AP English Assignments, 2011-2012

AP English Assignments
2011-2012

DateAgendaAIMHomework Assignment
Tuesday, June 12th, 2012: 1. Textbook collections.

2. Fun Activity: Write your Senior Will. Begin it with the following: "I, ___________, being of ______________mind, and ______________body, bequeath...

3. Gifts of Flattery

4. Final Words

How will students effectively reflect on their years of high school and prepare for the college years? Good luck on your Regents Exams! See you at graduation! In the future, pursue your passions, follow your heart, work hard, be kind to others (especially when it's not easy), do what's right and make the world a better place!

It was a GREAT pleasure being your teacher for your last year of high school. All the best to you in college!

Monday, June 11th, 2012: 1. Textbook collections.

2. Reflections/Memories

How will students effectively reflect on their years of high school and prepare for the college years? Read for pleasure and challenge!
Friday, June 8th, 2012: SENIOR BBQ How will we effectively eat a lot and bond with our fellow graduating seniors? PLEASE RETURN YOUR TEXTBOOKS ON MONDAY, JUNE 11th.

Read for pleasure and challenge!

Wednesday, June 6th, 2012: 1. Do Now: Speech presentations

2. Critique/Evaluation

How will we effectively present graduation speeches? PLEASE RETURN YOUR TEXTBOOKS ON MONDAY, JUNE 11th.

Read for pleasure and challenge!

Tuesday, June 5th, 2012: 1. Do Now: Speech presentations

2. Critique/Evaluation

How will we effectively present graduation speeches? Read for pleasure and challenge!

DUE TOMORROW, WEDNESDAY, JUNE 6th (all remaining speeches!):

  • You will be writing your own graduation speech, which is worth 20% of the 3rd marking period. See the sample graduation speeches to guide you, since you will be following their formats. Refer to the grading rubric--Graduation Speech Grading Rubric for requirements.
  • Monday, June 4th, 2012: 1. Do Now: Speech presentations

    2. Critique/Evaluation

    How will we effectively present graduation speeches? Read for pleasure and challenge!

    DUE TOMORROW, TUESDAY, JUNE 5th/WEDNESDAY, JUNE 6th (specific date assigned in class):

  • You will be writing your own graduation speech, which is worth 20% of the 3rd marking period. See the sample graduation speeches to guide you, since you will be following their formats (we will discuss all of the components of a graduation speech next week). Refer to the grading rubric--Graduation Speech Grading Rubric for requirements.
  • Friday, June 1st, 2012: 1. Do Now: Practice speech delivery, using the grading rubric, in small groups. Focus on eye contact, gesturing, posture, energy/enthusiasm, and vocal intonation. Continue writing the graduation speech. Practice speech delivery again.

    2. Speech presentations

    How will we effectively prepare for speech presentations? Read for pleasure and challenge!

    DUE THIS COMING MONDAY, JUNE 4th/TUESDAY, JUNE 5th/WEDNESDAY, JUNE 6th (date assigned in class):

  • You will be writing your own graduation speech, which is worth 20% of the 3rd marking period. See the sample graduation speeches to guide you, since you will be following their formats (we will discuss all of the components of a graduation speech next week). Refer to the grading rubric--Graduation Speech Grading Rubric for requirements.
  • Thursday, May 31st, 2012: 1. Do Now: Practice speech delivery, using the grading rubric, in small groups. Focus on eye contact, gesturing, posture, energy/enthusiasm, and vocal intonation. Continue writing the graduation speech. Practice speech delivery again.

    2. Speech presentations

    How will we effectively prepare for speech presentations? Read for pleasure and challenge!

    DUE NEXT MONDAY, JUNE 4th/TUESDAY, JUNE 5th/WEDNESDAY, JUNE 6th (date assigned in class):

  • You will be writing your own graduation speech, which is worth 20% of the 3rd marking period. See the sample graduation speeches to guide you, since you will be following their formats (we will discuss all of the components of a graduation speech next week). Refer to the grading rubric--Graduation Speech Grading Rubric for requirements.
  • Wednesday, May 30th, 2012: 1. Do Now: Finish introducing the graduation speech, which is worth 20% of the 3rd marking period (due Monday, June 4th/Tuesday, June 5th). See the sample graduation speeches to guide you, since you will be following their formats (we will discuss all of the components of a graduation speech next week). Refer to the grading rubric--Graduation Speech Grading Rubric for requirements.

    2. Work Period: Begin writing the graduation speech. Practice speech delivery.

    How will we prepare for speech presentations? Read for pleasure and challenge!

    DUE NEXT MONDAY, JUNE 4th/TUESDAY, JUNE 5th/WEDNESDAY, JUNE 6th (date assigned in class):

  • You will be writing your own graduation speech, which is worth 20% of the 3rd marking period. See the sample graduation speeches to guide you, since you will be following their formats (we will discuss all of the components of a graduation speech next week). Refer to the grading rubric--Graduation Speech Grading Rubric for requirements.
  • Tuesday, May 29th, 2012: 1. Do Now: Reflect on Thursday/Friday mentoring of Ms. Woods' freshman students. Was this goal-setting pairing helpful? Will it lead to long-term changes?

    2. Introduce the graduation speech, which is worth 20% of the 3rd marking period (due Monday, June 4th/Tuesday, June 5th). See the sample graduation speeches to guide you, since you will be following their formats (we will discuss all of the components of a graduation speech next week). Refer to the grading rubric--Graduation Speech Grading Rubric for requirements.

    3. Work Period: If time allows, begin writing the graduation speech.

    How will AP students help their younger counterparts in goal-setting? Read for pleasure and challenge!

    DUE NEXT MONDAY, JUNE 4th/TUESDAY, JUNE 5th/WEDNESDAY, JUNE 6th (date assigned in class):

  • You will be writing your own graduation speech, which is worth 20% of the 3rd marking period. See the sample graduation speeches to guide you, since you will be following their formats (we will discuss all of the components of a graduation speech next week). Refer to the grading rubric--Graduation Speech Grading Rubric for requirements.
  • Friday, May 25th, 2012: 1. Do Now: Finish film viewing of One Flew Over the Cuckoo's Nest. Discuss/Analyze the following questions: How does this film compare/contrast to the novel? What is the director's message? What were the director's visual choices that were similar and different from the novel?

    2. Work Period: Finish working with Ms. Woods' freshman class to help her students improve their success in high school. AP students will find a freshman buddy, and the AP students will help their freshman buddies with the Goals Sheet. Freshman students will ask AP students about themselves and how they achieved success in high school. Students may choose to exchange contact information (email address/facebook friendship) to continue this goal-setting.

    3. Reflections: Was this goal-setting pairing helpful? Will it lead to long-term changes?

    How will AP students help their younger counterparts in goal-setting? Read for pleasure and challenge!

    LOOKING AHEAD:

  • You will be writing your own graduation speech, which is worth 20% of the 3rd marking period (due Monday, June 4th/Tuesday, June 5th). See the sample graduation speeches to guide you, since you will be following their formats (we will discuss all of the components of a graduation speech next week). Refer to the grading rubric--Graduation Speech Grading Rubric for requirements.
  • Thursday, May 24th, 2012: 1. Do Now: Finish film viewing of One Flew Over the Cuckoo's Nest. Discuss/Analyze the following questions: How does this film compare/contrast to the novel? What is the director's message? What were the director's visual choices that were similar and different from the novel?

    2. Work Period: Work with Ms. Woods' freshman class to help her students improve their success in high school. AP students will find a freshman buddy, and the AP students will help their freshman buddies with the Goals Sheet. Students may choose to exchange contact information (email address/facebook friendship) to continue this goal-setting.

    3. Reflections: Was this goal-setting pairing helpful? Will it lead to long-term changes?

    How will AP students help their younger counterparts in goal-setting? Read for pleasure and challenge!

    LOOKING AHEAD:

  • TOMORROW, Friday (May 25th), we will be meeting with Ms. Woods' freshman class to help her students improve their success in high school. All AP students need to attend these important classes (this will be 15% of your 3rd marking period!). PLEASE COME TO CLASS IN A TIMELY MANNER (8:10am). We will use the Goals Sheet, which follows this format from Huntington Learning Center to help the freshmen determine their goals, identify obstacles from preventing the achievement of those goals, and steps to take to ensure those goals are achieved.
  • Wednesday, May 23rd, 2012: 1. Do Now: Film viewing of One Flew Over the Cuckoo's Nest. Discuss/Analyze the following questions: How does this film compare/contrast to the novel? What is the director's message? What were the director's visual choices that were similar and different from the novel?

    2. Be ready to discuss/share your reflections, as we watch the film.

    How will students engage in film analysis--textually visually? Read for pleasure and challenge!

    LOOKING AHEAD:

  • TOMORROW, Thursday (May 24th) and Friday (May 25th), we will be meeting with Ms. Woods' freshman class to help her students improve their success in high school. All AP students need to attend these important classes (this will be 15% of your 3rd marking period!). Instructions will be given on Thursday (May 24th) regarding how we will be working with Ms. Woods' freshman students. PLEASE COME TO CLASS IN A TIMELY MANNER (8:10am). We will use this format from Huntington Learning Center to help the freshmen determine their goals, identify obstacles from preventing the achievement of those goals, and steps to take to ensure those goals are achieved.
  • Tuesday, May 22nd, 2012: 1. Do Now: Film viewing of One Flew Over the Cuckoo's Nest. Discuss/Analyze the following questions: How does this film compare/contrast to the novel? What is the director's message? What were the director's visual choices that were similar and different from the novel?

    2. Be ready to discuss/share your reflections, as we watch the film.

    How will students engage in film analysis--textually visually? Read for pleasure and challenge!

    LOOKING AHEAD:

  • THIS COMING Thursday (May 24th) and Friday (May 25th), we will be meeting with Ms. Woods' freshman class to help her students improve their success in high school. All AP students need to attend these important classes (this will be 15% of your 3rd marking period!). Instructions will be given on Thursday (May 24th) regarding how we will be working with Ms. Woods' freshman students. PLEASE COME TO CLASS IN A TIMELY MANNER (8:10am).
  • Monday, May 21st, 2012: 1. Do Now: Film viewing of One Flew Over the Cuckoo's Nest. Discuss/Analyze the following questions: How does this film compare/contrast to the novel? What is the director's message? What were the director's visual choices that were similar and different from the novel?

    2. Be ready to discuss/share your reflections, as we watch the film.

    How will students engage in film analysis--textually visually? Read for pleasure and challenge!

    LOOKING AHEAD:

  • THIS COMING Thursday (May 24th) and Friday (May 25th), we will be meeting with Ms. Woods' freshman class to help her students improve their success in high school. All AP students need to attend these important classes (this will be 15% of your 3rd marking period!). Instructions will be given on Thursday (May 24th) regarding how we will be working with Ms. Woods' freshman students. PLEASE COME TO CLASS IN A TIMELY MANNER (8:10am).
  • Friday, May 18th, 2012: 1. Do Now: Film viewing of Battle Royale. Discuss/Analyze the following questions: How is this film relatable today? How does this film relate to other works of literature (i.e. 1984 and Lord of the Flies)? How is this film historically relevant? What is the director's message?

    2. Be ready to discuss/share your reflections, as we finish the film.

    How will students engage in film analysis--worldly, personally, and historically? Read for pleasure and challenge!

    LOOKING AHEAD:

  • Next Thursday (May 24th) and Friday (May 25th), we will be meeting with Ms. Woods' freshman class to help her students improve their success in high school. All AP students need to attend these important classes (this will be 15% of your 3rd marking period!). Instructions will be given on Thursday (May 24th) regarding how we will be working with Ms. Woods' freshman students. PLEASE COME TO CLASS IN A TIMELY MANNER (8:10am).
  • Thursday, May 17th, 2012: 1. Do Now: Film viewing of Battle Royale. Discuss/Analyze the following questions: How is this film relatable today? How does this film relate to other works of literature (i.e. 1984 and Lord of the Flies)? How is this film historically relevant? What is the director's message?

    2. Be ready to discuss/share your reflections tomorrow, as we finish the film.

    How will students engage in film analysis--worldly, personally, and historically? Read for pleasure and challenge!
    Wednesday, May 16th, 2012: 1. Do Now: Film viewing of Battle Royale. Discuss/Analyze the following questions: How is this film relatable today? How does this film relate to other works of literature (i.e. 1984 and Lord of the Flies)? How is this film historically relevant? What is the director's message? If time allows, compose your own discussion questions that are AP-style.

    2. Discuss/Share Do Now questions and reflections on the film.

    How will students engage in film analysis--worldly, personally, and historically? Read for pleasure and challenge!
    Tuesday, May 15th, 2012: 1. Do Now: Film viewing of Battle Royale. Discuss/Analyze the following questions: Why do you like this film? Answers: It has the "survival of the fittest" theme and it's about a tyrannical world in which the government forces everyone to follow its rules and prevents rebellion. How is this film relatable today? How does this film relate to other works of literature (i.e. 1984 and Lord of the Flies)? How is this film historically relevant? What is the director's message? If time allows, compose your own discussion questions that are AP-style.

    2. Discuss/Share Do Now questions and reflections on the film.

    How will students engage in film analysis--worldly, personally, and historically? Read for pleasure and challenge!
    Monday, May 14th, 2012: 1. Do Now: Reflect on the AP English Exam. Did it meet your expectations? What were your strengths? What was challenging? What went well? What did you learn this year that will help you in college and beyond? How do you want the rest of this English class to proceed? Think about what skills you would like to hone before going to college. What would you like to do in this class for the rest of the year? Let's vote!

    2. Discuss/Share Do Now questions and reflections.

    How will students be able to effectively reflect on the AP English Literature Exam and prepare for college and beyond? Congratulations on finishing the AP English Literature Exam!! I'm so proud of you! Enjoy some rest and relaxation!
    Friday, May 11th, 2012: Work Period: Reflect on the AP English Exam. What went well? What did you learn this year that will help you in college and beyond? How do you want the rest of this English class to proceed? Think about what skills you would like to hone before going to college. Be ready to share on Monday. How will students be able to effectively apply their preparation for the AP English Literature Exam to college and beyond? Congratulations on finishing the AP English Literature Exam!! I'm so proud of you! Enjoy some rest and relaxation!
    Thursday, May 10th, 2012: AP ENGLISH LITERATURE EXAM How will students be able to effectively apply their preparation on the AP English Literature Exam? Congratulations on finishing the AP English Literature Exam!! I'm so proud of you! Enjoy some rest and relaxation!
    Wednesday, May 9th, 2012: 1. DO NOW: Review studying strategies for all sections of the AP English Literature exam.
  • Discuss questions that you want answered in this last week before the exam.

    2. AP Exam Reminders (it's tomorrow!)

  • How will students be able to effectively prepare for the AP English Literature Exam? What should I do tonight and tomorrow morning before the AP English Literature exam?
    Eat a hearty, nutritious dinner tonight (don't eat/drink too much sugar or caffeine) and go to sleep early. Relax. Watch a movie or play a game. Then, find a quiet spot and go throug your notebook, review sheets, exam notes, study guides and details of the full-length novels/plays that you might write about in the free-response essay. Sleep well! Get up VERY early, enough time to get to school. Wear comfortable clothing and extra layers (a sweater/long-sleeve shirt in case the room temperature changes). Come to Room 232 for breakfast (bagels and cream cheese, bananas, muffins, and/or juice) and moral support at 7-7:30am. Turn OFF all electronic devices. Go to the assigned room (TBA) for the exam (EXAM STARTS AT 8AM, promptly!). Do not stress. Remind yourself that you have prepared thoroughly and that this test is a great challenge and opportunity you have been given, due to your hard work throughout high school. Be confident and proud of yourself, and you will succeed. It's your time to shine!

    What should I bring to the exam?
    Student ID, several pencils with erasers, several black pens (black ink is easier to read than other colors), a watch, something to drink (water is best), a quiet snack for the break (like lifesavers or mints), and tissues.

    How come we haven't figured out what score range we fall into (i.e. 1, 2, 3, 4 or 5)?
    The total score ranges each year, as it is based on a variety of items including: AP distribution over the past three years, comparability studies, frequency distributions of scores on each section and the essays, and average scores on each exam section and essays. Though, to be a candidate for a 3 or higher, you need to get at least 1/2 of the multiple-choice questions correct. You CAN AND SHOULD answer all questions (remember, the AP English Literature Exam NOW does NOT take points off for wrong answers!). Keep that mind! Also, your essays must be strong, addressing the question thoroughly, with sophisticated language and thoughtful insight.

    ***AP ENGLISH LITERATURE EXAM IS TOMORROW, THURSDAY, MAY 10TH AT 8AM! Best of luck to all of you!!

    READ/STUDY YOUR CLASSMATES' STUDY GUIDES:

  • Multiple-Choice Questions Study Guide by Jeff and Nicole
  • Poetry Essay Study Guide by Jasmine and Jelani
  • Poetry Essay Study Guide by Ralph and Laura
    Poetry Study Guide by Steven and Pablo
  • Prose Essay Study Guide by Shawn and Neil
  • Prose Essay Study Guide by Natalie and Yayha
  • Free-Response Essay Study Guide by Vanessa and Jonathan
  • Free-Response Essay Study Guide by Jennifer, Tony and Malik

    Continue to review your AP materials! Read for pleasure and challenge; an agile mind is a mind in good shape for the AP exam and for college! Here's a link to the VOCABULARY!

    Check out important resources to use for your review guide and preparation for the AP English Literature Exam:

  • College Board's OLD AP English Literature Exams
  • LIST (through the years) OF POETRY ESSAY #1 QUESTIONS
  • LIST (through the years) OF PROSE ESSAY #2 QUESTIONS
  • LIST (through the years) OF FREE-RESPONSE ESSAY #3 QUESTIONS

    WORK ON PREPARING FOR THE AP ENGLISH LITERATURE EXAM (Thursday, May 10th) by doing the following: reviewing your notes on all works of literature studied this year, including poetry. Be comfortable with the time periods, genres, authors and themes (messages the authors express).

  • Review the works of literature and the authors and their literary style (genre, themes, time period) which we studied all year. Here's the list:
    1.) Oedipus Rexby Sophocles (429 B.C.E.)
    2.) Sophie's World by Jostein Gaarder (1991; study of philosophers from 320 B.C.E.-1800's C.E.)
    3.) Othello by Shakespeare (1603)
    4.) Hamlet by Shakespeare (1603)
    5.) As You Like It by Shakespeare (1600)
    6.) A Doll's House by Henrik Ibsen (1879)
    7.) A Modest Proposal by Jonathan Swift (1729)
    8.) The Importance of Being Earnest by Oscar Wilde (1895)
    9.) The Kite Runner by Khaled Hosseini (2003)
    10.) The Metamorphosis by Franz Kafka (1915)
    11.) 1984 by George Orwell (1949)
    12.) The Picture of Dorian Gray by Oscar Wilde (1891)
    13.) All Quiet on the Western Front by Erich Maria Remarque (1929)
    14.) One Flew Over the Cuckoo's Nest by Ken Kesey (1962)

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report

  • Tuesday, May 8th, 2012: 1. DO NOW:
  • Discuss how your essays are similar and different from the exemplary essays examined. What should you keep in mind for the AP exam?
  • Review works of literature that would be applicable to the free-response essay.
  • Review studying strategies for all sections of the AP English Literature exam.
  • Discuss questions that you want answered in this last week before the exam.

