Calendar for the AP English 2010-2011

Rhetorical Device Handbook | Writing Journals | More about Rhetorics| AP Reading |

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September 2010

Mon Tue Wed Thu Fri
1 2 3 4 5
8 9

8

AP Multiple-Choice Questions Review Day1

Aim: What literary concepts, techniques and elements are tested in Section 1 of the English AP Exam-Reading Comprehension?

Do Now: Make a list of literary concepts, techniques and elements you are familiar with from the past reading.

Procedures:

1. Review the list of literary terms.

List 2

2. Read the poem on page 71 and answer the multiple choice questions.

3. Identify the techniques and elements used in the poem based on each question.

Today's Vocabulary-

1.allocation
2. ascetic
3. beguile

Review: What new literary techniques and elements you learned today?

HW Assignment#1

1.Complete the Section 1 test. Answer the rest of the multiple choice questions and identify the technique and element embedded in each question. You can write in your handout. Due Monday Sept.13.

2. Define the new vocabulary and make a sentence using each word.

3. Bring in the journal entries you have written during the summer based on yoru reading.

9

No School

10

No School

13

AP Multiple-Choice Questions Review Day 2

Aim: What literary techniques and elements we need to understand in order to do well in the AP Exam?

Do Now:

Describe three examples of literary techniques and elements with which the author used in a passge to enhance its overall meaning.

Procedure:

Go over the questions and answers of passage 1-3 and make a list of the techniques and elements identified.

Key Vocabulary words for today-

4.crass
5. defray
6. dint

Key Concept: Diction

HW#2 Complete all the multiple-choice questions in sECTION 1 of the AP exam

14

AP Multiple-Choice Questions Review Day 3

HW #3:

1. Define and make sentences with vocabulary words 7-9.

2. Write the 1st draft of AP essay -the analysis of a sililoquy from Henry VIII.

3. Start your mini project of Literary Terms Poster.You need to include the following-
a. term
b.definition
c. example
d. effect

See the Literary Term Poster Rubric

15

1.AP Multiple-Choice Questions Review Day 4

2. Discuss the Poetry Analysis of the sililoquy from Henry VIII

HW#4

1.Review the the type#1 essay responses and scoring rubric( poetry analysis). Highlight the key words in the scoring rubric

2. Define and make sentences with vocabulary words 10-12.

 

 

 

 

16

Senior Assembly

HW#5

1.Write Type 2 AP Essay -respond to the the excerpt from The Street by Ann Petry (prose)

2. Define and make sentences with vocabulary words 13-15.

 

17

Literary Term Quiz#1

Review the the type#2 essay responses and scoring rubric( poetry analysis). Highlight the key words in the scoring rubric.

Share your ideas about the rubric with two other classmates in a small group.

HW#6

1. Practice Type 3 open-ended essay and review the scoring rubrics. Highlight the keywords and phrases that are key to a successful type 3 essay.

2.Make a chart to show the differences between the scoring rubrics for score 9 and 6 and 3, etc.for both rubrics.

 

 

 

20

1. Discuss traits of AP Essays Type#1 and #2

2. Use Fishbowl activity to do active listening and share important writing techniques about each essay

HW# 7 Review Essay Type #3 and its rubrics by applying the techniques to the specific examples in the sample essays

 

21

Objective: To uderstand the rubric of AP ESSAY #3

Activity 1: Use fishbowl activity to share ideas about Essay type #3

Activity 2. Share ideas about summer reading: what makes these works different from popular novels?

HW# 8 Start reading Poetcs by Aristotle.

Answer the following questions-

1. How does Aristotle's define poetry? Why is Homer pre-eminent among poets?

2.What's Aristotle's definitions of tragedy, comedy and epic poetry?

