-What change in their(M &LM)relationship have we noticed in this scene? Feb. Independent Reading The Thingd They Carried by Tim O'Brian #10
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11 Agenda- Act III Scene 4 &6 Scene 4- 1. How does Macbeth's character deteriorate after the murder of Banquo? 2. What evidence can be found at the end of scene 4 to show that Lady Macbeth has been straining her own nerves to remain calm? Scene 6- How does the nobleman of Scotland now feel about Macbeth? HW#6 Write a speech to your fellow members of the Highland Political Club expressing your thoughts about the events at the castle and what you think should be done. Or Write a letter to Scotland Gazette commenting on the current situation in the State of Scotland. Feb. Independent Reading The Thingd They Carried by Tim O'Brian #11 |
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14 Macbeth # 9 Agenda- Act IV, Scenes 1, 2, &3 Acqusition-Key Points of the three scenes Mood and character change 1. Word Study of Act IV 2.At a Glance-Studies Questions
Meaning-Making Respond to each study question briefly based on Scene 1-3. Transfer-
HW# 7 a. Analyze how Macbeth's final soliloquy shows a change in his character as a result of his meeting with the witches. b.How does Macbeth's character deteriorate further as demonstrated in the murder of Macduff's family? c.Why does Malcolm put all kinds of evils on himself? List all the evils he described. Feb. Independent Reading The Things They Carried by Tim O'Brian #14 |
15 Macbeth #10
Feb. Independent Reading The Things They Carried by Tim O'Brian #15 |
16 Macbeth #11 Agenda- Act IV Feb. Independent Reading The Things They Carried by Tim O'Brian #16 |
17 Macbeth 12 Act V Scene 1, 2 & 3 HW Analyze Act V Macbeth's soliloquay To-morrow, and to-morrow, and to-morrow, Respond to-
Feb. Independent Reading The Thingd They Carried by Tim O'Brian #17 |
18 Macbeth Project- The Macbeth project-"Scotland Gazette" is due Feb. 28 Members of groups work together to create an issue of Scotland Gazette based on the designated act. Your issue needs to include all the major issues, characters, changes, language and vocabulary in the act. Remeber the newspaper is from the era before 1066 so feign Shakespearean language as much as you can for your writing and illustrations. Macbeth Essay Works of literature often depict acts of betrayal. Friends and even family may betray a protagonist; main characters may likewise be guilty of treachery or may betray their own values. Select a novel or play that includes such acts of betrayal. Then, in a well-written essay, analyze the nature of the betrayal and show how it contributes to the meaning of the work as a whole. Essay due Feb.28 Feb. Independent Reading The Thingd They Carried by Tim O'Brian #18 |
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21 Independent Reading Feb. Independent Reading The Thingd They Carried by Tim O'Brian #21
Winter Break |
22 Feb. Independent Reading The Thingd They Carried by Tim O'Brian #22 Independent Reading
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23 Feb. Independent Reading The Thingd They Carried by Tim O'Brian #22 Independent Reading
Winter Break |
24 Feb. Independent Reading The Thingd They Carried by Tim O'Brian #24 Independent Reading
Winter Break |
25 Feb. Independent Reading The Thingd They Carried by Tim O'Brian #25
Winter Break |
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28 AP Essay Assignment based on The Things They Carried 2003, Form B. Novels and plays often depict characters caught between colliding cultures -- national, regional, ethnic, religious, institutional. Such collisions can call a character's sense of identity into question. Select a novel or play in which a character responds to such a cultural collison. Then write a well-organized essay in which you describe the character's response and explain its relevance to the work as a whole. |
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6 Agenda- 1. Collect Macbeth Project and AP Essay 2. Group Projects on The Things They Carried (Due March 3, Thursday)
3. Assign Hamlet tasks( Starting March 3, Thursday Act I) Each group will receive one act to teach. Your teaching will help your classmates to understand the following-
You need to create a poster for the act you'll be teaching. HW Independent Reading Hamlet#1 Prepare for your Hamlet presentation