    2. HW Reminders

  • How will students be able to effectively prepare for the AP English Literature Exam? What should I do tonight and tomorrow morning before the AP English Literature exam?
    Eat a hearty, nutritious dinner tonight (don't eat/drink too much sugar or caffeine) and go to sleep early. Relax. Watch a movie or play a game. Then, find a quiet spot and go throug your notebook, review sheets, exam notes, study guides and details of the full-length novels/plays that you might write about in the free-response essay. Sleep well! Get up VERY early, enough time to get to school. Wear comfortable clothing and extra layers (a sweater/long-sleeve shirt in case the room temperature changes). Come to Room 232 for breakfast (bagels and cream cheese, bananas, muffins, and/or juice) and moral support at 7-7:30am. Turn OFF all electronic devices. Go to the assigned room (TBA) for the exam (EXAM STARTS AT 8AM, promptly!). Do not stress. Remind yourself that you have prepared thoroughly and that this test is a great challenge and opportunity you have been given, due to your hard work throughout high school. Be confident and proud of yourself, and you will succeed. It's your time to shine!

    What should I bring to the exam?
    Student ID, several pencils with erasers, several black pens (black ink is easier to read than other colors), a watch, something to drink (water is best), a quiet snack for the break (like lifesavers or mints), and tissues.

    How come we haven't figured out what score range we fall into (i.e. 1, 2, 3, 4 or 5)?
    The total score ranges each year, as it is based on a variety of items including: AP distribution over the past three years, comparability studies, frequency distributions of scores on each section and the essays, and average scores on each exam section and essays. Though, to be a candidate for a 3 or higher, you need to get at least 1/2 of the multiple-choice questions correct. You CAN AND SHOULD answer all questions (remember, the AP English Literature Exam NOW does NOT take points off for wrong answers!). Keep that mind! Also, your essays must be strong, addressing the question thoroughly, with sophisticated language and thoughtful insight.

    ***AP ENGLISH LITERATURE EXAM IS TOMORROW, THURSDAY, MAY 10TH AT 8AM! Best of luck to all of you!!

    READ/STUDY YOUR CLASSMATES' STUDY GUIDES:

  • Multiple-Choice Questions Study Guide by Jeff and Nicole
  • Poetry Essay Study Guide by Jasmine and Jelani
  • Poetry Essay Study Guide by Ralph and Laura
    Poetry Study Guide by Steven and Pablo
  • Prose Essay Study Guide by Shawn and Neil
  • Prose Essay Study Guide by Natalie and Yayha
  • Free-Response Essay Study Guide by Vanessa and Jonathan
  • Free-Response Essay Study Guide by Jennifer, Tony and Malik

    Continue to review your AP materials! Read for pleasure and challenge; an agile mind is a mind in good shape for the AP exam and for college! Here's a link to the VOCABULARY!

    Check out important resources to use for your review guide and preparation for the AP English Literature Exam:

  • College Board's OLD AP English Literature Exams
  • LIST (through the years) OF POETRY ESSAY #1 QUESTIONS
  • LIST (through the years) OF PROSE ESSAY #2 QUESTIONS
  • LIST (through the years) OF FREE-RESPONSE ESSAY #3 QUESTIONS

    WORK ON PREPARING FOR THE AP ENGLISH LITERATURE EXAM (Thursday, May 10th) by doing the following: reviewing your notes on all works of literature studied this year, including poetry. Be comfortable with the time periods, genres, authors and themes (messages the authors express).

  • Review the works of literature and the authors and their literary style (genre, themes, time period) which we studied all year. Here's the list:
    1.) Oedipus Rexby Sophocles (429 B.C.E.)
    2.) Sophie's World by Jostein Gaarder (1991; study of philosophers from 320 B.C.E.-1800's C.E.)
    3.) Othello by Shakespeare (1603)
    4.) Hamlet by Shakespeare (1603)
    5.) As You Like It by Shakespeare (1600)
    6.) A Doll's House by Henrik Ibsen (1879)
    7.) A Modest Proposal by Jonathan Swift (1729)
    8.) The Importance of Being Earnest by Oscar Wilde (1895)
    9.) The Kite Runner by Khaled Hosseini (2003)
    10.) The Metamorphosis by Franz Kafka (1915)
    11.) 1984 by George Orwell (1949)
    12.) The Picture of Dorian Gray by Oscar Wilde (1891)
    13.) All Quiet on the Western Front by Erich Maria Remarque (1929)
    14.) One Flew Over the Cuckoo's Nest by Ken Kesey (1962)

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, May 7th, 2012: 1. DO NOW: Finish checking your answers and identify weaknesses/areas you need to work on for the AP exam.

    2. Discuss/Share:

  • Discuss how your essays are similar and different from the exemplary essays examined. What should you keep in mind for the AP exam?
  • Review works of literature that would be applicable to the free-response essay.
  • Review studying strategies for all sections of the AP English Literature exam.
  • Discuss questions that you want answered in this last week before the exam.
  • How will students be able to effectively prepare for the AP English Literature Exam? READ/STUDY YOUR CLASSMATES' STUDY GUIDES:
  • Multiple-Choice Questions Study Guide by Jeff and Nicole
  • Poetry Essay Study Guide by Jasmine and Jelani
  • Poetry Essay Study Guide by Ralph and Laura
    Poetry Study Guide by Steven and Pablo
  • Prose Essay Study Guide by Shawn and Neil
  • Prose Essay Study Guide by Natalie and Yayha
  • Free-Response Essay Study Guide by Vanessa and Jonathan
  • Free-Response Essay Study Guide by Jennifer, Tony and Malik

    Continue to review your AP materials! Read for pleasure and challenge; an agile mind is a mind in good shape for the AP exam and for college! Here's a link to the VOCABULARY!

    Check out important resources to use for your review guide and preparation for the AP English Literature Exam:

  • College Board's OLD AP English Literature Exams
  • LIST (through the years) OF POETRY ESSAY #1 QUESTIONS
  • LIST (through the years) OF PROSE ESSAY #2 QUESTIONS
  • LIST (through the years) OF FREE-RESPONSE ESSAY #3 QUESTIONS

    WORK ON PREPARING FOR THE AP ENGLISH LITERATURE EXAM (Thursday, May 10th) by doing the following: reviewing your notes on all works of literature studied this year, including poetry. Be comfortable with the time periods, genres, authors and themes (messages the authors express).

  • Review the works of literature and the authors and their literary style (genre, themes, time period) which we studied all year. Here's the list:
    1.) Oedipus Rexby Sophocles (429 B.C.E.)
    2.) Sophie's World by Jostein Gaarder (1991; study of philosophers from 320 B.C.E.-1800's C.E.)
    3.) Othello by Shakespeare (1603)
    4.) Hamlet by Shakespeare (1603)
    5.) As You Like It by Shakespeare (1600)
    6.) A Doll's House by Henrik Ibsen (1879)
    7.) A Modest Proposal by Jonathan Swift (1729)
    8.) The Importance of Being Earnest by Oscar Wilde (1895)
    9.) The Kite Runner by Khaled Hosseini (2003)
    10.) The Metamorphosis by Franz Kafka (1915)
    11.) 1984 by George Orwell (1949)
    12.) The Picture of Dorian Gray by Oscar Wilde (1891)
    13.) All Quiet on the Western Front by Erich Maria Remarque (1929)
    14.) One Flew Over the Cuckoo's Nest by Ken Kesey (1962)

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, May 4th, 2012: 1. DO NOW: Check your answers and identify weaknesses/areas you need to work on for the AP exam.

    *Show HW packet.

    2. Work Period:

  • Review works of literature that would be applicable to the free-response essay.
  • Review studying strategies for all sections of the AP English Literature exam.
  • Compose questions that you want answered in the last week before the exam.
  • How will students be able to effectively prepare for the AP English Literature Exam? DUE THIS MONDAY, MAY 7th:
  • Read exemplary essays and compare/contrast your essays (from the packet you just did). You can find the exemplary essays HERE (just scroll down to 2006 form B and click on the "Sample Responses Q1, Sample Responses Q2 and Sample Responses Q3 links. Be ready to share how your essays are similar and different from these exemplary essays. What should you keep in mind for the AP exam?

    READ/STUDY YOUR CLASSMATES' STUDY GUIDES:

  • Multiple-Choice Questions Study Guide by Jeff and Nicole
  • Poetry Essay Study Guide by Jasmine and Jelani
  • Poetry Essay Study Guide by Ralph and Laura
    Poetry Study Guide by Steven and Pablo
  • Prose Essay Study Guide by Shawn and Neil
  • Prose Essay Study Guide by Natalie and Yayha
  • Free-Response Essay Study Guide by Vanessa and Jonathan
  • Free-Response Essay Study Guide by Jennifer, Tony and Malik

    Continue to review your AP materials! Read for pleasure and challenge; an agile mind is a mind in good shape for the AP exam and for college! Here's a link to the VOCABULARY!

    Check out important resources to use for your review guide and preparation for the AP English Literature Exam:

  • College Board's OLD AP English Literature Exams
  • LIST (through the years) OF POETRY ESSAY #1 QUESTIONS
  • LIST (through the years) OF PROSE ESSAY #2 QUESTIONS
  • LIST (through the years) OF FREE-RESPONSE ESSAY #3 QUESTIONS

    WORK ON PREPARING FOR THE AP ENGLISH LITERATURE EXAM (Thursday, May 10th) by doing the following: reviewing your notes on all works of literature studied this year, including poetry. Be comfortable with the time periods, genres, authors and themes (messages the authors express).

  • Review the works of literature and the authors and their literary style (genre, themes, time period) which we studied all year. Here's the list:
    1.) Oedipus Rexby Sophocles (429 B.C.E.)
    2.) Sophie's World by Jostein Gaarder (1991; study of philosophers from 320 B.C.E.-1800's C.E.)
    3.) Othello by Shakespeare (1603)
    4.) Hamlet by Shakespeare (1603)
    5.) As You Like It by Shakespeare (1600)
    6.) A Doll's House by Henrik Ibsen (1879)
    7.) A Modest Proposal by Jonathan Swift (1729)
    8.) The Importance of Being Earnest by Oscar Wilde (1895)
    9.) The Kite Runner by Khaled Hosseini (2003)
    10.) The Metamorphosis by Franz Kafka (1915)
    11.) 1984 by George Orwell (1949)
    12.) The Picture of Dorian Gray by Oscar Wilde (1891)
    13.) All Quiet on the Western Front by Erich Maria Remarque (1929)
    14.) One Flew Over the Cuckoo's Nest by Ken Kesey (1962)

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, May 3rd, 2012: WORK PERIOD:
  • Review works of literature that would be applicable to the free-response essay.
  • Review studying strategies for all sections of the AP English Literature exam.
  • Compose questions that you want answered in the last week before the exam.
  • How will students be able to effectively prepare for the AP English Literature Exam?

    DUE TOMORROW, FRIDAY, MAY 4th:

  • 15% of 3rd marking period: a complete AP English Literature Exam (multiple choice questions and all three essays)

    READ/STUDY YOUR CLASSMATES' STUDY GUIDES:

  • Poetry Study Guide by Ralph and Laura
    Poetry Study Guide by Steven and Pablo
  • Prose Essay Study Guide by Shawn and Neil
  • Prose Essay Study Guide by Natalie and Yayha
  • Free-Response Essay Study Guide by Vanessa and Jonathan
  • Free-Response Essay Study Guide by Jennifer, Tony and Malik

    Continue to review your AP materials! Read for pleasure and challenge; an agile mind is a mind in good shape for the AP exam and for college! Here's a link to the VOCABULARY!

    Check out important resources to use for your review guide and preparation for the AP English Literature Exam:

  • College Board's OLD AP English Literature Exams
  • LIST (through the years) OF POETRY ESSAY #1 QUESTIONS
  • LIST (through the years) OF PROSE ESSAY #2 QUESTIONS
  • LIST (through the years) OF FREE-RESPONSE ESSAY #3 QUESTIONS

    WORK ON PREPARING FOR THE AP ENGLISH LITERATURE EXAM (Thursday, May 10th) by doing the following: reviewing your notes on all works of literature studied this year, including poetry. Be comfortable with the time periods, genres, authors and themes (messages the authors express).

  • Review the works of literature and the authors and their literary style (genre, themes, time period) which we studied all year. Here's the list:
    1.) Oedipus Rexby Sophocles (429 B.C.E.)
    2.) Sophie's World by Jostein Gaarder (1991; study of philosophers from 320 B.C.E.-1800's C.E.)
    3.) Othello by Shakespeare (1603)
    4.) Hamlet by Shakespeare (1603)
    5.) As You Like It by Shakespeare (1600)
    6.) A Doll's House by Henrik Ibsen (1879)
    7.) A Modest Proposal by Jonathan Swift (1729)
    8.) The Importance of Being Earnest by Oscar Wilde (1895)
    9.) The Kite Runner by Khaled Hosseini (2003)
    10.) The Metamorphosis by Franz Kafka (1915)
    11.) 1984 by George Orwell (1949)
    12.) The Picture of Dorian Gray by Oscar Wilde (1891)
    13.) All Quiet on the Western Front by Erich Maria Remarque (1929)
    14.) One Flew Over the Cuckoo's Nest by Ken Kesey (1962)

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, May 2nd, 2012: 1. Do Now: Study guide presentations: #5-9.

    2. Reminders of final AP exam packet (HW).

    How will students be able to effectively prepare for the AP Exam--specifically the essay questions? THIS WAS DUE TODAY, WEDNESDAY, MAY 2nd, AND YESTERDAY:
    50% of 3rd marking period:
  • Create a two-page AP English Literature Exam review guide on your assigned section (multiple-choice, essay #1 (POEM), essay #2 (PROSE PASSAGE) or essay #3 (FREE-RESPONSE)). You must have an analytical focus (you decide which literary elements are appropriate or most important for your section; refer to old exams, practice material given in class and do your own research) and a thematic focus (what are the main ideas/strategies of that section? Don't be specific to one exam. Instead, express what all exams are trying to communicate for your particular section).
  • Post your review guide online (in a blog or other public format for all to see).
  • Be ready to present your review guide to the class. You will have to know your material well. Don't stare at the screen (yes, we will have a projector in class so that you can effectively present) or your notes.
  • This will be the value of a PROJECT grade, about 50% of your 3rd marking period!
  • You will work with a partner! See your assigned partner below and assigned section; #1-2 will present the multiple-choice question section on Tuesday, May 1st; #3-5 will present essay question #1 (the poem(s)) on Tuesday, May 1st; #6-7 will present essay question #2 (the prose passage) on Wednesday, May 2nd; #8-9 will present essay question #3 (free response) on Wednesday, May 2nd:
    1. Demetrios Acosta and Jodell Ulerie
    2. Nicole Alvarez and Jeff Kang
    3. Laura Castano and Ralph Straughan
    4. Pablo Cuate and Steven Lee
    5. Jelani Fleming and Jasmine Tejada
    6. Shawn Gibson and Neil Purohit
    7. Natalie Mota and Yahya Roots
    8. Jonathan Pantoja and Vanessa Trujillo
    9. Jennifer Trujillo, Tony Perez, and Malik Wheeler

    *You do not need to print out your review guide. You will just need to post it online. Though, make sure that, if transferred to a word document, it appears as two pages of writing, in a double-spaced format. You can add graphics in a different format than our previous study guides since it needs to be appealing to the public eye. Of course, the content is what matters! You need to gather the essential criteria, in an analytical and thematic focus, for your particular section. Continue to review your AP materials! Read for pleasure and challenge; an agile mind is a mind in good shape for the AP exam and for college! Here's a link to the VOCABULARY!

    Check out important resources to use for your review guide and preparation for the AP English Literature Exam:

  • College Board's OLD AP English Literature Exams
  • LIST (through the years) OF POETRY ESSAY #1 QUESTIONS
  • LIST (through the years) OF PROSE ESSAY #2 QUESTIONS
  • LIST (through the years) OF FREE-RESPONSE ESSAY #3 QUESTIONS

    WORK ON PREPARING FOR THE AP ENGLISH LITERATURE EXAM (Thursday, May 10th) by doing the following: reviewing your notes on all works of literature studied this year, including poetry. Be comfortable with the time periods, genres, authors and themes (messages the authors express).

  • Review the works of literature and the authors and their literary style (genre, themes, time period) which we studied all year. Here's the list:
    1.) Oedipus Rexby Sophocles (429 B.C.E.)
    2.) Sophie's World by Jostein Gaarder (1991; study of philosophers from 320 B.C.E.-1800's C.E.)
    3.) Othello by Shakespeare (1603)
    4.) Hamlet by Shakespeare (1603)
    5.) As You Like It by Shakespeare (1600)
    6.) A Doll's House by Henrik Ibsen (1879)
    7.) A Modest Proposal by Jonathan Swift (1729)
    8.) The Importance of Being Earnest by Oscar Wilde (1895)
    9.) The Kite Runner by Khaled Hosseini (2003)
    10.) The Metamorphosis by Franz Kafka (1915)
    11.) 1984 by George Orwell (1949)
    12.) The Picture of Dorian Gray by Oscar Wilde (1891)
    13.) All Quiet on the Western Front by Erich Maria Remarque (1929)
    14.) One Flew Over the Cuckoo's Nest by Ken Kesey (1962)

    DUE THIS FRIDAY, MAY 4th:

  • 15% of 3rd marking period: a complete AP English Literature Exam (multiple choice questions and all three essays)

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, May 1st, 2012: 1. Do Now: Study guide presentations: #1-2 will present the multiple-choice question section and #3-5 will present essay question #1 (the poem(s))

    2. Distribution of final AP exam packet (HW).

    How will students be able to effectively prepare for the AP Exam--specifically the multiple-choice question section and essay question #1? DUE TOMORROW, WEDNESDAY, MAY 2nd:
    50% of 3rd marking period:
  • Create a two-page AP English Literature Exam review guide on your assigned section (multiple-choice, essay #1 (POEM), essay #2 (PROSE PASSAGE) or essay #3 (FREE-RESPONSE)). You must have an analytical focus (you decide which literary elements are appropriate or most important for your section; refer to old exams, practice material given in class and do your own research) and a thematic focus (what are the main ideas/strategies of that section? Don't be specific to one exam. Instead, express what all exams are trying to communicate for your particular section).
  • Post your review guide online (in a blog or other public format for all to see).
  • Be ready to present your review guide to the class. You will have to know your material well. Don't stare at the screen (yes, we will have a projector in class so that you can effectively present) or your notes.
  • This will be the value of a PROJECT grade, about 50% of your 3rd marking period!
  • You will work with a partner! See your assigned partner below and assigned section; #1-2 will present the multiple-choice question section on Tuesday, May 1st; #3-5 will present essay question #1 (the poem(s)) on Tuesday, May 1st; #6-7 will present essay question #2 (the prose passage) on Wednesday, May 2nd; #8-9 will present essay question #3 (free response) on Wednesday, May 2nd:
    1. Demetrios Acosta and Jodell Ulerie
    2. Nicole Alvarez and Jeff Kang
    3. Laura Castano and Ralph Straughan
    4. Pablo Cuate and Steven Lee
    5. Jelani Fleming and Jasmine Tejada
    6. Shawn Gibson and Neil Purohit
    7. Natalie Mota and Yahya Roots
    8. Jonathan Pantoja and Vanessa Trujillo
    9. Jennifer Trujillo, Tony Perez, and Malik Wheeler

    *You do not need to print out your review guide. You will just need to post it online. Though, make sure that, if transferred to a word document, it appears as two pages of writing, in a double-spaced format. You can add graphics in a different format than our previous study guides since it needs to be appealing to the public eye. Of course, the content is what matters! You need to gather the essential criteria, in an analytical and thematic focus, for your particular section. Continue to review your AP materials! Read for pleasure and challenge; an agile mind is a mind in good shape for the AP exam and for college! Here's a link to the VOCABULARY!