3. In what way that Tragedy is an imitation, not of men, but of an action and of life according to Aristotle?

4. How does Aristotle place the oder of the these elements in a tragedy-plot, character, thought, diction and song? Why?

 

 

22

To apply what you have learned from the essay rubrics in your writing-

In class AP essay exam -AP Essay #3

HW# 9

Continue reading Poetics by Aristotle and identify the elements in a good tragedy according to Aristotle.

 

 

23 Poetics Lesson 1

1. Class grades Type 3 AP Essays

(three readers for each paper).

2. Small group discusses HW#8 & #9

3. Share the Notes on Tragedy in class

HW# 10 Think of a tragedy you have read in the past and identify the elements in it . How do the elements make a difference in identifying a "good " tragedy?

24 Poetics Lesson #2

Objective: To understand thoroughly the nature of AP Open-ended questions

Mini-lesson: What's a tragedy? Review Notes on Tragedy

Agenda.

1. Share the tragedies the class has read in the past and illustrate the tragic notes using these works. Find examples from the books to illustrate each element.

2. Small groups work on creating an AP open-ended question to which students need to use one of the tragedies to respond..

HW# 11. Prepare an oral narrative about Oedipus Legend. Be creative. You may not read directly from your print out. It's the Prologue to the play, Oedipus.

27

Oedipus 1

Objectives: To become familiar with Oedipus Legend and understand the importance of the legend to Oedipus the play.

1.Collect group-created Open-Ended AP essay question.

2.Share the oral narrative of Oedipus Legend

2. Read Prologue and Answer the questions.

HW#12

1. Answer the questions based on Prologue

2. Read Scene 1 independently

3. Keep up with the AP Voc work (Voc 34-36)

 

28 Oedipus 2

Objectives:

How is King Oedipus potrayed through speeches made by himself and other characters?

Activities:

1. Finish reading the Prologue

2. Mini lesson: How is King Oedipus portrayed through his own speeches and other characters' comments?Look for-

  • syntax
  • figurative language
  • tone
  • diction

3. In pairs, discuss Parados How does Sophocles use chorus' comments to add more to the image of Oedipus as a good king? Provide specific examples.

HW#13
1. Answer questions based on Scene 1.
2. Look up the meaning of each example of allusion you can find in Parados
3. Keep up with the AP Voc work (37-39)

29 Oedipus 3

Objective:
1. How does Sophocles use allusion to show the chorus' response to the situation Thebe is in and King Oedipus?
2.How does the character Teiresias add to the beginning twist of the play?

Mini Lesson:
1.allusion
2. irony:dramatic and situational

Activities:

In small groups,

1. Share the meaning of the examples of allusion you identified in Parados and discuss how Sophocles uses allusion to show the chorus' responses to the situation in Thebes and King Oedipus.

2. Share the answer to the questions based on Scene 1

3. Explain how Teiresias starts changing the direction of the plot

HW#14

1. Give extended meanings to three examples of allusion in Parados

2. Read Scene 2 and answer the questions. While reading, continue exploring the character, Teiresias, and determine whether he is the antagonist or a foil character to Oedipus.

3.AP Voc work (40-42)

30 Oedipus 4

Aim: How does the character Teiresias add to the dramtic irony of the play?

Do Now: In small groups, share your answer to questions in Prologue ,Scene 1 AND your first impression of Scene 2 particularly the character Tiresias.

Mini Lesson:

Review examples of allusion in Parados and how they add extended meaning to the play.

Activities:

In small groups, continue the discussion about allusion. Each group writes a brief response together about iscuss how Sophocles uses allusion to show the chorus' responses to the situation in Thebes and King Oedipus. (Parados only).

HW#15

1.Answer the questions in Scene 2.

2. Identify two examples of syntax and how they are used to express a special meaning relating to the character in the play.

3.AP Voc work 43-45

1

Oedipus 5

Objectives:
1. To understand the role of a foil character.
2. To understand the symbolism of light & darkness

Aim: How is Tiresias a foil character to Oedipus?