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7 Agenda- Do Now: Share the 1999 complete AP English Literature and Composition exam Reminder-(Click ther link and use the examples on page 62-75 as your references) Create AP Style 10 mutiple-choice questions(Go to the Lit Terms link Due on Wednesday March 1 Acquisition-AP Essay Question 2: Central Idea and its supporting details Groups Create a Free-Reponse AP Question 2 -- Group members will write one essay together based on the excerpt your group has selected from the book The Things They Carried Meaning Making-Complete the essay in class as a group. HW Independent Reading Hamle #2 Prepare for your Hamlet presentation
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8 Reminder-10 Multiple-Choice questions are due from each group. Group 1 presents Act I tomorrow. Agenda- 1.Go to the Lessons on The Things They Carried 2.Discuss AP Essay Assignment based on The Things They Carried 2003, Form B. Novels and plays often depict characters caught between colliding cultures -- national, regional, ethnic, religious, institutional. Such collisions can call a character's sense of identity into question. Select a novel or play in which a character responds to such a cultural collison. Then write a well-organized essay in which you describe the character's response and explain its relevance to the work as a whole. HW. Prepare for your Hamlet presentation |
9 Group 1 presents Act I Hamlet #1 http://infotrac.galegroup.com/itweb/nysl_me_71_mbhs login: empirelink pw: empirelink EBSCO http://www.nycenet.edu/teachlearn/library/databases.html UserID: library HW Independent Reading Hamle #4 Prepare for your Hamlet presentation |
10 After reading the book, The Things They Carried, each group chooses an excerpt from assigned 50 pages of the book to create an AP essay question. You must refer to the official AP essay style to create the assginment. Based on your assignement, write an AP essay as response following the rubric. The Things They Carried group essay due. Hamlet #2 Group 2 presents Act II HW Interpret "What a rogue I am..."soliloquay. |
13Hamlet 3 Group 2 presents Hamlet Act III Independent Reading HW. Interpret "To be or not to be' soliloquay and Claudius' soliloquay in Act III.
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14 Group 4 presents Act IV
Independent Reading Hamlet #7 of The Importance of Being Ernest Oscar Wilde Day 2
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15 Group 5 presents Act v Interpret the final soliloquay
March Independent Reading of The Importance of Being Ernest Oscar Wild Day 3 Independent Reading
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16 1994. In some works of literature, a character who appears briefly, or does not appear at all, is a significant presence. Choose a novel or play of literary merit and write an essay in which you show how such a character functions in the work. You may wish to discuss how the character affects action, theme, or the development of other characters. Avoid plot summary. 1990. Choose a novel or play that depicts a conflict between a parent (or a parental figure) and a son or daughter. Write an essay in which you analyze the sources of the conflict and explain how the conflict contributes to the meaning of the work. Avoid plot summary. 1999. The eighteenth-century British novelist Laurence Sterne wrote, "No body, but he who has felt it, can conceive what a plaguing thing it is to have a man's mind torn asunder by two projects of equal strength, both obstinately pulling in a contrary direction at the same time." From a novel or play choose a character (not necessarily the protagonist) whose mind is pulled in conflicting directions by two compelling desires, ambitions, obligations, or influences. Then, in a well-organized essay, identify each of the two conflicting forces and explain how this conflict with one character illuminates the meaning of the work as a whole. You may use one of the novels or plays listed below or another novel or work of similar literary quality. 2001. One definition of madness is "mental delusion or the eccentric behavior arising from it." But Emily Dickinson wrote
Novelists and playwrights have often seen madness with a "discerning Eye." Select a novel or play in which a character's apparent madness or irrational behavior plays an important role. Then write a well-organized essay in which you explain what this delusion or eccentric behavior consists of and how it might be judged reasonable. Explain the significance of the "madness" to the work as a whole. Do not merely summarize the plot. |
17 Complete reading the article about "Class and Money". Take notes and we'll discuss the article Monday. Write a couple of pragraphs of your refelctions on the topic based on your reading. Be prepared.to share on Monday.