    Check out important resources to use for your review guide and preparation for the AP English Literature Exam:

  • College Board's OLD AP English Literature Exams
  • LIST (through the years) OF POETRY ESSAY #1 QUESTIONS
  • LIST (through the years) OF PROSE ESSAY #2 QUESTIONS
  • LIST (through the years) OF FREE-RESPONSE ESSAY #3 QUESTIONS

    WORK ON PREPARING FOR THE AP ENGLISH LITERATURE EXAM (Thursday, May 10th) by doing the following: reviewing your notes on all works of literature studied this year, including poetry. Be comfortable with the time periods, genres, authors and themes (messages the authors express).

  • Review the works of literature and the authors and their literary style (genre, themes, time period) which we studied all year. Here's the list:
    1.) Oedipus Rexby Sophocles (429 B.C.E.)
    2.) Sophie's World by Jostein Gaarder (1991; study of philosophers from 320 B.C.E.-1800's C.E.)
    3.) Othello by Shakespeare (1603)
    4.) Hamlet by Shakespeare (1603)
    5.) As You Like It by Shakespeare (1600)
    6.) A Doll's House by Henrik Ibsen (1879)
    7.) A Modest Proposal by Jonathan Swift (1729)
    8.) The Importance of Being Earnest by Oscar Wilde (1895)
    9.) The Kite Runner by Khaled Hosseini (2003)
    10.) The Metamorphosis by Franz Kafka (1915)
    11.) 1984 by George Orwell (1949)
    12.) The Picture of Dorian Gray by Oscar Wilde (1891)
    13.) All Quiet on the Western Front by Erich Maria Remarque (1929)
    14.) One Flew Over the Cuckoo's Nest by Ken Kesey (1962)

    DUE THIS FRIDAY, MAY 4th:

  • 15% of 3rd marking period: a complete AP English Literature Exam (multiple choice questions and all three essays)

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, April 30th, 2012: 1. Do Now: Meet with your study guide presentation partner. Go over your presentation.

    2. Finish the AP English Literature Exam Answer Sheet

    3. Distribution of final AP exam packet (HW).

    4. Review the HW: AP Exam study guide presentation

    How will students be able to effectively prepare for the AP Exam? DUE TOMORROW, TUESDAY, MAY 1st/WEDNESDAY, MAY 2nd:
    50% of 3rd marking period:
  • Create a two-page AP English Literature Exam review guide on your assigned section (multiple-choice, essay #1 (POEM), essay #2 (PROSE PASSAGE) or essay #3 (FREE-RESPONSE)). You must have an analytical focus (you decide which literary elements are appropriate or most important for your section; refer to old exams, practice material given in class and do your own research) and a thematic focus (what are the main ideas/strategies of that section? Don't be specific to one exam. Instead, express what all exams are trying to communicate for your particular section).
  • Post your review guide online (in a blog or other public format for all to see).
  • Be ready to present your review guide to the class. You will have to know your material well. Don't stare at the screen (yes, we will have a projector in class so that you can effectively present) or your notes.
  • This will be the value of a PROJECT grade, about 50% of your 3rd marking period!
  • You will work with a partner! See your assigned partner below and assigned section; #1-2 will present the multiple-choice question section on Tuesday, May 1st; #3-5 will present essay question #1 (the poem(s)) on Tuesday, May 1st; #6-7 will present essay question #2 (the prose passage) on Wednesday, May 2nd; #8-9 will present essay question #3 (free response) on Wednesday, May 2nd:
    1. Demetrios Acosta and Jodell Ulerie
    2. Nicole Alvarez and Jeff Kang
    3. Laura Castano and Ralph Straughan
    4. Pablo Cuate and Steven Lee
    5. Jelani Fleming and Jasmine Tejada
    6. Shawn Gibson and Neil Purohit
    7. Natalie Mota and Yahya Roots
    8. Jonathan Pantoja and Vanessa Trujillo
    9. Jennifer Trujillo, Tony Perez, and Malik Wheeler

    *You do not need to print out your review guide. You will just need to post it online. Though, make sure that, if transferred to a word document, it appears as two pages of writing, in a double-spaced format. You can add graphics in a different format than our previous study guides since it needs to be appealing to the public eye. Of course, the content is what matters! You need to gather the essential criteria, in an analytical and thematic focus, for your particular section. Continue to review your AP materials! Read for pleasure and challenge; an agile mind is a mind in good shape for the AP exam and for college! Here's a link to the VOCABULARY!

    Check out important resources to use for your review guide and preparation for the AP English Literature Exam:

  • College Board's OLD AP English Literature Exams
  • LIST (through the years) OF POETRY ESSAY #1 QUESTIONS
  • LIST (through the years) OF PROSE ESSAY #2 QUESTIONS
  • LIST (through the years) OF FREE-RESPONSE ESSAY #3 QUESTIONS

    WORK ON PREPARING FOR THE AP ENGLISH LITERATURE EXAM (Thursday, May 10th) by doing the following: reviewing your notes on all works of literature studied this year, including poetry. Be comfortable with the time periods, genres, authors and themes (messages the authors express).

  • Review the works of literature and the authors and their literary style (genre, themes, time period) which we studied all year. Here's the list:
    1.) Oedipus Rexby Sophocles (429 B.C.E.)
    2.) Sophie's World by Jostein Gaarder (1991; study of philosophers from 320 B.C.E.-1800's C.E.)
    3.) Othello by Shakespeare (1603)
    4.) Hamlet by Shakespeare (1603)
    5.) As You Like It by Shakespeare (1600)
    6.) A Doll's House by Henrik Ibsen (1879)
    7.) A Modest Proposal by Jonathan Swift (1729)
    8.) The Importance of Being Earnest by Oscar Wilde (1895)
    9.) The Kite Runner by Khaled Hosseini (2003)
    10.) The Metamorphosis by Franz Kafka (1915)
    11.) 1984 by George Orwell (1949)
    12.) The Picture of Dorian Gray by Oscar Wilde (1891)
    13.) All Quiet on the Western Front by Erich Maria Remarque (1929)
    14.) One Flew Over the Cuckoo's Nest by Ken Kesey (1962)

    DUE THIS FRIDAY, MAY 4th:

  • 15% of 3rd marking period: a complete AP English Literature Exam (multiple choice questions and all three essays)

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, April 27th, 2012: 1. Do Now: Return and review the exam on all vocabulary words from lists #1-13.

    2. Notes on Free-Response Essay Preparation and Composition

    4. Review the AP Exam study guide presentation

    How will students be able to effectively prepare for the AP Exam by improving their vocabulary/language skills and understanding of the free-response essay question? DUE THIS COMING TUESDAY, MAY 1st/WEDNESDAY, MAY 2nd:
    50% of 3rd marking period:
  • Create a two-page AP English Literature Exam review guide on your assigned section (multiple-choice, essay #1 (POEM), essay #2 (PROSE PASSAGE) or essay #3 (FREE-RESPONSE)). You must have an analytical focus (you decide which literary elements are appropriate or most important for your section; refer to old exams, practice material given in class and do your own research) and a thematic focus (what are the main ideas/strategies of that section? Don't be specific to one exam. Instead, express what all exams are trying to communicate for your particular section).
  • Post your review guide online (in a blog or other public format for all to see).
  • Be ready to present your review guide to the class. You will have to know your material well. Don't stare at the screen (yes, we will have a projector in class so that you can effectively present) or your notes.
  • This will be the value of a PROJECT grade, about 50% of your 3rd marking period!
  • You will work with a partner! See your assigned partner below and assigned section; #1-2 will present the multiple-choice question section on Tuesday, May 1st; #3-5 will present essay question #1 (the poem(s)) on Tuesday, May 1st; #6-7 will present essay question #2 (the prose passage) on Wednesday, May 2nd; #8-9 will present essay question #3 (free response) on Wednesday, May 2nd:
    1. Demetrios Acosta and Jodell Ulerie
    2. Nicole Alvarez and Jeff Kang
    3. Laura Castano and Ralph Straughan
    4. Pablo Cuate and Steven Lee
    5. Jelani Fleming and Jasmine Tejada
    6. Shawn Gibson and Neil Purohit
    7. Natalie Mota and Yahya Roots
    8. Jonathan Pantoja and Vanessa Trujillo
    9. Jennifer Trujillo, Tony Perez, and Malik Wheeler

    *You do not need to print out your review guide. You will just need to post it online. Though, make sure that, if transferred to a word document, it appears as two pages of writing, in a double-spaced format. You can add graphics in a different format than our previous study guides since it needs to be appealing to the public eye. Of course, the content is what matters! You need to gather the essential criteria, in an analytical and thematic focus, for your particular section. Continue to review your AP materials! Read for pleasure and challenge; an agile mind is a mind in good shape for the AP exam and for college! Here's a link to the VOCABULARY!

    Check out important resources to use for your review guide and preparation for the AP English Literature Exam:

  • College Board's OLD AP English Literature Exams
  • LIST (through the years) OF POETRY ESSAY #1 QUESTIONS
  • LIST (through the years) OF PROSE ESSAY #2 QUESTIONS
  • LIST (through the years) OF FREE-RESPONSE ESSAY #3 QUESTIONS

    WORK ON PREPARING FOR THE AP ENGLISH LITERATURE EXAM (Thursday, May 10th) by doing the following: reviewing your notes on all works of literature studied this year, including poetry. Be comfortable with the time periods, genres, authors and themes (messages the authors express).

  • Review the works of literature and the authors and their literary style (genre, themes, time period) which we studied all year. Here's the list:
    1.) Oedipus Rexby Sophocles (429 B.C.E.)
    2.) Sophie's World by Jostein Gaarder (1991; study of philosophers from 320 B.C.E.-1800's C.E.)
    3.) Othello by Shakespeare (1603)
    4.) Hamlet by Shakespeare (1603)
    5.) As You Like It by Shakespeare (1600)
    6.) A Doll's House by Henrik Ibsen (1879)
    7.) A Modest Proposal by Jonathan Swift (1729)
    8.) The Importance of Being Earnest by Oscar Wilde (1895)
    9.) The Kite Runner by Khaled Hosseini (2003)
    10.) The Metamorphosis by Franz Kafka (1915)
    11.) 1984 by George Orwell (1949)
    12.) The Picture of Dorian Gray by Oscar Wilde (1891)
    13.) All Quiet on the Western Front by Erich Maria Remarque (1929)
    14.) One Flew Over the Cuckoo's Nest by Ken Kesey (1962)

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, April 26th, 2012: 1. Do Now: EXAM on all vocabulary words from lists #1-13.

    2. Fill out AP English Literature Exam Answer Sheet with personal contact information and survey answers

    How will students be able to effectively prepare for the AP Exam by improving their vocabulary/language skills and understanding of the free-response essay question? DUE TUESDAY, MAY 1st/WEDNESDAY, MAY 2nd:
    50% of 3rd marking period:
  • Create a two-page AP English Literature Exam review guide on your assigned section (multiple-choice, essay #1 (POEM), essay #2 (PROSE PASSAGE) or essay #3 (FREE-RESPONSE)). You must have an analytical focus (you decide which literary elements are appropriate or most important for your section; refer to old exams, practice material given in class and do your own research) and a thematic focus (what are the main ideas/strategies of that section? Don't be specific to one exam. Instead, express what all exams are trying to communicate for your particular section).
  • Post your review guide online (in a blog or other public format for all to see).
  • Be ready to present your review guide to the class. You will have to know your material well. Don't stare at the screen (yes, we will have a projector in class so that you can effectively present) or your notes.
  • This will be the value of a PROJECT grade, about 50% of your 3rd marking period!
  • You will work with a partner! See your assigned partner below and assigned section; #1-2 will present the multiple-choice question section on Tuesday, May 1st; #3-5 will present essay question #1 (the poem(s)) on Tuesday, May 1st; #6-7 will present essay question #2 (the prose passage) on Wednesday, May 2nd; #8-9 will present essay question #3 (free response) on Wednesday, May 2nd:
    1. Demetrios Acosta and Jodell Ulerie
    2. Nicole Alvarez and Jeff Kang
    3. Laura Castano and Ralph Straughan
    4. Pablo Cuate and Steven Lee
    5. Jelani Fleming and Jasmine Tejada
    6. Shawn Gibson and Neil Purohit
    7. Natalie Mota and Yahya Roots
    8. Jonathan Pantoja and Vanessa Trujillo
    9. Jennifer Trujillo, Tony Perez, and Malik Wheeler

    *You do not need to print out your review guide. You will just need to post it online. Though, make sure that, if transferred to a word document, it appears as two pages of writing, in a double-spaced format. You can add graphics in a different format than our previous study guides since it needs to be appealing to the public eye. Of course, the content is what matters! You need to gather the essential criteria, in an analytical and thematic focus, for your particular section. Continue to review your AP materials! Read for pleasure and challenge; an agile mind is a mind in good shape for the AP exam and for college! Here's a link to the VOCABULARY!

    Check out important resources to use for your review guide and preparation for the AP English Literature Exam:

  • College Board's OLD AP English Literature Exams
  • LIST (through the years) OF POETRY ESSAY #1 QUESTIONS
  • LIST (through the years) OF PROSE ESSAY #2 QUESTIONS
  • LIST (through the years) OF FREE-RESPONSE ESSAY #3 QUESTIONS

    WORK ON PREPARING FOR THE AP ENGLISH LITERATURE EXAM (Thursday, May 10th) by doing the following: reviewing your notes on all works of literature studied this year, including poetry. Be comfortable with the time periods, genres, authors and themes (messages the authors express).

  • Review the works of literature and the authors and their literary style (genre, themes, time period) which we studied all year. Here's the list:
    1.) Oedipus Rexby Sophocles (429 B.C.E.)
    2.) Sophie's World by Jostein Gaarder (1991; study of philosophers from 320 B.C.E.-1800's C.E.)
    3.) Othello by Shakespeare (1603)
    4.) Hamlet by Shakespeare (1603)
    5.) As You Like It by Shakespeare (1600)
    6.) A Doll's House by Henrik Ibsen (1879)
    7.) A Modest Proposal by Jonathan Swift (1729)
    8.) The Importance of Being Earnest by Oscar Wilde (1895)
    9.) The Kite Runner by Khaled Hosseini (2003)
    10.) The Metamorphosis by Franz Kafka (1915)
    11.) 1984 by George Orwell (1949)
    12.) The Picture of Dorian Gray by Oscar Wilde (1891)
    13.) All Quiet on the Western Front by Erich Maria Remarque (1929)
    14.) One Flew Over the Cuckoo's Nest by Ken Kesey (1962)

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, April 25th, 2012: 1. Do Now: Examine Free-Response Questions from 1970-2008. What do these questions have in common? Students will be ready to share two books (at a minimum) studied this year that can address the essay questions they received.

    2. Share Do Now.

    3. Review HW again.

    4. Compose 4-5 multiple-choice questions (definitions and sentence completion) for the Vocabulary Lists #1-13 from last semester.

    How will students be able to examine the free-response questions and prepare for the free response essay question section on the AP Exam? DUE TOMORROW, THURSDAY, APRIL 26th:
  • VOCABULARY EXAM on ALL VOCABULARY WORDS FROM LAST SEMESTER. THIS EXAM WILL BE WORTH 50% of 2nd marking period. This should be easy since it's all review from last semester. I suggest that you make flashcards! This exam will be multiple-choice questions only (definitions and sentence completion). This exam will help you tremendously for the AP Exam and for college!

    DUE TUESDAY, MAY 1st/WEDNESDAY, MAY 2nd:
    50% of 3rd marking period:

  • Create a two-page AP English Literature Exam review guide on your assigned section (multiple-choice, essay #1 (POEM), essay #2 (PROSE PASSAGE) or essay #3 (FREE-RESPONSE)). You must have an analytical focus (you decide which literary elements are appropriate or most important for your section; refer to old exams, practice material given in class and do your own research) and a thematic focus (what are the main ideas/strategies of that section? Don't be specific to one exam. Instead, express what all exams are trying to communicate for your particular section).
  • Post your review guide online (in a blog or other public format for all to see).
  • Be ready to present your review guide to the class. You will have to know your material well. Don't stare at the screen (yes, we will have a projector in class so that you can effectively present) or your notes.
  • This will be the value of a PROJECT grade, about 50% of your 3rd marking period!
  • You will work with a partner! See your assigned partner below and assigned section; #1-2 will present the multiple-choice question section on Tuesday, May 1st; #3-5 will present essay question #1 (the poem(s)) on Tuesday, May 1st; #6-7 will present essay question #2 (the prose passage) on Wednesday, May 2nd; #8-9 will present essay question #3 (free response) on Wednesday, May 2nd:
    1. Demetrios Acosta and Jodell Ulerie
    2. Nicole Alvarez and Jeff Kang
    3. Laura Castano and Ralph Straughan
    4. Pablo Cuate and Steven Lee
    5. Jelani Fleming and Jasmine Tejada
    6. Shawn Gibson and Neil Purohit
    7. Natalie Mota and Yahya Roots
    8. Jonathan Pantoja and Vanessa Trujillo
    9. Jennifer Trujillo, Tony Perez, and Malik Wheeler

    *You do not need to print out your review guide. You will just need to post it online. Though, make sure that, if transferred to a word document, it appears as two pages of writing, in a double-spaced format. You can add graphics in a different format than our previous study guides since it needs to be appealing to the public eye. Of course, the content is what matters! You need to gather the essential criteria, in an analytical and thematic focus, for your particular section. Continue to review your AP materials! Read for pleasure and challenge; an agile mind is a mind in good shape for the AP exam and for college! Here's a link to the VOCABULARY!