Do Now: How does Sophocles use literary elements and techniques such as figuarative language, symbolism, tone, and diction to portray the dire condition in which Thebe lies as portrayed in Parados.(will be collected)

Activities:

1. Share the responses of "Do Now".

Mini Lesson-Foil character , Tiresias; the symbolic meaning of imagery of light and darkness

2. Oral retelling of Scene 1 & Scene 2

3. Discuss in small groups : How is Tiresias a foil character to Oedipus based on Scene 1 & 2?

4. Read Ode and discuss how diction is used to reveal the Thebans' undecided attitude.

HW#16.

1.Write a reponse discussing how Tiresias is a foil character to Oedipus based on Scene 1 & 2.

2. Discuss how Sophocles uses diction to show the mood in Thebes.

3. Read Scene 3

4. AP Voc. 45-47

 

Mon Tue Wed Thu Fri

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"-

  • "Why is UVM a good college choice for you?" (University of Vermont)
  • "Please tell us about your career goals and any plans you may have for graduate study." (Westfield State College

Strategy: Make sure you know your subject well.

3. The Creative Questions-

  • "Do you believe there's a generation gap? Describe the differences between your generation and others." (Denison University)
  • "Indicate a person who has had a significant influence on you, and describe that influence." (Common Application)

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-
1. Select a topic above and brainstorm ideas for the topic.
2. From the ideas generated, create an outline.
3. What details are the most important to your topic?
4. How to organize these details?

HW#17
1. Answer questions based on Scene 3
2.AP Voc 48-51

 

 

 

5 Oedipus 6

Objectives:

  1. To understand the purpose of alternating the Strophe with the Antistrophe in the Odes
  2. To identify the reasons why Oedipus' attitude changes in Scene 2

Agenda-

1. Do NOW
2.MiniLesson
3. Discuss Ode-change in tone
4.Small group discussion

Do Now:
1.Voc Quiz
2. Class briefly discusses what happend in scene 2

Mini Lesson-

Review the quiz on Friday-analysis of Parados

Activities-

1. How is the tone changed in the Ode(1)?
2. In Scene 2, how does Oedipus' mood and attitude change throughout Scene 2? Why?

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

 

6

Oedipus 7

Objectives:
1. To explore the effectiveness of language in Ode 3
2.To identify the emotions present at the end of Scene 3.

Agenda-

1. Do Now -Small group discusses Scene 3 using the study questions
2. Mini Lesson-

.What's destiny? Fate VS. Character

3. Small group discusses-
a. Is it fate or Oedipus' character that leads to the occurance of the story?
b.Discuss Ode 2 -What is the importance of Ode 2 in relationship to the rest of the play? ( through tone & diction)

HW#19

1.Answer questions based on Scene 4
2. How does Sophocles use reversal scene to prepare the audience for the hero's down fall?

3. AP Voc 56-58

 

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
1. AP essay due Oct 18.
2. Use details from the text of Oedipus to illustrate Notes on Tragedy
3. AP Voc. 62-65

13

PSAT Test

No Class

 

 

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-
1. irony through " A Goodman is Hard to Find"
2. litearature delivers both disquietude and pleasure at the same time

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.
2. Read the story.
3.Discuss: Why do we not resent O'Connor's palpable design upon us ?

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

 

 

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.
b. the character traits of the man and woman
c. setting, imagery and its symbolism
d. theme

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

 

 

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.
Aim: How can we tease out the author’s implied meaning when the narrator is unreliable?
Do Now: How does the author portray Sister? How does the author use Sister to manipulate the reader?
Agenda:

  1. Mini-Lesson
    1. Background of “Why I Live at the P.O.” During her travels through rural Mississippi, Eudora Welty once saw an ironing board set up in a small-town post office. She then began to speculate about possible reasons for such an arrangement, and a story was the result.
    2. The unreliable or fallible narrator: a narrator whose account of events appears to be faulty, misleadingly biased, or otherwise distorted, so that it departs from the ‘true’ understanding of events shared between the reader and the implied author. The discrepancy between the unreliable narrator’s view of events and the view that readers suspect to be more accurate creates a sense of irony. The narrator can be untrustworthy for many reasons: habitual liar, harmlessly naïve, ill-informed, low intelligence, a child, mental illness, etc. Famous examples include: To Kill a Mockingbird, Fight Club, The Catcher in the Rye, The Sound and the Fury, The Great Gatsby, Pride and Prejudice.
  2. Debates: Students will break into groups of four to prepare a debate. Students will spend ten minutes preparing pro and con arguments on one of the following topics:
    1. Sister is misunderstood and unfairly treated.
    2. Momma believes everything Stella-Ronda says.
    3. Sister will be living at the P.O. for years to come.
    4. Shirley T. was adopted.
  3. Debate Presentations – Students will present pro and con arguments for their topic.
  4. Wrap-Up – Which debates were most effective? Which arguments were most convincing?

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
comes from her perspective alone. How does this affect your reading of the story? Do you believe that everything happened the way that Sister
says it does?
2. Stella Rondo and her daughter return to China Grove, Mississippi, and move in with Mama, Uncle Rondo, Papa-Daddy, and Sister. Who is
missing from this family group? What might be the reason? How do the family members relate to each other? What are the sources of tension between them?
3.      What is the relationship between Sister and Stella Rondo? Is this a normal sibling rivalry? Does the small town environment intensify that rivalry? Why might the two sisters be so interested in Mr. Whitaker?
4.      Who is Shirley T.? Why might she have received this name? Why is Mama willing to accept Stella-Rondo’s assertion that Shirley T. is adopted, but Sister is not?

  • AP Voc 84-86

22

Short Story #4

The Kiss by Anton Chekov

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

 

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
2. visual (be creative)
3. Complete the TP-CASTT and Vendler's grid if not finished in class.
4. AP Voc 94-97

 

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)
b.explnation of the poem
c. answer the questionss

2.Small group prepare for the poetry presentation using the grid

HW# 31
1. Preapre for the presentation
2. AP Voc 98-100

 

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
by Theodore Roethk
e

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

 

Calendar for October 2010



 

Calendar for November 2009

Mon Tue Wed Thu Fri

1

Poetry Prensentation #1

See Rubric

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

 

 

 

 

2

Election Day

No School

HW#34
1. Start reading Antigone

Prologue and Scene 1 and answer the questions

2.Voc. 111-113

 

 

3

Poetry Presentation #2

See Rubric

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
b. inferential
c. evaluative

Use TP-CASTT to guide your questions.

2. Voc. 114-117

 

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:
•"I'm Nobody" •"My Life Had Stood -- a Loaded Gun" •"Tell All the Truth But Tell it Slant" •"'Twas Like a Maelstrom "
Elizabeth Barrett Browning:
•"Aurora Leigh" •Love Sonnets
Christina Rossetti:
•"Goblin Market" •Love Sonnets

2. Read Scene 1
3. AP Voc 118-120

5

Antigone Day 2 Scene 1

HW#37
1. Read scene 2
2. Voc. 121-123
3. How are logos, ethos and pathos used in Creon's speech?
4. Analyze the thesis statement worksheet (due Monday). Time youself.

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-

  • techniques to write a compare and contrast essay
  • effective methods to write a literary analysis such as structure or transition,etc.
  • specific vocabulary for literary analysis

2. Answer your small group questions
3.Read Scene 3
4. Voc. 124-126

 

9

Antigone Day 4 (Scene 3)

Homework Assignment #39:

  1. Choose a specific point of view to respond to this scene. Your responses in your p.o.v writing should demonstrate your understanding of Creon's philosophy of leadership as well as father-son relationship, and his view on women. Please also include Haimon's position in Antigone's issue and his change of attitude towards his father, Creon, from love and respect, to disrespect and hatred.
  2. Answer your small group questions
  3. .Read Scene 4
  4. AP Voc. 127-130

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.