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21 The Importance of Being Ernest Oscar Wild Day #1 ABout Oscar Wilde and Money and Class Oscar Wilde's Style of Writing The Importance of Being Earnest Independ reading Pride and Prejudice #1 Keep a dialectical journal pages 1-20 |
22 The Importance of Being Ernest Oscar Wild Day #2 Independent Reading Pride and Prejudice #2
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23 The Importance of Being Ernest Oscar Wild Day #3 Independent Reading Pride and Prejudice #3
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24 The Importance of Being Ernest Oscar Wild Day #4 Independent Reading Pride and Prejudice #4 |
25 The Importance of Being Ernest Oscar Wild Day #5 Independent Reading Pride and Prejudice #5 |
28 The Importance of Being Ernest Oscar Wild Day #6 Independent Reading Pride and Prejudice #6 AP Essay#8 Due April 7,2010 1978. Choose an implausible or strikingly unrealistic incident or character in a work of fiction or drama of recognized literary merit. Write an essay that explains how the incident or character is related to the more realistic of plausible elements in the rest of the work. Avoid plot summary. 1979. Choose a complex and important character in a novel or a play of recognized literary merit who might on the basis of the character's actions alone be considered evil or immoral. In a well-organized essay, explain both how and why the full presentation of the character in the work makes us react more sympathetically than we otherwise might. Avoid plot summary. William Blake(1757-1827) Blake, William To see a World in a Grain of Sand “The Clod and the Pebble” |
29 The Importance of Being Ernest Oscar Wild Day #7 Due March 29, 2011
Independent Reading Pride and Prejudice #7 |
30 The Importance of Being Ernest Oscar Wild Day #8 Pride and Prejudice #8
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31 The Importance of Being Ernest Oscar Wild Day #9
Themes:
Pride and Prejudice #8
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April 1 2009, Form B. Many works of literature deal with political or social issues. Choose a novel or play that focuses on a political or social issue. Then write an essay in which you analyze how the author uses literary elements to explore this issue and explazin how the issue contributes to the meaning of the work as a whole. Do not merely summarize the plot. 2004. Critic Roland Barthes has said, "Literature is the question minus the answer." Choose a novel, or play, and, considering Barthes' observation, write an essay in which you analyze a central question the work raises and the extent to which it offers answers. Explain how the author's treatment of this question affects your understanding of the work as a whole. Avoid mere plot summary. The Importance of Being Ernest Oscar Wild Day #10 Independent Reading Pride and Prejudice #10
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4Pride and Predudice Discussion Day#1
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5Pride and Prejudice Discussion Day#2
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7 Pride and Predudice Discussion Day #4
Discuss: Understanding the society in which you live and using that understanding as a means of The Yellow Wall Paper by Gilman |
8 Pride and Predudice Discussion Day #5
1. Criticism on Pride and Prejudice 3. Study Guide |
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11 Pride and Predudice Discussion Day #6 Presentation of Literary Elements Arcadia by Tom Stoppard
#2 Read and analyze Krapp's Last Tape by Samuel Becket |
12 Pride and Predudice Discussion Day #7: Theme Discussion Arcadia by Tom Stoppard
“Flower in the Crannied Wall” by Alfred, Lord Tennyson
“To See A World In A Grain of Sand” by William Blake The Wind Tapped Like a Tired Man by Emily Dickinson
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13 Pride and Predudice Discussion Day #8: Scene Selection for discussion and performance Arcadia by Tom Stoppard |
14 LCT Workshop #1
Arcadia by Tom Stoppard
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15 Pride and Predudice Discussion #9: Scene Performance Arcadia by Tom Stoppard
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18 Pride and Predudice Discussion #10 Assessment AP Exam Review Spring Break Independent Reading #4 |
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20 # 6 |
21 #7 |
22 Things They Carry by Tim O'Brian #5 |
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25. Short Story" A Rose for Emily" by William Falkner #1 |
26 Short Story" A Rose for Emily" by William Falkner #2 |
27 Return to School Essays on- Aspects of the Novel by E.M. Forster (chapter 2 the story and chapters 3 and 4 People)
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28 LCT Workshop#2 Krapp's Last Tape by Samuel Beckett |
29 Krapp's Last Tape by Samuel Beckett