    Check out important resources to use for your review guide and preparation for the AP English Literature Exam:

  • College Board's OLD AP English Literature Exams
  • LIST (through the years) OF POETRY ESSAY #1 QUESTIONS
  • LIST (through the years) OF PROSE ESSAY #2 QUESTIONS
  • LIST (through the years) OF FREE-RESPONSE ESSAY #3 QUESTIONS

    WORK ON PREPARING FOR THE AP ENGLISH LITERATURE EXAM (Thursday, May 10th) by doing the following: reviewing your notes on all works of literature studied this year, including poetry. Be comfortable with the time periods, genres, authors and themes (messages the authors express).

  • Review the works of literature and the authors and their literary style (genre, themes, time period) which we studied all year. Here's the list:
    1.) Oedipus Rexby Sophocles (429 B.C.E.)
    2.) Sophie's World by Jostein Gaarder (1991; study of philosophers from 320 B.C.E.-1800's C.E.)
    3.) Othello by Shakespeare (1603)
    4.) Hamlet by Shakespeare (1603)
    5.) As You Like It by Shakespeare (1600)
    6.) A Doll's House by Henrik Ibsen (1879)
    7.) A Modest Proposal by Jonathan Swift (1729)
    8.) The Importance of Being Earnest by Oscar Wilde (1895)
    9.) The Kite Runner by Khaled Hosseini (2003)
    10.) The Metamorphosis by Franz Kafka (1915)
    11.) 1984 by George Orwell (1949)
    12.) The Picture of Dorian Gray by Oscar Wilde (1891)
    13.) All Quiet on the Western Front by Erich Maria Remarque (1929)
    14.) One Flew Over the Cuckoo's Nest by Ken Kesey (1962)

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, April 24th, 2012: 1. Do Now: Examine Free-Response Questions from 1970-2008. What do these questions have in common? Students will be ready to share two books (at a minimum) studied this year that can address the essay questions they received.

    2. Share Do Now.

    3. Introduce HW.

    4. Compose 4-5 multiple-choice questions (definitions and sentence completion) for the Vocabulary Lists #1-13 from last semester.

    How will students be able to examine the free-response questions and prepare for the free response essay question section on the AP Exam? DUE THIS COMING THURSDAY, APRIL 26th:
  • VOCABULARY EXAM on ALL VOCABULARY WORDS FROM LAST SEMESTER. THIS EXAM WILL BE WORTH 50% of 2nd marking period. This should be easy since it's all review from last semester. I suggest that you make flashcards! This exam will be multiple-choice questions only (definitions and sentence completion). This exam will help you tremendously for the AP Exam and for college!

    DUE TUESDAY, MAY 1st/WEDNESDAY, MAY 2nd:
    50% of 3rd marking period:

  • Create a two-page AP English Literature Exam review guide on your assigned section (multiple-choice, essay #1 (POEM), essay #2 (PROSE PASSAGE) or essay #3 (FREE-RESPONSE)). You must have an analytical focus (you decide which literary elements are appropriate or most important for your section; refer to old exams, practice material given in class and do your own research) and a thematic focus (what are the main ideas/strategies of that section? Don't be specific to one exam. Instead, express what all exams are trying to communicate for your particular section).
  • Post your review guide online (in a blog or other public format for all to see).
  • Be ready to present your review guide to the class. You will have to know your material well. Don't stare at the screen (yes, we will have a projector in class so that you can effectively present) or your notes.
  • This will be the value of a PROJECT grade, about 50% of your 3rd marking period!
  • You will work with a partner! See your assigned partner below and assigned section; #1-2 will present the multiple-choice question section on Tuesday, May 1st; #3-5 will present essay question #1 (the poem(s)) on Tuesday, May 1st; #6-7 will present essay question #2 (the prose passage) on Wednesday, May 2nd; #8-9 will present essay question #3 (free response) on Wednesday, May 2nd:
    1. Demetrios Acosta and Jodell Ulerie
    2. Nicole Alvarez and Jeff Kang
    3. Laura Castano and Ralph Straughan
    4. Pablo Cuate and Steven Lee
    5. Jelani Fleming and Jasmine Tejada
    6. Shawn Gibson and Neil Purohit
    7. Natalie Mota and Yahya Roots
    8. Jonathan Pantoja and Vanessa Trujillo
    9. Jennifer Trujillo, Tony Perez, and Malik Wheeler

    *You do not need to print out your review guide. You will just need to post it online. Though, make sure that, if transferred to a word document, it appears as two pages of writing, in a double-spaced format. You can add graphics in a different format than our previous study guides since it needs to be appealing to the public eye. Of course, the content is what matters! You need to gather the essential criteria, in an analytical and thematic focus, for your particular section. Continue to review your AP materials! Read for pleasure and challenge; an agile mind is a mind in good shape for the AP exam and for college! Here's a link to the VOCABULARY!

    Check out important resources to use for your review guide and preparation for the AP English Literature Exam:

  • College Board's OLD AP English Literature Exams
  • LIST (through the years) OF POETRY ESSAY #1 QUESTIONS
  • LIST (through the years) OF PROSE ESSAY #2 QUESTIONS
  • LIST (through the years) OF FREE-RESPONSE ESSAY #3 QUESTIONS

    WORK ON PREPARING FOR THE AP ENGLISH LITERATURE EXAM (Thursday, May 10th) by doing the following: reviewing your notes on all works of literature studied this year, including poetry. Be comfortable with the time periods, genres, authors and themes (messages the authors express).

  • Review the works of literature and the authors and their literary style (genre, themes, time period) which we studied all year. Here's the list:
    1.) Oedipus Rexby Sophocles (429 B.C.E.)
    2.) Sophie's World by Jostein Gaarder (1991; study of philosophers from 320 B.C.E.-1800's C.E.)
    3.) Othello by Shakespeare (1603)
    4.) Hamlet by Shakespeare (1603)
    5.) As You Like It by Shakespeare (1600)
    6.) A Doll's House by Henrik Ibsen (1879)
    7.) A Modest Proposal by Jonathan Swift (1729)
    8.) The Importance of Being Earnest by Oscar Wilde (1895)
    9.) The Kite Runner by Khaled Hosseini (2003)
    10.) The Metamorphosis by Franz Kafka (1915)
    11.) 1984 by George Orwell (1949)
    12.) The Picture of Dorian Gray by Oscar Wilde (1891)
    13.) All Quiet on the Western Front by Erich Maria Remarque (1929)
    14.) One Flew Over the Cuckoo's Nest by Ken Kesey (1962)

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, April 23rd (Shakespeare's Birthday), 2012: 1. Do Now: Share famous facts about Shakespeare, the man, and his works (specifically, Hamlet, Othello and As You Like It).

    2. Potluck sharing

    3. HW Reminders

    How will students be able to honor Shakespeare and how will they be able to use his works to reference on the AP Exam? DUE THIS COMING THURSDAY, APRIL 26th:
  • VOCABULARY EXAM on ALL VOCABULARY WORDS FROM LAST SEMESTER. THIS EXAM WILL BE WORTH 50% of 2nd marking period. This should be easy since it's all review from last semester. I suggest that you make flashcards! This exam will be multiple-choice questions only (definitions and sentence completion). This exam will help you tremendously for the AP Exam and for college!

    WORK ON PREPARING FOR THE AP ENGLISH LITERATURE EXAM (Thursday, May 10th) by doing the following: reviewing your notes on all works of literature studied this year, including poetry. Be comfortable with the time periods, genres, authors and themes (messages the authors express).

  • Review the works of literature and the authors and their literary style (genre, themes, time period) which we studied all year. Here's the list:
    1.) Oedipus Rexby Sophocles (429 B.C.E.)
    2.) Sophie's World by Jostein Gaarder (1991; study of philosophers from 320 B.C.E.-1800's C.E.)
    3.) Othello by Shakespeare (1603)
    4.) Hamlet by Shakespeare (1603)
    5.) As You Like It by Shakespeare (1600)
    6.) A Doll's House by Henrik Ibsen (1879)
    7.) A Modest Proposal by Jonathan Swift (1729)
    8.) The Importance of Being Earnest by Oscar Wilde (1895)
    9.) The Kite Runner by Khaled Hosseini (2003)
    10.) The Metamorphosis by Franz Kafka (1915)
    11.) 1984 by George Orwell (1949)
    12.) The Picture of Dorian Gray by Oscar Wilde (1891)
    13.) All Quiet on the Western Front by Erich Maria Remarque (1929)
    14.) One Flew Over the Cuckoo's Nest by Ken Kesey (1962)

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, April 20th, 2012: 1. Do Now: Examine Prose Passage Essay Prompts (1970-2011). What do these essay prompts have in common?

    2. Review the works of literature and the authors and their literary style (genre, themes, time period) which we studied all year. Here's the list:
    1.) Oedipus Rexby Sophocles (429 B.C.E.)
    2.) Sophie's World by Jostein Gaarder (1991; study of philosophers from 320 B.C.E.-1800's C.E.)
    3.) Othello by Shakespeare (1603)
    4.) Hamlet by Shakespeare (1603)
    5.) As You Like It by Shakespeare (1600)
    6.) A Doll's House by Henrik Ibsen (1879)
    7.) A Modest Proposal by Jonathan Swift (1729)
    8.) The Importance of Being Earnest by Oscar Wilde (1895)
    9.) The Kite Runner by Khaled Hosseini (2003)
    10.) The Metamorphosis by Franz Kafka (1915)
    11.) 1984 by George Orwell (1949)
    12.) The Picture of Dorian Gray by Oscar Wilde (1891)
    13.) All Quiet on the Western Front by Erich Maria Remarque (1929)
    14.) One Flew Over the Cuckoo's Nest by Ken Kesey (1962)

    3. Read "First they came..." poem to honor Holocaust Remembrance Day

    How will students be successful on the prose passage and free-response essay portion of the AP English Literature Exam? DUE NEXT THURSDAY, APRIL 26th:
  • VOCABULARY EXAM on ALL VOCABULARY WORDS FROM LAST SEMESTER. THIS EXAM WILL BE WORTH 50% of 2nd marking period. This should be easy since it's all review from last semester. I suggest that you make flashcards! This exam will be multiple-choice questions only (definitions and sentence completion). This exam will help you tremendously for the AP Exam and for college!

    WORK ON PREPARING FOR THE AP ENGLISH LITERATURE EXAM (Thursday, May 10th) by doing the following: reviewing your notes on all works of literature studied this year, including poetry. Be comfortable with the time periods, genres, authors and themes (messages the authors express).

  • Review the works of literature and the authors and their literary style (genre, themes, time period) which we studied all year. Here's the list:
    1.) Oedipus Rexby Sophocles (429 B.C.E.)
    2.) Sophie's World by Jostein Gaarder (1991; study of philosophers from 320 B.C.E.-1800's C.E.)
    3.) Othello by Shakespeare (1603)
    4.) Hamlet by Shakespeare (1603)
    5.) As You Like It by Shakespeare (1600)
    6.) A Doll's House by Henrik Ibsen (1879)
    7.) A Modest Proposal by Jonathan Swift (1729)
    8.) The Importance of Being Earnest by Oscar Wilde (1895)
    9.) The Kite Runner by Khaled Hosseini (2003)
    10.) The Metamorphosis by Franz Kafka (1915)
    11.) 1984 by George Orwell (1949)
    12.) The Picture of Dorian Gray by Oscar Wilde (1891)
    13.) All Quiet on the Western Front by Erich Maria Remarque (1929)
    14.) One Flew Over the Cuckoo's Nest by Ken Kesey (1962)

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, April 19th, 2012: 1. Do Now: A Timed Prose Passage Essay (practice for the AP Exam)

    2. Read "First they came..." poem to honor Holocaust Remembrance Day

    How will students be successful on the prose passage essay portion of the AP English Literature Exam? Make up owed HW.

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, April 18th, 2012: 1. Do Now: Read/Review the following--Timing the Prose Passage Essay:
  • 1-3 minutes reading and "working the prompt." Here's the prompt for the passage below: In a well-organized essay, discuss how Alice Walker conveys the meaning of "The Flowers" and how she prepares the reader for the ending of this short story. Consider at least two elements of the writer's craft such as imagery, symbol, setting, narrative pace, diction and style.
  • 5 minutes reading and making marginal notes about the passage. Try to isolate 2 quotations that strike you. This may give you your opening and closing.
  • 10 minutes preparing to write (Choose one or two of the following methods that you feel comfortable with: underlining, bracketing, circling, making marginal notations, making charts or key words/line number outlining).
  • 20 minutes to write your essay, based on your preparation
  • 3 minutes for proofreading

    2. Finish sharing the annotations on the prose excerpt (sample AP English Literature exam prose essay question). Turn in your independent novels.

    3. Review Exemplary Prose Essay for "The Flowers". What are the strengths of this essay? What do we need to achieve to compose a comparable essay?

    4. How shall we honor Shakespeare's birthday on Monday?

  • How will students be successful on the prose passage essay portion of the AP English Literature Exam? Make up owed HW.

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, April 17th, 2012: 1. Do Now: Read and annotate (10 minutes) the prose excerpt (sample AP English Literature exam prose essay question). Turn in your independent novels.

    2. Peer Sharing the annotations (10 minutes).

    2. Share with the whole class. What words/phrases support your annotations and could be useful for the essay?

    How will students be successful on the prose passage essay portion of the AP English Literature Exam? Make up owed HW.

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, April 16th, 2012: 1. Do Now: Review your last poetry essay's comments/suggestions for improvement. Begin annotating the prose excerpt (sample AP English Literature exam prose essay question).

    2. POP QUIZ (oral assessment) on your independent reading novel. Turn in your study guides.

    How will students be successful on the poetry essay portion of the AP English Literature Exam? THIS WAS DUE TODAY, MONDAY, APRIL 16th (the day we return from spring break):
    INDEPENDENT READING NOVELS--Choose two novels (choose the novels from our class library, the available link below or your local library) from the list below to read over the next three weeks. Create a two-page study guide for each novel. Please REMEMBER to analyze the literary terms (the analytical focus) and the themes (thematic focus) and WHY THEY ARE IMPORTANT TO THE NOVEL AS A WHOLE (author's purpose). Please DO NOT copy from each other or the internet. For The Picture of Dorian Gray (Wilde)=Analytical Focus: imagery, tone, and foreshadowing and Thematic Focus: societal expectations, morality, art for art's sake, and deception; For 1984 (Orwell)=Analytical Focus: point of view, diction, tone, imagery, syntax and Thematic Focus: dissolution of language, innate vs. learned behavior, objective reality; For All Quiet on the Western Front (Remarque)=Analytical Focus: point of view, diction, tone, imagery, figurative language and Thematic Focus: glorifying service, horrors of war, camaraderie, origins of war; For One Flew Over the Cuckoo's Nest (Kesey)=Analytical Focus: point of view, diction, tone, symbolism, figurative language and Thematic Focus: oppression and manipulation

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, April 5th, 2012: 1. Do Now: Poetry and vocabulary review game!

    2. Review poetry essay expectations for the AP English Literature Exam.

    How will students be successful on the poetry essay portion of the AP English Literature Exam? DUE MONDAY, APRIL 16th (the day we return from spring break):
    INDEPENDENT READING NOVELS--Choose two novels (choose the novels from our class library, the available link below or your local library) from the list below to read over the next three weeks. Create a two-page study guide for each novel. Please REMEMBER to analyze the literary terms (the analytical focus) and the themes (thematic focus) and WHY THEY ARE IMPORTANT TO THE NOVEL AS A WHOLE (author's purpose). Please DO NOT copy from each other or the internet. For The Picture of Dorian Gray (Wilde)=Analytical Focus: imagery, tone, and foreshadowing and Thematic Focus: societal expectations, morality, art for art's sake, and deception; For 1984 (Orwell)=Analytical Focus: point of view, diction, tone, imagery, syntax and Thematic Focus: dissolution of language, innate vs. learned behavior, objective reality; For All Quiet on the Western Front (Remarque)=Analytical Focus: point of view, diction, tone, imagery, figurative language and Thematic Focus: glorifying service, horrors of war, camaraderie, origins of war; For One Flew Over the Cuckoo's Nest (Kesey)=Analytical Focus: point of view, diction, tone, symbolism, figurative language and Thematic Focus: oppression and manipulation

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, April 4th, 2012: 1. Do Now: Finish reading and analyzing a sample exemplary poetry essay for "The Tables Turned" and "To David, About His Education", using "The Tables Turned" by William Wordsworth and "To David, About His Education" by Howard Nemerov.

    2. Read and analyze the poetry essay outline for a sample exemplary poetry essay for "The Tables Turned" and "To David, About His Education", using "The Tables Turned" by William Wordsworth and "To David, About His Education" by Howard Nemerov.

    3. Review poetry essay expectations for the AP English Literature Exam.

    How will students be successful on the poetry essay portion of the AP English Literature Exam? MAKE UP OWED HW (see Friday's assignment).

    DUE MONDAY, APRIL 16th:
    INDEPENDENT READING NOVELS--Choose two novels (choose the novels from our class library, the available link below or your local library) from the list below to read over the next three weeks. Create a two-page study guide for each novel. Please REMEMBER to analyze the literary terms (the analytical focus) and the themes (thematic focus) and WHY THEY ARE IMPORTANT TO THE NOVEL AS A WHOLE (author's purpose). Please DO NOT copy from each other or the internet. For The Picture of Dorian Gray (Wilde)=Analytical Focus: imagery, tone, and foreshadowing and Thematic Focus: societal expectations, morality, art for art's sake, and deception; For 1984 (Orwell)=Analytical Focus: point of view, diction, tone, imagery, syntax and Thematic Focus: dissolution of language, innate vs. learned behavior, objective reality; For All Quiet on the Western Front (Remarque)=Analytical Focus: point of view, diction, tone, imagery, figurative language and Thematic Focus: glorifying service, horrors of war, camaraderie, origins of war; For One Flew Over the Cuckoo's Nest (Kesey)=Analytical Focus: point of view, diction, tone, symbolism, figurative language and Thematic Focus: oppression and manipulation

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, April 3rd, 2012: 1. Do Now: Finish peer review, using the AP-style grading rubric. Write comments (on post-its) on your peers' essays. Exchange with five different students and identify strengths/areas needing improvement on one post-it per student.

    2. Reflections on Do Now.

    3. As a class, read a sample exemplary poetry essay for "The Tables Turned" and "To David, About His Education", using "The Tables Turned" by William Wordsworth and "To David, About His Education" by Howard Nemerov.

    4. Turn in poetry essays.

    How will students be successful on the poetry essay portion of the AP English Literature Exam? MAKE UP OWED HW (see Friday's assignment).