12 Antigone #5 (Scenes 4& 5)

 

15

Antigone #6 Exodus

 

16

 

Antigone #7

Summative Assessment

 


 

17

The Heart of Darkness Unit Session #1

Please bring in the handout Allegory of the Cave by Plato


 

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

 

 

22 Close Reading

The Heart of Darkness 2

 

23

Close Reading

The Heart of Darkness 3

24

The Heart of Darkness 4

25

Thanksgiving

No School

26 no class

29

The Heart of Darkness #5


30

Trip Slip Due

LCT #3 in the library

Hear of Darkness Homework Make-Up Opportunity

 

 

 

 

 

 

 

 December 2010

Mon Tue Wed Thu Fri

 

 


   

 

 


 

1 Heart of Darkeness #6

2 The Heart of Darkness #7

3 The Heart of Darkness #8

End of the 2nd Marking Period

6

The Heart of Darkness 9

 

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

13

 

The Heart of Darkness Review #2

 

14

The Heart of Darkness Assessment #2

 

 

15 The Heart of Darkness Assessment #3

How to incorporate evidence in an essay

Agenda-

1. Review Assessment 2
2. Review Assessment #1

Darkness Assessment #3 (Take home assignment)

a. Use FIC ( facts, interpretation and central idea) to interpret the poem
b.Language-diction, imagery, kinesthetic words and images, auditory and visual images-sights, movements, sounds

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

 

17

LCT #4 Post Show-Discussion

Respond to A Free Man of Color

Due Monday

20

Poetry Fixed Forms #1

 

21


Poetry Fixed Forms #2

22

Poetry Fixed Forms #3

 

 

 

23

Poetry Fixed Forms #4

 

 

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

Calendar for January 2011

Mon Tue Wed Thu Fri

3

Fixed Form Poetry

4

 

Fixed Form Poetry

5

Fixed Form Poetry

6

Fixed Form Poetry Day

7

Fixed Form Poetry

10



Fixed from Poetry


11

Fixed Form Poetry

 

 

12

Fixed from Poetry

poetry

H.E. Housma

13

Fixed from Poetry

    Poetry by William Wordsworth

     

14

    Fixed from Poetry

    Poetry

Poetry D.H. Laurence

 

 

 

17

 

 

18

Fixed Form Poetry Day

 

19

Fixed Form Poetry Day

20

Grading

21

AP Exam #2

 

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
By Katharine Brush
16 March 1946, The New Yorker

 

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

 

26

Independent Reading List

1. Wuthering Heights

3.The Scarlet Letter
4.A Death in the Family
5.Beloved
6.Their Eyes Were Watching God
7. Jane Eyre
9.In the Time of the Butterflies
10.The American
11. The Age of Innocence
12. Catch-22
13.
14. Ethan Frome
15. Go Tell It On the Mountain
16. 1984
17.Persuasion
18.Typical Americans
19. The Portrait of Lady

27

Independent Reading

28

Independent Reading

Calendar for February 2011

Mon Tue Wed Thu Fri

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
3.The Scarlet Letter
4.A Death in the Family
5.Beloved
6.Their Eyes Were Watching God
7. Jane Eyre
8. The Portrait of a Lady
9.In the Time of the Butterflies
10.The American
11. The Age of Innocence
12. Catch-22
13. A Doll's House
14. Ethan Frome
15. Go Tell It On the Mountain
16. 1984
17.Persuasion
18.Typical Americans
19. The Portrait of Lady
20. The Sun Also Rises

Feb. Independent Reading

The Thingd They Carried by Tim O'Brian #1


2 Macbeth #1

Agenda-
1.Review Elizabethan era customs
2.Go over Act I Vocaulary
3.Discuss Unaffected responses to Themes
4. Read Act I, Scene 1, 2, & 3

HW#1
A. How does Shakespeare develop the setting, themes and supernatural mood in I, i of Macbeth?