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2 Final AP Exam Review #1 AP Essay #12 Compare and contrast the two poem, "Papa's Waltz" by Theodore Roethke and "Those WInter Sundays" by Robert Hayden. What literary elements and techniques does each poet use to portray the speaker's feelings' toward his father and their realtionship. "The Other Paris". Explain how the author uses narrative voice and characterization to provide social commentary. a. Read the thematic Analysison Pride and Prejudice b. Criticism on Pride and Prejudice (use of irony, dialogues and realism in the novel)
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3 Final AP Exam Review #2 a. Review "The Other Paris" analysis b. Review the themes of Pride and Prejudice - thematic Analysison Pride and Prejudice 3. Discuss 2003. According to critic Northrop Frye, "Tragic heroes are so much the highest points in their human landscape that they seem the inevitable conductors of the power about them, great trees more likely to be struck by lightning than a clump of grass. Conductors may of course be instruments as well as victims of the divisive lightning." Select a novel or play in which a tragic figure functions as an instrument of the suffering of others. Then write an essay in which you explain how the suffering brought upon others by that figure contributes to the tragic vision of the work as a whole. |
4Final AP Exam Review #3 a. Review AP Exam 2003 Form B 2003B Poem: from Modern Love (George Meredith - 1862) Modern Love I: By This He Knew She Wept by George Meredith B. Joyce Carol Oates' nove; "We Were the Mulvaneys" c.2003, Form B. Novels and plays often depict characters caught between colliding cultures -- national, regional, ethnic, religious, institutional. Such collisions can call a character's sense of identity into question. Select a novel or play in which a character responds to such a cultural collison. Then write a well-organized essay in which you describe the character's response and explain its relevance to the work as a whole. |
5 Good Luck! AP Exam English Literature and Composition |
6 Introduction to our Final Literary Research Paper |
9 The Zeitgeist Project#1 Introduction and select the era Preliminary Research Select the the novel for your research paper.
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10 LCT Workshop#3 Go to the library and get the novel. Start reading. |
11 Trip to Lincoln Center Read the novel.
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12 The Zeitgeist Project# 2 What's the Zeitgeist of the era? |
13 The Zeitgeist Project#3 Write a one-page proposal to explain your area of interest including the title of the books you'll read and the themes you may research. |
16 The Zeitgeist Project #4 Project proposal is due. |
17 The Zeitgeist Project#5 Writing the thesis statement for the literary analysis |
18 The Zeitgeist Project#6 Read and log.
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19 LCT Workshop #4 Room 449 |
20 Theater Response Due at the end of class. |
23 The Zeitgeist Project#7 On Introduction of the literary paper |
24 The Zeitgeist Project#8 On the Body of a Literary Essay
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25 The Zeitgeist Project#9 On Conclusion |
26 The Zeitgeist Project#10 On the Title of the Literary Essay
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27 The Zeitgeist Project#11 On in-text Citations
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30 Memorial Day |
31 The Zeitgeist Project#12 Mechanics |
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1 The Zeitgeist Project#13 Rubrics for the Literary Analysis Fist Draft of the Literary Research paper is due. |
2 The Zeitgeist Project#14 Rubrics for the Literary Analysis Revise and meet for individual consultation.#1 |
3 The Zeitgeist Project#15 Rubrics for the Literary Analysis Revise and meet for individual consultation.#2 |
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6 The Zeitgeist Project#16 Rubrics for the Literary Analysis Revise and meet for individual consultation.#3
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7 The Zeitgeist Project#17 Rubrics for the Literary Analysis Revise and meet for individual consultation.#4 |
8 The Zeitgeist Project#18 Rubrics for the Literary Analysis Revise and meet for individual consultation.#5 Your Research Paper must follow the MLA Format a. Works Cited (books, articles) |
9 The Zeitgeist Project Due Typed with the appropriate citations following the MLA citation format |
10 The Zeitgeist Project#20 Project Sharing and Peer Review |
13 The Zeitgeist Project Sharing and Peer Review
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14 Last Day of Class Reflection and Celebration Congratulations! |
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20 Last Day of Class |
22 NYS Regents |
23 NYS Regents |
24 NYS Regents |
25 NYS Regents |
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28 Last Day of School |