    DUE MONDAY, APRIL 16th:
    INDEPENDENT READING NOVELS--Choose two novels (choose the novels from our class library, the available link below or your local library) from the list below to read over the next three weeks. Create a two-page study guide for each novel. Please REMEMBER to analyze the literary terms (the analytical focus) and the themes (thematic focus) and WHY THEY ARE IMPORTANT TO THE NOVEL AS A WHOLE (author's purpose). Please DO NOT copy from each other or the internet. For The Picture of Dorian Gray (Wilde)=Analytical Focus: imagery, tone, and foreshadowing and Thematic Focus: societal expectations, morality, art for art's sake, and deception; For 1984 (Orwell)=Analytical Focus: point of view, diction, tone, imagery, syntax and Thematic Focus: dissolution of language, innate vs. learned behavior, objective reality; For All Quiet on the Western Front (Remarque)=Analytical Focus: point of view, diction, tone, imagery, figurative language and Thematic Focus: glorifying service, horrors of war, camaraderie, origins of war; For One Flew Over the Cuckoo's Nest (Kesey)=Analytical Focus: point of view, diction, tone, symbolism, figurative language and Thematic Focus: oppression and manipulation

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, April 2nd, 2012: 1. Do Now: Read sample exemplary poetry essay for "The Tables Turned" and "To David, About His Education", using "The Tables Turned" by William Wordsworth and "To David, About His Education" by Howard Nemerov.

    2.Work Period: Peer review, using the AP-style grading rubric. Write comments (on post-its) on your peers' essays. Exchange with five different students and identify strengths/areas needing improvement on one post-it per student.

    *SHOW HW: AP POETRY ESSAY

    How will students be successful on the poetry essay portion of the AP English Literature Exam? MAKE UP OWED HW (see Friday's assignment).

    DUE MONDAY, APRIL 16th:
    INDEPENDENT READING NOVELS--Choose two novels (choose the novels from our class library, the available link below or your local library) from the list below to read over the next three weeks. Create a two-page study guide for each novel. Please REMEMBER to analyze the literary terms (the analytical focus) and the themes (thematic focus) and WHY THEY ARE IMPORTANT TO THE NOVEL AS A WHOLE (author's purpose). Please DO NOT copy from each other or the internet. For The Picture of Dorian Gray (Wilde)=Analytical Focus: imagery, tone, and foreshadowing and Thematic Focus: societal expectations, morality, art for art's sake, and deception; For 1984 (Orwell)=Analytical Focus: point of view, diction, tone, imagery, syntax and Thematic Focus: dissolution of language, innate vs. learned behavior, objective reality; For All Quiet on the Western Front (Remarque)=Analytical Focus: point of view, diction, tone, imagery, figurative language and Thematic Focus: glorifying service, horrors of war, camaraderie, origins of war; For One Flew Over the Cuckoo's Nest (Kesey)=Analytical Focus: point of view, diction, tone, symbolism, figurative language and Thematic Focus: oppression and manipulation

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, March 30th, 2012: 1. Do Now: Analyze and annotate the following poems: "The Tables Turned" by William Wordsworth and "To David, About His Education" by Howard Nemerov. Work on the TP-CASTT.

    2. Work on the AP Essay Question, which is the following: In both of these poems, the poets reveal their attitudes toward education. In a well-organized essay discuss their similarities and differences. You may wish to consider style, tone, poetic devices, structure and imagery.

    How will students be successful on the poetry essay portion of the AP English Literature Exam? DUE THIS MONDAY, APRIL 2ND:
  • AP POETRY ESSAY (Allow ONLY 40 minutes; remember, timing is crucial. Here's a workable strategy: 1-3 minutes for reading and working the question prompt, 5-10 minutes for reading and annotating the poems, 5-10 minutes for preparing to write, 20 minutes to write your essay, and 3 minutes for proofreading). This counts as 1/3 of the total essay section score. Here's your question: In "The Tables Turned" by William Wordsworth and "To David, About His Education" by Howard Nemerov, the poets reveal their attitudes toward education. In a well-organized essay, discuss their similarities and differences. You may wish to consider style, tone, poetic devices, structure and imagery. (Suggestion: Review the List of SAT Vocabulary and then use some of these words in your writing) TURN IN YOUR ESSAY THIS MONDAY (NOT GRADED, SO DO IT ON YOUR OWN WITHOUT USING ASSISTANCE OF ANY KIND). It will just be a "check" on jupitergrades. I will read it and give you my suggestions/evaluations only.

    DUE MONDAY, APRIL 16th:
    INDEPENDENT READING NOVELS--Choose two novels (choose the novels from our class library, the available link below or your local library) from the list below to read over the next three weeks. Create a two-page study guide for each novel. Please REMEMBER to analyze the literary terms (the analytical focus) and the themes (thematic focus) and WHY THEY ARE IMPORTANT TO THE NOVEL AS A WHOLE (author's purpose). Please DO NOT copy from each other or the internet. For The Picture of Dorian Gray (Wilde)=Analytical Focus: imagery, tone, and foreshadowing and Thematic Focus: societal expectations, morality, art for art's sake, and deception; For 1984 (Orwell)=Analytical Focus: point of view, diction, tone, imagery, syntax and Thematic Focus: dissolution of language, innate vs. learned behavior, objective reality; For All Quiet on the Western Front (Remarque)=Analytical Focus: point of view, diction, tone, imagery, figurative language and Thematic Focus: glorifying service, horrors of war, camaraderie, origins of war; For One Flew Over the Cuckoo's Nest (Kesey)=Analytical Focus: point of view, diction, tone, symbolism, figurative language and Thematic Focus: oppression and manipulation

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, March 29th, 2012: 1. Do Now: Using students' outlines of a high-scoring essay for "The Naked and the Nude" poem, analyze students' essays and teacher's comments.

    2. Work Period: Make a compare/contrast graphic organizer, which examines the high-scoring essay and the student's essay.

    3. Discuss/Share findings.

    4. Introduce a new poetry essay that will be practiced in class tomorrow.

    How will students be successful on the poetry essay portion of the AP English Literature Exam? DUE MONDAY, APRIL 16th:
    INDEPENDENT READING NOVELS--Choose two novels (choose the novels from our class library, the available link below or your local library) from the list below to read over the next three weeks. Create a two-page study guide for each novel. Please REMEMBER to analyze the literary terms (the analytical focus) and the themes (thematic focus) and WHY THEY ARE IMPORTANT TO THE NOVEL AS A WHOLE (author's purpose). Please DO NOT copy from each other or the internet. For The Picture of Dorian Gray (Wilde)=Analytical Focus: imagery, tone, and foreshadowing and Thematic Focus: societal expectations, morality, art for art's sake, and deception; For 1984 (Orwell)=Analytical Focus: point of view, diction, tone, imagery, syntax and Thematic Focus: dissolution of language, innate vs. learned behavior, objective reality; For All Quiet on the Western Front (Remarque)=Analytical Focus: point of view, diction, tone, imagery, figurative language and Thematic Focus: glorifying service, horrors of war, camaraderie, origins of war; For One Flew Over the Cuckoo's Nest (Kesey)=Analytical Focus: point of view, diction, tone, symbolism, figurative language and Thematic Focus: oppression and manipulation

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, March 28th, 2012: 1. Do Now: Analyze a high-scoring essay for "The Naked and the Nude" poem. Discuss.

    2. Create the outline for the high-scoring essay examined in the Do Now.

    How will students be successful on the poetry essay portion of the AP English Literature Exam? DUE TOMORROW, THURSDAY, MARCH 29th:
  • Finish today's classwork: the outline for the high-scoring essay.

    DUE MONDAY, APRIL 16th:
    INDEPENDENT READING NOVELS--Choose two novels (choose the novels from our class library, the available link below or your local library) from the list below to read over the next three weeks. Create a two-page study guide for each novel. Please REMEMBER to analyze the literary terms (the analytical focus) and the themes (thematic focus) and WHY THEY ARE IMPORTANT TO THE NOVEL AS A WHOLE (author's purpose). Please DO NOT copy from each other or the internet. For The Picture of Dorian Gray (Wilde)=Analytical Focus: imagery, tone, and foreshadowing and Thematic Focus: societal expectations, morality, art for art's sake, and deception; For 1984 (Orwell)=Analytical Focus: point of view, diction, tone, imagery, syntax and Thematic Focus: dissolution of language, innate vs. learned behavior, objective reality; For All Quiet on the Western Front (Remarque)=Analytical Focus: point of view, diction, tone, imagery, figurative language and Thematic Focus: glorifying service, horrors of war, camaraderie, origins of war; For One Flew Over the Cuckoo's Nest (Kesey)=Analytical Focus: point of view, diction, tone, symbolism, figurative language and Thematic Focus: oppression and manipulation

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, March 27th, 2012: 1. Do Now: Write the essay for "The Naked and the Nude" poem. Use 10 minutes to pre-write, 20 minutes to write your essay and 2-3 minutes to proofread.

    2. Reflections: How was the writing process? What challenges did you experience? Did you use any pre-writing methods? If not, why not? Answers included unfamiliarity with pre-writing strategies and pre-writing occurred in a mental form.

    How will students be successful on the poetry essay portion of the AP English Literature Exam? DUE MONDAY, APRIL 16th:
    INDEPENDENT READING NOVELS--Choose two novels (choose the novels from our class library, the available link below or your local library) from the list below to read over the next three weeks. Create a two-page study guide for each novel. Please REMEMBER to analyze the literary terms (the analytical focus) and the themes (thematic focus) and WHY THEY ARE IMPORTANT TO THE NOVEL AS A WHOLE (author's purpose). Please DO NOT copy from each other or the internet. For The Picture of Dorian Gray (Wilde)=Analytical Focus: imagery, tone, and foreshadowing and Thematic Focus: societal expectations, morality, art for art's sake, and deception; For 1984 (Orwell)=Analytical Focus: point of view, diction, tone, imagery, syntax and Thematic Focus: dissolution of language, innate vs. learned behavior, objective reality; For All Quiet on the Western Front (Remarque)=Analytical Focus: point of view, diction, tone, imagery, figurative language and Thematic Focus: glorifying service, horrors of war, camaraderie, origins of war; For One Flew Over the Cuckoo's Nest (Kesey)=Analytical Focus: point of view, diction, tone, symbolism, figurative language and Thematic Focus: oppression and manipulation

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, March 26th, 2012: 1. Do Now: Review the TP-CASTT Worksheet and share analysis/annotations for "The Naked and the Nude" poem. Prepare for tomorrow's in-class essay (practice test).

    2. Independent Reading Selections--review study guide requirements and Q & A

    How will students be successful on the poetry essay portion of the AP English Literature Exam? DUE MONDAY, APRIL 16th: INDEPENDENT READING NOVELS--Choose two novels (choose the novels from our class library, the available link below or your local library) from the list below to read over the next three weeks. Create a two-page study guide for each novel. Please REMEMBER to analyze the literary terms (the analytical focus) and the themes (thematic focus) and WHY THEY ARE IMPORTANT TO THE NOVEL AS A WHOLE (author's purpose). Please DO NOT copy from each other or the internet. For The Picture of Dorian Gray (Wilde)=Analytical Focus: imagery, tone, and foreshadowing and Thematic Focus: societal expectations, morality, art for art's sake, and deception; For 1984 (Orwell)=Analytical Focus: point of view, diction, tone, imagery, syntax and Thematic Focus: dissolution of language, innate vs. learned behavior, objective reality; For All Quiet on the Western Front (Remarque)=Analytical Focus: point of view, diction, tone, imagery, figurative language and Thematic Focus: glorifying service, horrors of war, camaraderie, origins of war; For One Flew Over the Cuckoo's Nest (Kesey)=Analytical Focus: point of view, diction, tone, symbolism, figurative language and Thematic Focus: oppression and manipulation

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, March 23rd, 2012: 1. Do Now: Discuss the TP-CASTT Worksheet and share analysis/annotations for "The Naked and the Nude" poem.

    2. Independent Reading Selections

    How will students be successful on the poetry essay portion of the AP English Literature Exam? DUE MONDAY, APRIL 16th: INDEPENDENT READING NOVELS--Choose two novels (choose the novels from our class library, the available link below or your local library) from the list below to read over the next three weeks. Create a two-page study guide for each novel. Please REMEMBER to analyze the literary terms (the analytical focus) and the themes (thematic focus) and WHY THEY ARE IMPORTANT TO THE NOVEL AS A WHOLE (author's purpose). Please DO NOT copy from each other or the internet. For The Picture of Dorian Gray (Wilde)=Analytical Focus: imagery, tone, and foreshadowing and Thematic Focus: societal expectations, morality, art for art's sake, and deception; For 1984 (Orwell)=Analytical Focus: point of view, diction, tone, imagery, syntax and Thematic Focus: dissolution of language, innate vs. learned behavior, objective reality; For All Quiet on the Western Front (Remarque)=Analytical Focus: point of view, diction, tone, imagery, figurative language and Thematic Focus: glorifying service, horrors of war, camaraderie, origins of war; For One Flew Over the Cuckoo's Nest (Kesey)=Analytical Focus: point of view, diction, tone, symbolism, figurative language and Thematic Focus: oppression and manipulation

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, March 22nd, 2012: 1. Do Now: Analyze similarities between essay prompts over the years, by looking at sample AP English Literature Exam Poetry Prompts (1970-2011), sample AP English Literature Exam Prose Essay Prompts (1970-2011), and sample AP English Literature Exam Free-Response Essay Prompts (1970-2011). What do these (FOCUS ON THE POETRY PROMPTS ONLY) essay prompts have in common? How do we attack these essays?

    2. Work Period: Fill in the TP-CASTT Worksheet and analyze/annotate "The Naked and the Nude" poem.

    How will students be successful on the poetry essay portion of the AP English Literature Exam? DUE TOMORROW, FRIDAY, MARCH 23rd:
  • Finish today's classwork: Fill in the TP-CASTT Worksheet and analyze/annotate "The Naked and the Nude" poem.
  • Research the four novels below and determine which two novels you'd like to read for your independent reading unit.

    DUE MONDAY, APRIL 16th: INDEPENDENT READING NOVELS--Choose two novels (choose the novels from our class library or your local library) from the list below to read over the next three weeks. Create a two-page study guide for each novel. Please REMEMBER to analyze the literary terms (the analytical focus) and the themes (thematic focus) and WHY THEY ARE IMPORTANT TO THE NOVEL AS A WHOLE (author's purpose). Please DO NOT copy from each other or the internet. For The Picture of Dorian Gray (Wilde)=Analytical Focus: imagery, tone, and foreshadowing and Thematic Focus: societal expectations, morality, art for art's sake, and deception; For 1984 (Orwell)=Analytical Focus: point of view, diction, tone, imagery, syntax and Thematic Focus: dissolution of language, innate vs. learned behavior, objective reality; For All Quiet on the Western Front (Remarque)=Analytical Focus: point of view, diction, tone, imagery, figurative language and Thematic Focus: glorifying service, horrors of war, camaraderie, origins of war; For One Flew Over the Cuckoo's Nest (Kesey)=Analytical Focus: point of view, diction, tone, symbolism, figurative language and Thematic Focus: oppression and manipulation

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, March 21st, 2012: 1. Do Now: In small groups, look at sample AP English Literature Exam Poetry Prompts (1970-2011), sample AP English Literature Exam Prose Essay Prompts (1970-2011), and sample AP English Literature Exam Free-Response Essay Prompts (1970-2011). What do these essay prompts have in common?

    2. Review the timing breakdown for the poetry and prose essays.

    How will students be successful on the essay portion of the AP English Literature Exam? Read for pleasure and challenge!

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, March 20th, 2012: 1. Do Now: Finish discussion and identification of cited evidence from the play that satirized (ridiculed) social conventions (customs) of this Victorian era (1890's), as seen in the play:
  • Gwendolen's pursuit of Jack/Ernest
  • Jack's pursuit of getting christened as Ernest; the religious influence of the time period in London, England
  • smoking
  • a man's income, investments and his acquisitions
  • a man's political beliefs/values
  • a man's position in society
  • the marital approval of parents/relatives
  • the importance of improving oneself
  • men do not cheat and women do not find married men attractive
  • girls are not educated
  • women who think for themselves
  • a single woman who has no prospect for engagement
  • possession of income/assets makes one more attractive
  • the coming of age of a woman is required in order to be married

    2. Analyze Do Now in terms of significance to the play as a whole.

  • How will students analyze the satire of social conventions in The Importance of Being Earnest? Read for pleasure and challenge!

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, March 19th, 2012: 1. Do Now: Discuss and identify cited evidence from the play that satirized (ridiculed) social conventions (customs) of this Victorian era (1890's), as seen in the play:
  • Gwendolen's pursuit of Jack/Ernest
  • Jack's pursuit of getting christened as Ernest; the religious influence of the time period in London, England
  • smoking
  • a man's income, investments and his acquisitions
  • a man's political beliefs/values
  • a man's position in society
  • the marital approval of parents/relatives
  • the importance of improving oneself
  • men do not cheat and women do not find married men attractive
  • girls are not educated
  • women who think for themselves
  • a single woman who has no prospect for engagement
  • possession of income/assets makes one more attractive
  • the coming of age of a woman is required in order to be married

    2. Discuss and analyze Do Now in terms of the significance to the play as a whole.

  • How will students analyze the satire of social conventions in The Importance of Being Earnest? Read for pleasure and challenge!

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, March 16th, 2012: 1. Do Now: Quiz on The Importance of Being Earnest

    2. Work Period: Cite evidence from the play that satirized (ridiculed) social conventions (customs) of this Victorian era (1890's), as seen in the play:

  • Gwendolen's pursuit of Jack/Ernest
  • Jack's pursuit of getting christened as Ernest; the religious influence of the time period in London, England
  • smoking
  • a man's income, investments and his acquisitions
  • a man's political beliefs/values
  • a man's position in society
  • the marital approval of parents/relatives
  • the importance of improving oneself
  • men do not cheat and women do not find married men attractive
  • girls are not educated
  • women who think for themselves
  • a single woman who has no prospect for engagement
  • possession of income/assets makes one more attractive
  • the coming of age of a woman is required in order to be married

    3. Study Guide collections

  • How will students analyze the satire of social conventions in The Importance of Being Earnest? Read for pleasure and challenge!

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, March 15th, 2012: 1. Do Now: Discussion on only the following question: What are the the burdens of etiquette (proper manners)?

    2. Discuss/Share: Analyze and take notes on the evidence of Wilde's satire of the confines of marriage, class structure, manners dictating their daily lives (even superceding poor health), romantic etiquette between men and women, and double lives (see Jack and his country life as Jack and city life as Ernest and Algernon's invention of his invalid friend named Bunbury who he can visit to avoid social obligations). Also, analyze and take notes on evidence of adherence to conventions, how we all wear masks (we are all deceivers!), and rebellion against conventions,

    3. Paper returns (study guide of The Metamorphosis and The Kite Runner Paper). Analyze your strengths and weaknesses.

    4. HW Reminders

    How will students prepare for the study of The Importance of Being Earnest through thematic, historical and societal analysis? DUE TOMORROW, FRIDAY, MARCH 16th:
  • Read The Importance of Being Earnest (text is also provided in class).
  • Quiz (10% of 2nd marking period): study the notes/ideas presented in class and how they relate to the play.
  • Writing assignment (10% of 2nd marking period): Study Guide (TWO pages, double-spaced, 12 point font, Time New Roman font). The Thematic Focus is on manners and conventions. The Analytical Focus is on humor, irony, satire and syntax (sentence structure). Please stay focused on both. Please also address author's purpose (WHY he chose these thematic and analytical elements for his play and WHY they're important to the play as a whole).