  • Setting- time and place
  • Mood-
  • Theme-
  • What words in scene i indicate the mood of the play?
  • which line reveals the theme?
b. What's your understanding of reputation and character?
  • In scene 2, seek the expressions that depict Macbeth's reputations. How is Macbeth decribed for his action in the battlefield?
  • What expressions have other character used to refer to Macbeth's reputation? Make a list of such words and phrases
  • . How does character influence one's reaction to a promise of power?

Feb. Independent Reading

The Thingd They Carried by Tim O'Brian #2

3 Macbeth # 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

 

 

4

Macbeth #3

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

7

Macbeth #4

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

 

8 Macbeth # 5

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

Macbeth # 6

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?

  • Why did Macbeth keep hearing the cry, "Sleep no more"? Who is crying out"sleep no more"?
  • *Appreciate a cluster of metaphors that compare sleep to ...(from line 48-52).
  • the innocent sleep,
        Sleep that knits up the ravell'd sleeve of care,
        The death of each day's life, sore labour's bath,
        Balm of hurt minds, great nature's second course,
        Chief nourisher in life's feast,--
  • How would read the lines where Lady Macbeth told M to wash his hands?
  • What does the fact reveal that Macbeth forgot to place the dagger on the guards? Why wouldn't Macbeth go back to the scene ?
  • How did Macbeth describe his "hangman' s" hands in your own words?
    they pluck out mine eyes.
        Will all great Neptune's ocean wash this blood
        Clean from my hand? No, this my hand will rather
        The multitudinous seas in incarnadine,
        Making the green one red.
  • How did Lady Macbeth again respond to Macbeth's speech about his hands?

HW#5
1.In your journal, respond to Macbeth last line of the scene,To know my deed, 'twere best not know myself.
2.Make a chart to compare and contrast Macbeth and Lady Macbeth's reactions.
3. Memorize the lines ..What hands are here? ha! they pluck out mine eyes./
    Will all great Neptune's ocean wash this blood/
    Clean from my hand? No, this my hand will rather/
    The multitudinous seas in incarnadine,/
    Making the green one red.
"

Feb. Independent Reading

The Thingd They Carried by Tim O'Brian #9

10

Macbeth #7

The Entire Pnline Text

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:
Had I but died an hour before this chance,
    I had lived a blessed time; for, from this instant,
    There 's nothing serious in mortality:
    All is but toys: renown and grace is dead;
    The wine of life is drawn, and the mere lees
    Is left this vault to brag of
.", B. B. What did Lennox observe the night before in his "The night has been unruly..."? For example...

Quotations Interpretations
1.chimneys were blown down 1. The house will be on fire
   
   
   
the earth
    Was feverous and did shake.
The earthquake

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


11

Macbeth #8

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

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

  • . Name all the devices Shakespeare uses in creating a feeling of horror and impending doom at the beginning of this act. Point these out in the play.
  • What are the three new prophecies the witches make to Macbeth? Which seems the most immediately dangerous? What effects do the witches' enhancements have upon Macbeth's morals?
  • For what did Macbeth deliberately search out the witches? Why does the answer horrify him?
  • What further moral degeneration does Macbeth show at the end of Scene 2?
  • Why might Ross' appearance at Maduff's castle represent a weakening of Macbeth's position? Do you think the Messenger who warns Lady Macduff might have been sent by Lady Macbeth? Give reasons for or against.
  • How does the murder of Macduff's family differ from that of Banquo?
  • In Scene 3, why does Malcolm misrepresent his own character to Macduff? How does Macduff's reaction as well as his horrible personal news set him up as a nemesis?

Meaning-Making

Respond to each study question briefly based on Scene 1-3.

Transfer-

  • How does Macbeth's final soliloquy show a change in his character as a result of his meeting with the witches?

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,
Creeps in this petty pace from day to day...
...
And then is heard no more: it is a tale
Told by an idiot, full of sound and fury,
Signifying nothing.