    Make up any owed HW.

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, March 14th, 2012: 1. Do Now: Discussion concludes on the following: What are romantic conventions today? For example, what do you do to obtain a romantic relationship? What's courtship like today? What are the burdens of courtship? What are today's conventions regarding marriage? To clarify, how does a man or woman get married? What does he or she need to do in a romantic relationship to lead to marriage? What are the drawbacks in marriage? Think about what a satirist would ridicule about the institution of marriage. What are the the burdens of etiquette (proper manners)?

    2. Analyze the Do Now questions/answers and connect to anticipation of Wilde's satire in The Importance of Being Earnest. Discussion leaders chosen for each of the questions above will lead discussion. Discussion leaders will include additional information for their assigned discussion question and they will ask discussion questions stemming from their main discussion question that will begin with why, how and so what.

    How will students prepare for the study of The Importance of Being Earnest through thematic, historical and societal analysis? DUE THIS FRIDAY, MARCH 16th:
  • Read The Importance of Being Earnest (text is also provided in class).
  • Quiz (10% of 2nd marking period): study the notes/ideas presented in class and how they relate to the play.
  • Writing assignment (10% of 2nd marking period): Study Guide (TWO pages, double-spaced, 12 point font, Time New Roman font). The Thematic Focus is on manners and conventions. The Analytical Focus is on humor, irony, satire and syntax. Please stay focused on both. Please also address author's purpose (WHY he chose these thematic and analytical elements for his play and WHY they're important to the play as a whole).

    Make up any owed HW.

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, March 13th, 2012: 1. Do Now: Discussion ensues on the following: What are romantic conventions today? For example, what do you do to obtain a romantic relationship? What's courtship like today? What are the burdens of courtship? What are today's conventions regarding marriage? To clarify, how does a man or woman get married? What does he or she need to do in a romantic relationship to lead to marriage? What are the drawbacks in marriage? Think about what a satirist would ridicule about the institution of marriage. What are the the burdens of etiquette (proper manners)?

    2. Analyze the Do Now questions/answers and connect to anticipation of Wilde's satire in The Importance of Being Earnest. Discussion leaders chosen for each of the questions above will lead discussion. Discussion leaders will include additional information for their assigned discussion question and they will ask discussion questions stemming from their main discussion question that will begin with why, how and so what.

    How will students prepare for the study of The Importance of Being Earnest through thematic, historical and societal analysis? DUE THIS FRIDAY, MARCH 16th:
  • Read The Importance of Being Earnest (text is also provided in class).
  • Quiz (10% of 2nd marking period): study the notes/ideas presented in class and how they relate to the play.
  • Writing assignment (10% of 2nd marking period): Study Guide (TWO pages, double-spaced, 12 point font, Time New Roman font). The Thematic Focus is on manners and conventions. The Analytical Focus is on humor, irony, satire and syntax. Please stay focused on both. Please also address author's purpose (WHY he chose these thematic and analytical elements for his play and WHY they're important to the play as a whole).

    Make up any owed HW.

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, March 12th, 2012: 1. Do Now: Brainstorm the following: What are romantic conventions today? For example, what do you do to obtain a romantic relationship? What's courtship like today? What are the burdens of courtship? What are today's conventions regarding marriage? To clarify, how does a man or woman get married? What does he or she need to do in a romantic relationship to lead to marriage? What are the drawbacks in marriage? Think about what a satirist would ridicule about the institution of marriage. What are the the burdens of etiquette (proper manners)?

    2. Discussion leaders are chosen for each of the questions above. Discussion leaders will write additional information for their assigned discussion question and they will compose discussion questions stemming from their main discussion question that will begin with why, how and so what.

    How will students prepare for the study of The Importance of Being Earnest through thematic, historical and societal analysis? DUE THIS FRIDAY, MARCH 16th:
  • Read The Importance of Being Earnest (text is also provided in class).
  • Quiz (10% of 2nd marking period): study the notes/ideas presented in class and how they relate to the play.
  • Writing assignment (10% of 2nd marking period): Study Guide (TWO pages, double-spaced, 12 point font, Time New Roman font). The Thematic Focus is on manners and conventions. The Analytical Focus is on humor, irony, satire and syntax. Please stay focused on both. Please also address author's purpose (WHY he chose these thematic and analytical elements for his play and WHY they're important to the play as a whole).

    Make up any owed HW.

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, March 9th, 2012: 1. Do Now:Finish discussing and taking notes on the Power Point on Oscar Wilde and the Victorian Era

    2. Discuss Victorian Era and Victorian fashion.

    3. Distribution of copies of The Importance of Being Earnest, if time allows.

    4. What are romantic conventions today? For example, what do you do to obtain a romantic relationship? What's courtship like today? What are the burdens of courtship? What are today's conventions regarding marriage? To clarify, how does a man or woman get married? What does he or she need to do in a romantic relationship to lead to marriage? What are the drawbacks in marriage? Think about what a satirist would ridicule about the institution of marriage. What are the the burdens of etiquette (proper manners)?

    How will students prepare for the study of The Importance of Being Earnest through thematic, historical and societal analysis? DUE NEXT FRIDAY, MARCH 16th:
  • Read The Importance of Being Earnest (text is also provided in class).
  • Quiz (10% of 2nd marking period): study the notes/ideas presented in class and how they relate to the play.
  • Writing assignment (10% of 2nd marking period): Study Guide (TWO pages, double-spaced, 12 point font, Time New Roman font). The Thematic Focus is on manners and conventions. The Analytical Focus is on humor, irony, satire and syntax. Please stay focused on both. Please also address author's purpose (WHY he chose these thematic and analytical elements for his play and WHY they're important to the play as a whole).

    Make up any owed HW.

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, March 8th, 2012: 1. Do Now: Discuss and take notes on the ideas that define the life of Oscar Wilde:
  • "Art for Art's Sake"--the motto for Aestheticists (of which Wilde associated)
  • People are Posers, We All Wear Masks, "All the world's a stage and all the men and women merely players..." (As You Like It)
  • We are All in the Gutter
  • Adherence to Conventions
  • Rebellion Against Conventions
  • Imprisonment
  • Courage

    2. Sharing of Power Point on Oscar Wilde and the Victorian Era

    3. Discuss Victorian Era and Victorian fashion.

    4. Distribution of copies of The Importance of Being Earnest, if time allows.

  • How will students prepare for the study of The Importance of Being Earnest through thematic and historical analysis? Make up any owed HW.

    WORK ON SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, March 7th, 2012: 1. Do Now: Oral Quiz on the Literary Terms (15% of 1st term: classwork grade)

    2. Work Period: Brainstorm ideas that define the life of Oscar Wilde:

  • "Art for Art's Sake"--the motto for Aestheticists (of which Wilde associated)
  • People are Posers, We All Wear Masks, "All the world's a stage and all the men and women merely players..." (As You Like It)
  • We are All in the Gutter
  • Adherence to Conventions
  • Rebellion Against Conventions
  • Imprisonment
  • Courage

    3. Discuss the ideas above that define the life of Oscar Wilde.

  • How will students prepare for the AP English Literature Exam with literary term study and prepare for the study of The Importance of Being Earnest? Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, March 6th, 2012: 1. Do Now: Prepare for tomorrow's Oral Quiz on the Literary Terms

    2. Introduce Oscar Wilde. Be able to anticipate how Wilde's life will be revealed in his works of literature (we will be reading a play by Wilde). Identify at least three interests/life experiences that will likely be revealed in Wilde's work of literature. Be ready to share.

    3. Define manners, conventions, irony, and satire (themes and literary terms revealed in The Importance of Being Earnest).

    4. Discuss ideas that define the life of Oscar Wilde:

  • "Art for Art's Sake"--the motto for Aestheticists (of which Wilde associated)
  • People are Posers, We All Wear Masks, "All the world's a stage and all the men and women merely players..." (As You Like It)
  • We are All in the Gutter
  • Adherence to Conventions
  • Rebellion Against Conventions
  • Imprisoned Wilde
  • Courageous, Modern Man, Oscar Wilde
  • How will students prepare for the AP English Literature Exam with literary term study? DATE CHANGE: DUE TOMORROW, WEDNESDAY, MARCH 7th:
  • Q & A: ORAL QUIZ (classwork grade=15%) on the glossary of literary terms (see glossary at the back of the multiple-question section packet). Recommendation: make flashcards to learn the definitions! Be able to identify an example of each term.

    Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, March 5th, 2012: Work Period: Prepare for Wednesday's Oral Quiz on the Literary Terms How will students prepare for the AP English Literature Exam with literary term study? DATE CHANGE: DUE THIS WEDNESDAY, MARCH 7th:
  • Q & A: ORAL QUIZ (classwork grade=15%) on the glossary of literary terms (see glossary at the back of the multiple-question section packet). Recommendation: make flashcards to learn the definitions! Be able to identify an example of each term.

    Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, March 2nd, 2012: Work Period: Prepare for Tuesday's Oral Quiz on the Literary Terms How will students prepare for the AP English Literature Exam with literary term study? DUE TUESDAY, MARCH 6th:
  • Q & A: ORAL QUIZ (classwork grade=15%) on the glossary of literary terms (see glossary at the back of the multiple-question section packet). Recommendation: make flashcards to learn the definitions! Be able to identify an example of each term.

    Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, March 1st, 2012: 1. Do Now: Finish discussion of the contents of the study guides for The Metamorphosis.

    2. Return The Metamorphosis packets.

    3. Q & A on the literary terms (see glossary at the back of the multiple-question section packet): What do you know? What do you need to review?

    How will students prepare for the AP English Literature Exam multiple-choice question section and the free-response essay question through study of The Metamorphosis? DUE TUESDAY, MARCH 6th:
  • Q & A QUIZ (classwork grade=15%) on the glossary of literary terms (see glossary at the back of the multiple-question section packet). Recommendation: make flashcards to learn the definitions! Be able to identify an example of each term.

    Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, February 29th, 2012: 1. Do Now: Discuss the life of Franz Kafka, the author of The Metamorphosis, and make connections between the novella and the author.

    2. Discuss/Share the contents of the study guides for The Metamorphosis.

    3.Work Period: If time allows, compose another AP-style multiple-choice question for an excerpt from The Metamorphosis. Turn in both of your multiple-choice questions (the homework and classwork). Then, if time allows, compose a free-response question for the novella. See AP English Literature Free Response Questions since 1971

    How will students prepare for the multiple-choice question section of the AP English Literature Exam? Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, February 28th, 2012: 1. Do Now: Finish discussion and note-taking on the explanation of each correct answer of the sample AP English Literature multiple-choice question section.

    2. Discuss the life of Franz Kafka, the author of The Metamorphosis, and make connections between the novella and the author.

    3. Discuss/Share the contents of the study guides for The Metamorphosis.

    4.Work Period: If time allows, compose two AP-style multiple-choice questions for an excerpt from The Metamorphosis. Then, compose a free-response question for the entire novella.

    How will students prepare for the multiple-choice question section of the AP English Literature Exam? DUE TOMORROW, WEDNESDAY, FEBRUARY 29th:
  • Finish composing a multiple-choice question (and five answer choices) for The Metamorphosis. If you choose a particular page, please identify that page #. Be ready to share tomorrow.

    Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, February 27th, 2012: 1. Do Now: Quiz on The Metamorphosis. Turn in study guide (HW).

    2. Continue to discuss and take notes on the explanation of each correct answer of the sample AP English Literature multiple-choice question section.

    How will students prepare for the multiple-choice question section of the AP English Literature Exam? Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, February 17th, 2012: 1. Do Now: Continue to discuss the explanation of each correct answer of the sample AP English Literature multiple-choice question section.

    2. Take notes on the Do Now.

    3. Review details of the vacation HW.

    How will students prepare for the multiple-choice question section of the AP English Literature Exam? DUE MONDAY, FEBRUARY 27th (the day we return from the vacation):
    Read Kafka's novella, The Metamorphosis (text provided in class). Compose a two-page (double-spaced, typed, 12 point font) study guide that addresses the following (from the syllabus):
  • Analytical Focus: point of view, imagery, diction, and tone (explain why each of these literary terms are important to the novella as a whole--think in terms of author's purpose)
  • Thematic Focus: alienation, societal expectations and self-determination (explain why each of these themes are important to the novella as a whole--think in terms of author's purpose)
    *For the study guide, you should write about one page for the analytical focus and about one page for the thematic focus. You should explain how each of the literary terms and themes (given above) are revealed and developed in The Metamorphosis, as well as the author's purpose (WHY the author includes them AND why they are important to the novella as a whole).
  • Be prepared to have a quiz (20% of your 1st term grade) on the novella. You should expect to answer the questions on the following: Gregor's characterization (especially pre-transformation and post-transformation), the characterization of Gregor's sister and parents, the author's tone, shift(s) in the novel, and Kafka's life influences on his novella. You should also attend to issues of respect and disrespect by the characters and how these issues are relevant to the novella as a whole. Pay attention to the question types in the sample AP English Literature Exam multiple-choice questions, since you will see those kinds of questions on the quiz (examples: shift in the plot, author's tone, imagery, etc.).

    Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, February 16th, 2012: 1. Do Now: Continue to discuss the explanation of each correct answer of the sample AP English Literature multiple-choice question section.

    2. Take notes on the Do Now.

    3. Introduce vacation HW.

    How will students prepare for the multiple-choice question section of the AP English Literature Exam? DUE MONDAY, FEBRUARY 27th: Read Kafka's novella, The Metamorphosis (text provided in class). Compose a two-page (double-spaced, typed, 12 point font) study guide that addresses the following (from the syllabus):
  • Analytical Focus: point of view, imagery, diction, and tone (explain why each of these literary terms are important to the novella as a whole--think in terms of author's purpose)
  • Thematic Focus: alienation, societal expectations and self-determination (explain why each of these themes are important to the novella as a whole--think in terms of author's purpose)
    *For the study guide, you should write about one page for the analytical focus and about one page for the thematic focus. You should explain how each of the literary terms and themes (given above) are revealed and developed in The Metamorphosis, as well as the author's purpose (WHY the author includes them AND why they are important to the novella as a whole).
  • Be prepared to have a quiz (20% of your 1st term grade) on the novella. You should expect to answer the questions on the following: Gregor's characterization (especially pre-transformation and post-transformation), the characterization of Gregor's sister and parents, the author's tone, shift(s) in the novel, and Kafka's life influences on his novella. You should also attend to issues of respect and disrespect by the characters and how these issues are relevant to the novella as a whole. Pay attention to the question types in the sample AP English Literature Exam multiple-choice questions, since you will see those kinds of questions on the quiz (examples: shift in the plot, author's tone, imagery, etc.).

    Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, February 15th, 2012: 1. Do Now: Discuss the explanation of each correct answer of the sample AP English Literature multiple-choice question section.

    2. Take notes on the Do Now.

    How will students prepare for the multiple-choice question section of the AP English Literature Exam? DUE MONDAY, FEBRUARY 27th: Read Kafka's novella, The Metamorphosis (text provided in class). Compose a two-page (double-spaced, typed, 12 point font) study guide that addresses the following (from the syllabus):
  • Analytical Focus: point of view, imagery, diction, and tone
  • Thematic Focus: alienation, societal expectations and self-determination
    *For the study guide, you should write about one page for the analytical focus and about one page for the thematic focus. You should explain how each of the literary terms and themes (given above) are revealed and developed in The Metamorphosis, as well as the author's purpose (WHY the author includes them AND why they are important to the novella as a whole).
  • Be prepared to have a quiz (20% of your 1st term grade) on the novella. You should expect to answer the questions on the following: Gregor's characterization (especially pre-transformation and post-transformation), the characterization of Gregor's sister and parents, the author's tone, shift(s) in the novel, and Kafka's life influences on his novella.

    Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, February 14th, 2012: 1. Do Now: Discuss the explanation of each correct answer of the sample AP English Literature multiple-choice question section.

    2. Take notes on the Do Now.

    How will students prepare for the multiple-choice question section of the AP English Literature Exam? Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, February 13th, 2012: 1. Do Now: Peer Sharing of HW: 1-2 sentences to explain each correct answer of the sample AP English Literature multiple-choice question section.

    2. Review of Do Now.

    How will students prepare for the multiple-choice question section of the AP English Literature Exam? Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, February 10th, 2012: WORK PERIOD: Work on HW due for Monday (see the HW section). How will students prepare for the multiple-choice question section of the AP English Literature Exam? DUE THIS MONDAY, FEBRUARY 13th:
  • Using the answers of the sample AP English Literature multiple-choice question section (found below), write 1-2 sentences to explain each correct answer. Here are the answers:
    1.) D, 2.) B, 3.) A, 4.) E, 5.) B, 6.) A, 7.) B, 8.) E, 9.) D, 10.) A, 11.) C, 12.) E, 13.) D, 14.) C, 15.) B, 16.) E, 17.) C, 18.) D, 19.) D, 20.) C, 21.) D, 22.) D, 23.) B, 24.) A, 25.) B, 26.) D, 27.) E, 28.) E, 29.) D, 30.) B, 31.) C, 32.) E, 33.) C, 34.) A, 35.) D, 36.) D, 37.) B, 38.) E, 39.) D, 40.) E, 41.) A, 42.) A, 43.) E, 44.) C, 45.) A, 46.) D, 47.) B, 48.) C, 49.) E, 50.) C, 51.) B

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, February 9th, 2012: SENIOR ASSEMBLY How will students prepare for graduation and senior activities? DUE THIS MONDAY, FEBRUARY 13th:
  • Using the answers of the sample AP English Literature multiple-choice question section (found below), write 1-2 sentences to explain each correct answer. Here are the answers:
    1.) D, 2.) B, 3.) A, 4.) E, 5.) B, 6.) A, 7.) B, 8.) E, 9.) D, 10.) A, 11.) C, 12.) E, 13.) D, 14.) C, 15.) B, 16.) E, 17.) C, 18.) D, 19.) D, 20.) C, 21.) D, 22.) D, 23.) B, 24.) A, 25.) B, 26.) D, 27.) E, 28.) E, 29.) D, 30.) B, 31.) C, 32.) E, 33.) C, 34.) A, 35.) D, 36.) D, 37.) B, 38.) E, 39.) D, 40.) E, 41.) A, 42.) A, 43.) E, 44.) C, 45.) A, 46.) D, 47.) B, 48.) C, 49.) E, 50.) C, 51.) B

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is TOMORROW, February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, February 8th, 2012: 1. Do Now: Identify question types in the sample AP English Literature multiple-choice question section.

    2. Discuss: Discuss the components of the multiple-choice question section, which include the following:

  • No points are deducted for any wrong answers. You should answer all questions.
  • You will be allotted 1 hour to answer 45-60 multiple-choice questions.
  • You will be given 4-5 prose and poetry selections. You can expect the prose passages to be fiction, non-fiction and drama. You can also expect both prose and poetry to have different styles and come from different time periods. For example, you will not be given two Shakespearean sonnets.
  • The AP questions will always have five answer choices.

    3. Review and share question types from the sample AP English Literature multiple-choice question section. Finish for HW.