Respond to-

  • Were you satisfied by the way the play ended? Why or why not?
  • Is Macbeth's downfall a result of fate or his own action? Use examples from the play to defend your opinion.
  • What is your judgement of Macbeth at the end of the play?
  • Evaluate Duncan, Banquo, Macduff, Malcolm, and Macbeth in terms of their  leadership ability. Who would make the best king?
  • What lessons do you think Macbeth offers to today's leaders?

 

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

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

 

Winter Break

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

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.

 


 

 

 

 

March 2011

Mon Feb. 28 Tue Wed Thu Fri

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-

  • The main idea of each act
  • the characterization of the main characters of the act
  • Hamlet's character development
  • the major literary elements or techniques
  • one major soliloquay by Hamlet
  • one homework assignment based ont he act

You need to create a poster for the act you'll be teaching.

HW Independent Reading Hamlet#1 Prepare for your Hamlet presentation

 

 

 

 

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

 

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

Resources: Gale

http://infotrac.galegroup.com/itweb/nysl_me_71_mbhs

login: empirelink

pw: empirelink

EBSCO http://www.nycenet.edu/teachlearn/library/databases.html

UserID: library
password: reads

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.

 

14

Hamlet #4

Group 4 presents Act IV

 

Independent Reading

Hamlet #7

of The Importance of Being Ernest Oscar Wilde Day 2

 

 

15

Hamlet #5

Group 5 presents Act v

Interpret the final soliloquay

 

March Independent Reading of The Importance of Being Ernest Oscar Wild Day 3

Independent Reading

 

 

16

Hamlet AP Essay #1

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

Much madness is divinest Sense-
To a discerning Eye-

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

Hamlet AP Essay #2

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.


 

 

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

 

23

The Importance of Being Ernest Oscar Wild Day #3

Independent Reading

Pride and Prejudice #3

 

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
English poet, painter, engraver; one of the earliest and greatest figures of Romanticism. The most
famous of Blake's lyrical poems is
Auguries of Innocence, with its memorable opening stanza:

To see a World in a Grain of Sand
And a Heaven in a Wild Flower,
Hold Infinity in the palm of your hand
And Eternity in an hour.

“The Clod and the Pebble”
“The Tiger”
“A Poison Tree”
“Ah! Sunflower”
William Blakes' Art

29

The Importance of Being Ernest Oscar Wild Day #7

Satire Rubric

Due March 29, 2011

 

 

Independent Reading

Pride and Prejudice #7

30

The Importance of Being Ernest Oscar Wild Day #8

Pride and Prejudice #8

 

 


31

The Importance of Being Ernest Oscar Wild Day #9

 

Themes:
Understanding the society in which you live and using that understanding as a means of finding freedom within its confines, disguise as a means of surmounting social barriers and surviving


Culture: Literature and the subversive political voice
Reaction paper - How does Shakespeare use comedy to comment on the values of his culture


Independent Reading

Pride and Prejudice #8

 

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


April 2011

Mon Tue Wed Thu Fri
4

Pride and Predudice Discussion Day#1

 

5

Pride and Prejudice Discussion Day#2

 

6

 

Pride and Predudice Discussion Day #3

7

Pride and Predudice Discussion Day #4

 

 

Discuss: Understanding the society in which you live and using that understanding as a means of
finding freedom within its confines, disguise as a means of surmounting social barriers and surviving

The Yellow Wall Paper by Gilman

8

Pride and Predudice Discussion Day #5

 

1. Criticism on Pride and Prejudice

2. Glossary

3. Study Guide

Jane Austen's NeoClassism Style

Other related articles about Jane Austen's works

11

Pride and Predudice Discussion Day #6

Presentation of Literary Elements

Arcadia by Tom Stoppard

 

 

#2
From Words
"Aftermath" by Henry Wadsworth Longfellow
From Saying and suggestion
London” by William Blake
The Bean Eaters” by Gwendolyn Brooks

Read and analyze Krapp's Last Tape by Samuel Becket

12

Pride and Predudice Discussion Day #7: Theme Discussion

Arcadia by Tom Stoppard


From Figures of Speech
Read the analysis of “The Eagle” by Alfred, Lord Tennyson

“Flower in the Crannied Wall” by Alfred, Lord Tennyson

Flower in the crannied wall,
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.