  • How will students understand question types and the components of the AP English Literature Exam multiple-choice section? DUE TOMORROW, THURSDAY, FEBRUARY 9th (If there's a senior assembly during our class period, please make sure you show me these HW assignments during the day tomorrow--come to Room 232 during one of these periods: 5, 6, 8 and 9):
  • Answer the sample AP English Literature multiple-choice question section. Spend EXACTLY ONE HOUR completing the exam. Remember, answer EVERY question. You should annotate (not too much; keep your notes concise!) and show process of elimination. Your packet should have plenty of your own handwriting/notes. Good readers take notes.
  • Identify the question type for each question. Examples: characterization, imagery, antecedent, meter/rhythmic pattern, etc.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, February 7th, 2012: 1. Do Now: For The Kite Runner questions, discuss and share direct quotes and page numbers that support your answers (discussion participants will be chosen randomly): How does alienation play a significant role in The Kite Runner? What are societal expectations for major characters in The Kite Runner: Amir, Hassan, Ali, Baba, and Soraya? How do you apply self-determination? Identify and explain how a character in The Kite Runner applies self-determination.

    2. How does The Kite Runner fit into our course's focus on identity and self-exploration? Discuss.

    3. Identify the presence of each of the following in The Kite Runner:
    Analytical Focus: point of view, diction, tone, figurative language, symbolism
    Thematic Focus: class and cultural struggle, redemption, identity formation

    4. Return The Kite Runner and receive book receipt.

    How will students effectively analyze The Kite Runner in connection with themes of alienation, societal expectations, and self-determination?

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, February 6th, 2012: 1. Do Now: For The Kite Runner questions, identify direct quotes and page numbers that support your answer (half the class finds page numbers in the first half of the novel and the other half the class find page numbers in the latter half of the novel): Define alienation. How does alienation play a significant role in society today? How does alienation play a significant role in The Kite Runner? How do you define societal expectations? What are societal expectations for you today (at your ages of 17/18 years old)? What are societal expectations for major characters in The Kite Runner: Amir, Hassan, Ali, Baba, and Soraya? How do societal expectations play an important role in society? Define self-determination. How do you apply self-determination? Identify and explain how a character in The Kite Runner applies self-determination. Show HW: 1-2 typed pages OR 2-3 handwritten pages. Be ready to discuss/share.

    2. If time allows, discuss Do Now and the following questions:

  • How does The Kite Runner fit into our course's focus on identity and self-exploration? Discuss.
  • Identify the presence of each of the following in The Kite Runner:
    Analytical Focus: point of view, diction, tone, figurative language, symbolism
    Thematic Focus: class and cultural struggle, redemption, identity formation
  • How will students effectively analyze The Kite Runner in connection with themes of alienation, societal expectations, and self-determination? DUE TOMORROW, TUESDAY, FEBRUARY 7th:
  • Return The Kite Runner.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, February 3rd, 2012: 1. Do Now: By analyzing your own The Kite Runner paper, finish discussion of the following questions:
  • What can be inferred about your tone (feeling/attitude) toward the subject (the symbol you identified)? Refer to an example to support your argument.
  • What feeling did you seek to convey in your paper?
  • Why did you choose the title of your paper? Be ready to explain its significance to the paper as a whole.
  • Sum up your paper in exactly 20 words. Choose your words very carefully.

    2. Peer Review/Sharing: Exchange papers with a classmate. Identify something the writer does particularly well. Identify something the writer can do to improve the paper. Use the grading rubric to guide your feedback.

    3. How does The Kite Runner fit into our course's focus on identity and self-exploration? Discuss.

    4. If time allows, identify the presence of each of the following in The Kite Runner:

  • Analytical Focus: point of view, diction, tone, figurative language, symbolism
  • Thematic Focus: class and cultural struggle, redemption, identity formation

    5. Introduce HW.

  • How will students improve their college-style writing and prepare for the AP English Literature Exam? DUE MONDAY, FEBRUARY 6th:
  • Answer the following: Define alienation. How does alienation play a significant role in society today? How does alienation play a significant role in The Kite Runner? How do you define societal expectations? What are societal expectations for you today (at your ages of 17/18 years old)? What are societal expectations for major characters in The Kite Runner: Amir, Hassan, Ali, Baba, and Soraya? How do societal expectations play an important role in society? Define self-determination. How do you apply self-determination? Identify and explain how a character in The Kite Runner applies self-determination. These answers should fill 1-2 typed pages OR 2-3 handwritten pages. Be ready to discuss/share.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, February 2nd, 2012: 1. Do Now: By analyzing your own The Kite Runner paper, answer the following questions (classmates will show HW: 20 post-its):
  • What can be inferred about your tone (feeling/attitude) toward the subject (the symbol you identified)? Refer to an example to support your argument.
  • What feeling did you seek to convey in your paper?
  • Why did you choose the title of your paper? Be ready to explain its significance to the paper as a whole.
  • Sum up your paper in exactly 20 words. Choose your words very carefully.

    2. Share your answers to the Do Now.

  • How will students improve their college-style writing and prepare for the AP English Literature Exam?
  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, February 1st, 2012: 1. Do Now: Reflections on The Kite Runner paper. How was the writing process? What grade would you give yourself and why? What are your writing strengths? What areas do you want to continue to improve?

    2. Peer Review. Identify strengths and areas needing improvement in a classmate's paper.

    How will students improve their college-style writing? DUE TOMORROW, THURSDAY, FEBRUARY 2nd:
  • Bring in the 20 post-its that helped you prepare for the paper.
  • Bring in The Kite Runner paper (in hard copy form).


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, January 31st, 2012: 1. Do Now: Review/Reminders regarding tomorrow's paper on The Kite Runner. How's the writing process going thus far? What challenges are you encountering? Are you adhering to the writing tools in Perrine's textbook?

    2. Review the contents of the 2nd semester (refer to syllabus).

    3. Discuss/Share: What are the challenges in staying in the AP English course until the end? Why is it beneficial to overcome these challenges? Why is this course beneficial for college and life, in general?

    4. Scholarship Reminders/College Acceptances!

    How will students improve their college-style writing? DUE TOMORROW, WEDNESDAY, FEBRUARY 1st:
  • Read The Kite Runner. Compose a 5-7 pp. paper, typed and double-spaced with 12 point, Times New Roman font only) on the following (taken from the 2009 AP English Free Response Question): A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Focusing on one symbol in The Kite Runner, write an essay analyzing how that symbol functions in The Kite Runner and what it reveals about the characters or themes of the novel as a whole. Do not merely summarize the plot. Use pp. 3-58 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook to guide you. You will be graded on the AP-style Grading Rubric. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below. Include a proper heading (your name, date, my name, course name, and original title). Again, make sure you attend to pp. 3-58 in Perrine's textbook and our in-class notes. These notes and textbook pages will help you compose an effective paper (see the sample papers in the textbook as exemplary models). This paper on The Kite Runner will be worth 50% of the 1st marking period grade. Anticipate that your peers and I will evaluate your paper before the final grade is established. Don't forget to include sophisticated vocabulary from our vocabulary lists. E-MAIL A COPY OF THE PAPER TO MS. CONN (hconn@schools.nyc.gov) BY 9AM.
  • Compose 20 post-its to help you prepare for the paper.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, January 23rd, 2012: 1. Do Now: Finish discussion and note-taking on pp. 3-58 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook. The notes will be relevant to your own essay writing for The Kite Runner.

    2. HW Reminders and Review

    How will students improve their college-style writing? DUE WEDNESDAY, FEBRUARY 1st:
  • Read The Kite Runner. Compose a 5-7 pp. paper, typed and double-spaced with 12 point, Times New Roman font only) on the following (taken from the 2009 AP English Free Response Question): A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Focusing on one symbol in The Kite Runner, write an essay analyzing how that symbol functions in The Kite Runner and what it reveals about the characters or themes of the novel as a whole. Do not merely summarize the plot. Use pp. 3-58 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook to guide you. You will be graded on the AP-style Grading Rubric. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below. Include a proper heading (your name, date, my name, course name, and original title). Again, make sure you attend to pp. 3-58 in Perrine's textbook and our in-class notes. These notes and textbook pages will help you compose an effective paper (see the sample papers in the textbook as exemplary models). This paper on The Kite Runner will be worth 50% of the 1st marking period grade. Anticipate that your peers and I will evaluate your paper before the final grade is established.
  • Compose 20 post-its to help you prepare for the paper.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, January 20th, 2012: 1. Do Now: Show HW (three pages of notes on pp. 3-58 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook).

    2. Discuss/Share: Discuss HW and add to notes, if necessary. The notes will be relevant to your own essay writing for The Kite Runner.

    3. HW Reminders/Final Exam Distribution and Review

    How will students improve their college-style writing? DUE WEDNESDAY, FEBRUARY 1st:
  • Read The Kite Runner. Compose a 5-7 pp. paper, typed and double-spaced with 12 point, Times New Roman font only) on the following (taken from the 2009 AP English Free Response Question): A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Focusing on one symbol in The Kite Runner, write an essay analyzing how that symbol functions in The Kite Runner and what it reveals about the characters or themes of the novel as a whole. Do not merely summarize the plot. Use pp. 3-58 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook to guide you. You will be graded on the AP-style Grading Rubric. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below. Include a proper heading (your name, date, my name, course name, and original title). Again, make sure you attend to pp. 3-58 in Perrine's textbook and our in-class notes. These notes and textbook pages will help you compose an effective paper (see the sample papers in the textbook as exemplary models). This paper on The Kite Runner will be worth 50% of the 1st marking period grade. Anticipate that your peers and I will evaluate your paper before the final grade is established.
  • Compose 20 post-its to help you prepare for the paper.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, January 19th, 2012: 1. Do Now: FINAL EXAM

    2. Work Period: Work on HW.

    How will students improve their college-style writing? DUE TOMORROW, FRIDAY (January 20th):
  • Final HW Assignment: Write three pages of notes on pp. 3-58 in the Perrine textbook. Your notes should be relevant to your own essay writing for The Kite Runner.

    DUE WEDNESDAY, FEBRUARY 1st:

  • Read The Kite Runner. Compose a 5-7 pp. paper on the following (taken from the 2009 AP English Free Response Question): A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Focusing on one symbol in The Kite Runner, write an essay analyzing how that symbol functions in The Kite Runner and what it reveals about the characters or themes of the novel as a whole. Do not merely summarize the plot. Use pp. 3-58 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook to guide you. More details to come!
  • Compose 20 post-its to help you prepare for the paper.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, January 18th, 2012: 1. Do Now: Discuss/Analyze pp. 3-15 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook. Add to notes.

    2. Work Period: Read pp. 15-30 in the textbook. Take one page of notes.

    How will students improve their college-style writing? Final Semester Exam (50% of 3rd term): TOMORROW, Thursday, January 19th, 2011!! Here is the FINAL EXAM REVIEW SHEET, which covers all works of literature studied and notes/questions/quizzes/exams given since Day One.

    DUE WEDNESDAY, FEBRUARY 1st:

  • Read The Kite Runner. Compose a 5-7 pp. paper on the following (taken from the 2009 AP English Free Response Question): A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Focusing on one symbol in The Kite Runner, write an essay analyzing how that symbol functions in The Kite Runner and what it reveals about the characters or themes of the novel as a whole. Do not merely summarize the plot. Use pp. 3-58 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook to guide you. More details to come!
  • Compose 20 post-its to help you prepare for the paper.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, January 17th, 2012: 1. Do Now: Distribution of The Kite Runner. FIll out book receipts.

    2. Begin to read pp. 3-15 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook. Take one page of notes.

    How will students prepare for the final exam and examine the big picture (the course themes) of identity and self-exploration? Final Semester Exam (50% of 3rd term): THIS Thursday, January 19th, 2011!! Here is the FINAL EXAM REVIEW SHEET, which covers all works of literature studied and notes/questions/quizzes/exams given since Day One.

    DUE WEDNESDAY, FEBRUARY 1st:

  • Read The Kite Runner. Compose a 5-7 pp. paper on the following (taken from the 2009 AP English Free Response Question): A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Focusing on one symbol in The Kite Runner, write an essay analyzing how that symbol functions in The Kite Runner and what it reveals about the characters or themes of the novel as a whole. Do not merely summarize the plot. Use pp. 3-58 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook to guide you. More details to come!
  • Compose 20 post-its to help you prepare for the paper.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, January 13th, 2012: Work Period: Work on the Final Exam Review Sheet. Continue researching definitions and working in study groups. How will students prepare for the final exam and examine the big picture (the course themes) of identity and self-exploration? Final Semester Exam (50% of 3rd term): NEXT Thursday, January 19th, 2011!! Here is the FINAL EXAM REVIEW SHEET, which covers all works of literature studied and notes/questions/quizzes/exams given since Day One.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, January 12th, 2012: Work Period: Work on the Final Exam Review Sheet. Continue researching definitions and working in study groups. How will students prepare for the final exam and examine the big picture (the course themes) of identity and self-exploration? Final Semester Exam (50% of 3rd term): NEXT Thursday, January 19th, 2011!! Here is the FINAL EXAM REVIEW SHEET, which covers all works of literature studied and notes/questions/quizzes/exams given since Day One.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, January 11th, 2012: 1. Do Now: Introduce the Final Exam Review Sheet. Begin researching definitions and working in study groups.

    2. Show "A Modest Proposal" notes/HW.

    How will students prepare for the final exam and examine the big picture (the course themes) of identity and self-exploration? Final Semester Exam (50% of 3rd term): NEXT Thursday, January 19th, 2011!! Here is the FINAL EXAM REVIEW SHEET, which covers all works of literature studied and notes/questions/quizzes/exams given since Day One.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, January 10th, 2012: 1. Do Now: Finish discussing "Out, Out--" by Robert Frost (pp. 779-781). Take notes! How does this poem support the course focus of identity and self-exploration and connect to previously read literary texts?

    2. Review facts about the poet:

  • Robert Frost: American poet (1874-1963), born in San Francisco, CA, though lived mostly in Massachusetts; very popular, honored poet during his lifetime (received multiple Pulitzer prizes in poetry); poetry often focused on rural life, particularly in New England; attended Dartmouth and Harvard though never graduated; taught at many prestigious colleges (including University of Michigan!) and received many honorary degrees; recited poetry at JFK's inauguration in 1961; died of complications of prostrate surgery

    3. How would you portray the speaker of "A Modest Proposal"? Who would be his supporters and who would be his critics? How would readers respond? What is Swift's purpose in writing this essay? Does he achieve his purpose, in your opinion? Why/Why not? BE PREPARED TO DISCUSS THESE ANSWERS TOMORROW, WEDNESDAY. Show notes taken when reading this essay yesterday. This is a satirical essay that was shocking and absurd. Pay close attention to the identity of the speaker and how he is perceived by various readers (critics and supporters of his essay). Taking notes is essential in a thorough understanding of the text. Show notes on the difference between Swift and the proposer (narrator), the benefits of the proposal, the definition and evidence of satire and significance of the title.

  • How will students analyze a poetry selection and "A Modest Proposal" and examine the big picture (the course themes) of identity and self-exploration?
  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, January 9th, 2012: 1. Do Now: Finish discussing the poetry selections (taken from Perrine's textbook) and questions that follow: "The Eagle" by Alfred Lord Tennyson (p. 649), "Kitchenette Building" by Gwendolyn Brooks (pp. 660-661), "Mirror" by Sylvia Plath (p. 681), "There is No Frigate like a Book" by Emily Dickinson (pp. 686-687), "The Road Not Taken" by Robert Frost (pp. 734-735), "A Noiseless Patient Spider" by Walt Whitman (pp. 736-737), "The Sick Rose" by William Blake (pp. 737-739), and"Out, Out--" by Robert Frost (pp. 779-781). Take notes! How do these poems support the course focus of identity and self-exploration and connect to previously read literary texts?

    2. Review facts about the poets:

  • Alfred Lord Tennyson: Victorian poet (1809-1892) who lived in England; one of the most famous Victorian poets (Victorian Era: Queen Victoria led England 1837-1901, when she died; period of great growth in culture/arts--with photography at the forefront--and population), best known lines from his poem In Memoriam--"Tis better to have loved and lost / Than never to have loved at all."
  • Gwendolyn Brooks: African-American writer (1917-2000) from Chicago, IL; Poet Laureate in 1985; her characters are often drawn from poor, inner city; taught creative writing at prestigious universities like Columbia Univ.
  • Sylvia Plath: American poet (1932-1963) from Massachusetts; struggled with depression, committed suicide; advanced the genre of confessional poetry; wrote the semi-autobiographical novel The Bell Jar; received more fame posthumously
  • Emily Dickinson: American poet (1830-1886) from Amherst, Massachusetts; lived a solitary/anti-social/reclusive life; most of her poems were published posthumously; many of her poems deal with death and morbid topics; died of kidney disease; best known as an innovator for her unconventional capitalization and punctuation
  • Robert Frost: American poet (1874-1963), born in San Francisco, CA, though lived mostly in Massachusetts; very popular, honored poet during his lifetime (received multiple Pulitzer prizes in poetry); poetry often focused on rural life, particularly in New England; attended Dartmouth and Harvard though never graduated; taught at many prestigious colleges (including University of Michigan!) and received many honorary degrees; recited poetry at JFK's inauguration in 1961; died of complications of prostrate surgery
  • Walt Whitman: American poet (1819-1892), raised in Huntington, Long Island and Brooklyn; left formal schooling at age 11 to help with family's finances; worked as a teacher and eventually found his own newspaper and, after it became defunct, he worked at various newspapers, though poetry writing was his true love; died of pneumonia/TB; broke boundaries in poetry (labeled the father of free verse, though he didn't invent it; wrote about sexuality and prostitution; wrote prose-like); believed to be homosexual or bisexual; labored on his most famous book of poetry Leaves of Grass for 30+ years (famous poems from this book are the following: "O Captain! My Captain!" and "Song of Myself"), which exalts the American experience, including the Civil War and land of opportunity
  • William Blake: English poet, painter and printmaker (1757-1827), part of the Romantic movement (revolt against social and political norms; characterized by strong emotion and the emergence of new ideas, exotic and unfamiliar; not limited to Europe); hostile to the Church of England; left formal schooling at age 10 and continued schooling at home, by his mother; much of his poetry reveals a protest against religion and the confines of marriage (though he was married for 45 years; his wife could not bear children for him, which sparked conjecture that he wanted another wife to bear children); he seemed to advocate "free love movement" as his poetry reveals; though he attacked the conventions of religion, he still abided by Christianity; earned more fame posthumously

    3. HW Reminders

  • How will students analyze the poetry selections and examine the big picture (the course themes) of identity and self-exploration? DUE TOMORROW, TUESDAY, JANUARY 10th:
  • Read "A Modest Proposal", by Jonathan Swift (1729). This is a satirical essay that was shocking and absurd. Pay close attention to the identity of the speaker and how he is perceived by various readers (critics and supporters of his essay). Taking notes is essential in a thorough understanding of the text. Take notes on the difference between Swift and the proposer (narrator), the benefits of the proposal, the definition and evidence of satire and significance of the title. Bring your notes to class tomorrow.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, January 6th, 2012: 1. Do Now: Continue discussing the poetry selections (taken from Perrine's textbook) and questions that follow: "The Eagle" by Alfred Lord Tennyson (p. 649), "Kitchenette Building" by Gwendolyn Brooks (pp. 660-661), "Mirror" by Sylvia Plath (p. 681), "There is No Frigate like a Book" by Emily Dickinson (pp. 686-687), "The Road Not Taken" by Robert Frost (pp. 734-735), "A Noiseless Patient Spider" by Walt Whitman (pp. 736-737), "The Sick Rose" by William Blake (pp. 737-739), and"Out, Out--" by Robert Frost (pp. 779-781). Take notes! How do these poems support the course focus of identity and self-exploration and connect to previously read literary texts?