To See A World In A Grain of Sand” by William Blake

The Wind Tapped Like a Tired Man by Emily Dickinson

“The Wind” by James Stephens 

The Wind by James Stephens

The wind stood up, and gave a shout;
He whistled on his fingers, and

Kicked the withered leaves about,
And thumped the branches with his hand,

And said he'd kill, and kill, and kill;
And so he will! And so he will!

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


15 Pride and Predudice Discussion #9: Scene Performance

Arcadia by Tom Stoppard

 

 

18

Pride and Predudice Discussion #10

Assessment

AP Exam Review

Spring Break

Independent Reading

#4
“Elegy, Written with his Own Hand in the Tower Before his Execution” Chidiock
Tichborne
From Rhythm
“Slow, Slow, Fresh Fount, Keep Time With My Salt Tears” Ben Jonson
“When I Was One - And - Twenty” A. E. Housman
“Beat! Beat! Drums!” Walt Whitman
From Closed Form
“Acquainted with The Night” Robert Frost

19

 

#5
“Do not Go Gentle Into That Good Night” Dylan Thomas
From Open Form
“Six Variations” by Denise Levertov
From The Symbol
“Redemption” George Herbert
“The Road Not Taken” Robert Frost

20

# 6
“Uphill” Christina Rossetti
“Neutral Tones” Thomas Hardy
“The Parable of the Good Seed” Matthew 13: 24 - 30

21

#7
From Myth and Narrative
“Cinderella” Anne Sexton
“The Second Coming” William Butler Yeats
“The Oxen” Thomas Hardy

22 Things They Carry by Tim O'Brian #5

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)


A Reader's Guide to the Nineteenth Century English Novel by Julia Prewitt Brown
(Chapter 1 class and money, 5 education, 7 marriage)

28

LCT Workshop#2

Krapp's Last Tape by Samuel Beckett

29

Krapp's Last Tape by Samuel Beckett

 

 

Calendar for May 2011

Mon Tue Wed Thu Fri

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)

 

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)
Prompt: The following poem is taken from Modern Love, a poetic sequence by the English writer George Meredith. Read the poem carefully. Then write a well-organized essay in which you analyze how the poet conveys a view of “modern love.”

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

Poems about Mothers

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.

 

10

LCT Workshop#3

Go to the library and get the novel. Start reading.

11 Trip to Lincoln Center

Read the novel.

 

 

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.

 

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

  • Topic sentence
  • explanation
  • evidence-citations

25

The Zeitgeist Project#9

On Conclusion

See Rubrics for the Literary Analysis

26

The Zeitgeist Project#10

On the Title of the Literary Essay

 

27

The Zeitgeist Project#11

On in-text Citations

  • Summary
  • paraphrase
  • quotations

30

Memorial Day
No School

31

The Zeitgeist Project#12

Mechanics

     

 

June 2009

Mon Tue Wed Thu Fri
 

 

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

6

The Zeitgeist Project#16

Rubrics for the Literary Analysis

Revise and meet for individual consultation.#3

 

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)
b.Works Cited Electronic Sources

9

The Zeitgeist Project Due Typed with the appropriate citations following the MLA citation format

Rubrics for the Literary Analysis

10

The Zeitgeist Project#20

Project Sharing and Peer Review

13

The Zeitgeist Project Sharing and Peer Review

 

 

14

Last Day of Class

Reflection and Celebration

Congratulations!

15

 

16

 

17

 

20

Last Day of Class

22

NYS Regents

23

NYS Regents

24

NYS Regents

25

NYS Regents

27

 

28

Last Day of School