    2. Share facts about the poets:

  • Alfred Lord Tennyson: Victorian poet (1809-1892) who lived in England; one of the most famous Victorian poets (Victorian Era: Queen Victoria led England 1837-1901, when she died; period of great growth in culture/arts--with photography at the forefront--and population), best known lines from his poem In Memoriam--"Tis better to have loved and lost / Than never to have loved at all."
  • Gwendolyn Brooks: African-American writer (1917-2000) from Chicago, IL; Poet Laureate in 1985; her characters are often drawn from poor, inner city; taught creative writing at prestigious universities like Columbia Univ.
  • Sylvia Plath: American poet (1932-1963) from Massachusetts; struggled with depression, committed suicide; advanced the genre of confessional poetry; wrote the semi-autobiographical novel The Bell Jar; received more fame posthumously
  • Emily Dickinson: American poet (1830-1886) from Amherst, Massachusetts; lived a solitary/anti-social/reclusive life; most of her poems were published posthumously; many of her poems deal with death and morbid topics; died of kidney disease; best known as an innovator for her unconventional capitalization and punctuation
  • Robert Frost: American poet (1874-1963), born in San Francisco, CA, though lived mostly in Massachusetts; very popular, honored poet during his lifetime (received multiple Pulitzer prizes in poetry); poetry often focused on rural life, particularly in New England; attended Dartmouth and Harvard though never graduated; taught at many prestigious colleges (including University of Michigan!) and received many honorary degrees; recited poetry at JFK's inauguration in 1961; died of complications of prostrate surgery
  • Walt Whitman: American poet (1819-1892), raised in Huntington, Long Island and Brooklyn; left formal schooling at age 11 to help with family's finances; worked as a teacher and eventually found his own newspaper and, after it became defunct, he worked at various newspapers, though poetry writing was his true love; died of pneumonia/TB; broke boundaries in poetry (labeled the father of free verse, though he didn't invent it; wrote about sexuality and prostitution; wrote prose-like); believed to be homosexual or bisexual; labored on his most famous book of poetry Leaves of Grass for 30+ years (famous poems from this book are the following: "O Captain! My Captain!" and "Song of Myself"), which exalts the American experience, including the Civil War and land of opportunity
  • William Blake: English poet, painter and printmaker (1757-1827), part of the Romantic movement (revolt against social and political norms; characterized by strong emotion and the emergence of new ideas, exotic and unfamiliar; not limited to Europe); hostile to the Church of England; left formal schooling at age 10 and continued schooling at home, by his mother; much of his poetry reveals a protest against religion and the confines of marriage (though he was married for 45 years; his wife could not bear children for him, which sparked conjecture that he wanted another wife to bear children); he seemed to advocate "free love movement" as his poetry reveals; though he attacked the conventions of religion, he still abided by Christianity; earned more fame posthumously
  • How will students analyze the poetry selections and examine the big picture (the course themes) of identity and self-exploration? Bring in your textbook on Monday!

    Be ready to discuss the rest of the poetry and the poets on Monday.

    DUE THIS COMING TUESDAY, JANUARY 10th:

  • Read "A Modest Proposal", by Jonathan Swift (1729). This is a satirical essay that was shocking and absurd. Pay close attention to the identity of the speaker and how he is perceived by various readers (critics and supporters of his essay). Taking notes is essential in a thorough understanding of the text. Take notes on the difference between Swift and the proposer (narrator), the benefits of the proposal, the definition and evidence of satire and significance of the title.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, January 5th, 2012: 1. Do Now: Finish discussing/reviewing the questions for A Doll's House.

    2. Discuss the poetry selections (taken from Perrine's textbook) and questions that follow: "The Eagle" by Alfred Lord Tennyson (p. 649), "Kitchenette Building" by Gwendolyn Brooks (pp. 660-661), "Mirror" by Sylvia Plath (p. 681), "There is No Frigate like a Book" by Emily Dickinson (pp. 686-687), "The Road Not Taken" by Robert Frost (pp. 734-735), "A Noiseless Patient Spider" by Walt Whitman (pp. 736-737), "The Sick Rose" by William Blake (pp. 737-739), and"Out, Out--" by Robert Frost (pp. 779-781).

    How will students analyze A Doll's House and the poetry selections and examine the big picture (the course themes) of identity and self-exploration? Bring in your textbook tomorrow!

    Be ready to discuss the rest of the poetry tomorrow.

    DUE THIS COMING TUESDAY, JANUARY 10th:

  • Read "A Modest Proposal", by Jonathan Swift (1729). This is a satirical essay that was shocking and absurd. Pay close attention to the identity of the speaker and how he is perceived by various readers (critics and supporters of his essay). Taking notes is essential in a thorough understanding of the text. Take notes on the difference between Swift and the proposer (narrator), the benefits of the proposal, the definition and evidence of satire and significance of the title.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, January 4th, 2012: 1. Do Now: Discuss/Review the questions for A Doll's House.

    2. Take additional notes on the Do Now.

    How will students prove their reading and understanding of A Doll's House, keeping in mind the portrayal of women as 'dolls' in the play and throughout time (from Sophocles' time to present day)?? Bring in your textbook tomorrow!

    Be ready to discuss the poetry tomorrow.

    DUE TUESDAY, JANUARY 10th:

  • Read "A Modest Proposal", by Jonathan Swift (1729). This is a satirical essay that was shocking and absurd. Pay close attention to the identity of the speaker and how he is perceived by various readers (critics and supporters of his essay). Taking notes is essential in a thorough understanding of the text. Take notes on the difference between Swift and the proposer (narrator), the benefits of the proposal, the definition and evidence of satire and significance of the title.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, January 3rd, 2012: 1. Do Now: READING QUIZ on A Doll's House

    2. Work Period: Find at least two direct quotes (if you have your textbook in class) OR identify two facts (from memory) from A Doll's House that support the course focus of identity and self-exploration. Be sure to introduce each quote and analyze the quote afterward. Turn in HW: poetry questions and A Doll's House questions.

    How will students prove their reading and understanding of A Doll's House, keeping in mind the portrayal of women as 'dolls' in the play and throughout time (from Sophocles' time to present day)?? Bring in your textbook tomorrow!

    Be ready to discuss A Doll's House tomorrow.

  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, December 23rd, 2011: 1. Do Now: Compose vocabulary/literary word cards for the Word Wall.

    2. Compose "Letter to an ITHS Freshman" to give advice on achieving success in 2012!

    How can students effectively provide advice to younger high school students for academic success in 2012? DUE TUESDAY, JANUARY 3rd, 2012:
  • Poetry selections (taken from Perrine's textbook) and questions that follow: "The Eagle" by Alfred Lord Tennyson (p. 649), "Kitchenette Building" by Gwendolyn Brooks (pp. 660-661), "Mirror" by Sylvia Plath (p. 681), "There is No Frigate like a Book" by Emily Dickinson (pp. 686-687), "The Road Not Taken" by Robert Frost (pp. 734-735), "A Noiseless Patient Spider" by Walt Whitman (pp. 736-737), "The Sick Rose" by William Blake (pp. 737-739), and"Out, Out--" by Robert Frost (pp. 779-781).
  • Read A Doll's House, by Henrik Ibsen, from your Perrine's Literature textbook (pp. 1079-1141) and answer THE QUESTIONS that follow (pp. 1141-1142). Annotate the play, keeping in mind the course themes of identity and self-exploration. You should also annotate how these themes are revealed through events/characters and how they contribute to the meaning of the work as a whole.
  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, December 22nd, 2011: 1. Do Now: Reflections on yesterday's Winter Concert Performance

    2. Gifts of Kindness Activity!

    How can students effectively prepare to read A Doll's House and poetry selections? DUE TUESDAY, JANUARY 3rd, 2012:
  • Poetry selections (taken from Perrine's textbook) and questions that follow: "The Eagle" by Alfred Lord Tennyson (p. 649), "Kitchenette Building" by Gwendolyn Brooks (pp. 660-661), "Mirror" by Sylvia Plath (p. 681), "There is No Frigate like a Book" by Emily Dickinson (pp. 686-687), "The Road Not Taken" by Robert Frost (pp. 734-735), "A Noiseless Patient Spider" by Walt Whitman (pp. 736-737), "The Sick Rose" by William Blake (pp. 737-739), and"Out, Out--" by Robert Frost (pp. 779-781).
  • Read A Doll's House, by Henrik Ibsen, from your Perrine's Literature textbook (pp. 1079-1141) and answer THE QUESTIONS that follow (pp. 1141-1142). Annotate the play, keeping in mind the course themes of identity and self-exploration. You should also annotate how these themes are revealed through events/characters and how they contribute to the meaning of the work as a whole.
  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, December 21st, 2011: 1. Do Now: Final whole class rehearsal of your edited Othello scenes (without scripts!). Any ideas for improvement?

    2. How are women portrayed as "dolls" (playthings, carried by men, manipulated by men) in the texts we've read thus far (Sophie's World, Oedipus Rex, Hamlet, As You Like It, and Othello)? How do women's portrayals as "dolls" influence the storylines? Are women still portrayed as "dolls" today? Debate ensues. How did women of today lose their "doll" portrayals? Refer to women's limitations. What does the title A Doll's House imply about women and their role in society, in the home, and in the play by Ibsen?

    How can students effectively prepare for the Winter Concert of scenes from Othello? CONTINUE TO PREPARE FOR TONIGHT'S WINTER CONCERT (6-8pm in cafeteria)!

    DUE TUESDAY, JANUARY 3rd, 2012:

  • Poetry selections (taken from Perrine's textbook) and questions that follow: "The Eagle" by Alfred Lord Tennyson (p. 649), "Kitchenette Building" by Gwendolyn Brooks (pp. 660-661), "Mirror" by Sylvia Plath (p. 681), "There is No Frigate like a Book" by Emily Dickinson (pp. 686-687), "The Road Not Taken" by Robert Frost (pp. 734-735), "A Noiseless Patient Spider" by Walt Whitman (pp. 736-737), "The Sick Rose" by William Blake (pp. 737-739), and"Out, Out--" by Robert Frost (pp. 779-781).
  • Read A Doll's House, by Henrik Ibsen, from your Perrine's Literature textbook (pp. 1079-1141) and answer THE QUESTIONS that follow (pp. 1141-1142). Annotate the play, keeping in mind the course themes of identity and self-exploration. You should also annotate how these themes are revealed through events/characters and how they contribute to the meaning of the work as a whole.
  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, December 20th, 2011: 1. Do Now: Rehearsal of your edited Othello scenes (without scripts!) in separate scene groups. Practice in scene groups until your group meets with me.

    2. Whole class rehearsal

    How can students effectively prepare for the Winter Concert of scenes from Othello? CONTINUE TO PREPARE FOR TOMORROW'S WINTER CONCERT (6-8pm in cafeteria)!

    DUE TUESDAY, JANUARY 3rd, 2012:

  • Poetry selections (taken from Perrine's textbook) and questions that follow: "The Eagle" by Alfred Lord Tennyson (p. 649), "Kitchenette Building" by Gwendolyn Brooks (pp. 660-661), "Mirror" by Sylvia Plath (p. 681), "There is No Frigate like a Book" by Emily Dickinson (pp. 686-687), "The Road Not Taken" by Robert Frost (pp. 734-735), "A Noiseless Patient Spider" by Walt Whitman (pp. 736-737), "The Sick Rose" by William Blake (pp. 737-739), and"Out, Out--" by Robert Frost (pp. 779-781).
  • Read A Doll's House, by Henrik Ibsen, from your Perrine's Literature textbook (pp. 1079-1141) and answer THE QUESTIONS that follow (pp. 1141-1142). Annotate the play, keeping in mind the course themes of identity and self-exploration. You should also annotate how these themes are revealed through events/characters and how they contribute to the meaning of the work as a whole.
  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, December 19th, 2011: 1. Do Now: Rehearsal of your edited Othello scene (without scripts!).

    2. Awards Presentation

    How can students effectively prepare for the Winter Concert of scenes from Othello? CONTINUE TO PREPARE FOR THIS WEDNESDAY'S WINTER CONCERT!

    DUE TUESDAY, JANUARY 3rd, 2012:

  • Poetry selections (taken from Perrine's textbook) and questions that follow: "The Eagle" by Alfred Lord Tennyson (p. 649), "Kitchenette Building" by Gwendolyn Brooks (pp. 660-661), "Mirror" by Sylvia Plath (p. 681), "There is No Frigate like a Book" by Emily Dickinson (pp. 686-687), "The Road Not Taken" by Robert Frost (pp. 734-735), "A Noiseless Patient Spider" by Walt Whitman (pp. 736-737), "The Sick Rose" by William Blake (pp. 737-739), and"Out, Out--" by Robert Frost (pp. 779-781).
  • Read A Doll's House, by Henrik Ibsen, from your Perrine's Literature textbook (pp. 1079-1141) and answer THE QUESTIONS that follow (pp. 1141-1142). Annotate the play, keeping in mind the course themes of identity and self-exploration. You should also annotate how these themes are revealed through events/characters and how they contribute to the meaning of the work as a whole.
  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, December 16th, 2011: 1. Do Now: Discuss five main points of discussion for As You Like It-- Who and what decide a person's status in society? "He keeps me rustically at home" (Orlando, I, I). "The old Duke is banished by his younger brother, the new Duke..." (Charles, I, I). "Thou art thy father's daughter; there's enough..." (Duke Frederick, I, III).
    How do people define their own personal happiness? "And this our life exempt from public haunt...good in everything. I would not change it" (Duke Senior, II, I). "Let me be your servant...let me go with you; I'll do the service of a younger man" (Adam, II, III). "All the world's a stage and all the men and women merely players: They have their exits and entrances..." (Jaques, II, VII).
    What are the characteristics of a man/woman in love? Vocal about their love, irrational behavior, worshipping, blind to their beloved's faults/flaws, neglectful of their own needs; "Every eye which in this forest looks shall see thy virtue witnessed every where" (Orlando, III, II). ..."A man in love in which cage of rushes I am sure you are not a prisoner" (Rosalind/Ganymede, III, II).
    How can men and women become better people? Tell the truth/Keep their promises: "an you be so tardy, come no more in my sight: I had as lief be wooed of a snail" (Rosalind/Ganymede, IV, I). "My conversion so sweetly tastes, being the thing I am" (Oliver, IV, III).
    How can we achieve our personal happiness? Win the love of our beloved, marry, realize our identities, attain inner peace. "Tomorrow is the joyful day, Audrey; tomorrow will we be married" (Touchstone, V, III). "To you I give myself, for I am yours" (Rosalind, V, IV).

    2. Work Period: Work on editing your Othello scene to the BEST two minutes. Perform those two minutes.

    How can students effectively prepare for the Winter Concert of scenes from Othello? MEMORIZE YOUR LINES FOR WEDNESDAY'S WINTER CONCERT!

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, December 15th, 2011: 1. Do Now: Introduce today's in-class AP essay quiz.

    2. Work Period: AP essay on As You Like It. The AP-style rubric will be used to grade the essay.

    How can students effectively write an AP essay on As You Like It, addressing all parts of the question and the play as a whole? WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, December 14th, 2011: 1. Do Now: Voting on Best Actor, Best Actress, Best Costume and Best Performance on yesterday's scenes from Othello. Grading Sheets will be distributed as well.

    2. Reflections on yesterday's performances

    3. Work Period: Work on taking notes on As You Like It, particularly the influence of the setting on the play as a whole and how different characters define home and its influence on the play as a whole. This is in preparation for tomorrow's in-class essay on the play. The AP-style rubric will be used to grade the essay.

    How can students effectively reflect on their interpretive scenes of Othello, highlighting the tragic and Shakespearean style? DUE TOMORROW, THURSDAY, DECEMBER 15th:
  • Read As You Like It (play given in class or can be read at this link). Analyze the play with a focus on women's and men's identities, social status and society's expectations for men and women in different settings (environments and time periods). Annotating with the purposes stated above (i.e. post-its) would be beneficial to you as a college-preparatory student. There will be an in-class WRITING QUIZ (about 7% of your 3rd term grade) given on As You Like It in AP English Literature essay exam form (don't worry--we will be reviewing this essay form in advance!). WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, December 13th, 2011: PERFORMANCE PRESENTATIONS! You will be graded on the Grading Sheet for Othello Scene Performance. Final reminders before presentations: one person will deliver a summary of scene and introduction of characters, turn in grading rubric, and bow at the end of the scene. How can students effectively present their interpretive scenes of Othello, highlighting the tragic and Shakespearean style? DUE THIS THURSDAY, DECEMBER 15th:
  • Read As You Like It (play given in class or can be read at this link). Analyze the play with a focus on women's and men's identities, social status and society's expectations for men and women in different settings (environments and time periods). Annotating with the purposes stated above (i.e. post-its) would be beneficial to you as a college-preparatory student. There will be an in-class WRITING QUIZ (about 7% of your 3rd term grade) given on As You Like It in AP English Literature essay exam form (don't worry--we will be reviewing this essay form in advance!). WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, December 12th, 2011: 1. Do Now: Quiz on List #13 (Show HW: Story #13)

    2. Final Rehearsal: practice your scene on your feet. Act out your director's vision/theme. Incorporate the following:

  • strong vocal projection, echoing and articulation
  • active gesturing/body expression
  • actors facing away from each other and empowering the audience with knowledge
  • actors physically touching/interacting with each other (PG, of course!)
  • different levels
  • audience participation
  • music/lighting/sound effects
  • application of Grading Sheet for Othello Scene Performance

    3. HW/Performance Reminders (Who will introduce your scene? Remember to bow at the end).

  • How can students effectively prepare for their interpretive scenes of Othello, highlighting the tragic and Shakespearean style? DUE TOMORROW, TUESDAY, December 13th:
    PERFORM YOUR CHOSEN SCENE FROM OTHELLO (Editing must be part of the process; what should be included and what should be excluded?). YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), Act II Scene I (4 male characters and 1 female character), Act II Scene III (4 male characters and 1 female character), Act III Scene III (2 male characters and 1 female character), Act V Scene II (5 male characters and 2 female characters). Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.

    DUE THIS THURSDAY, DECEMBER 15th:

  • Read As You Like It (play given in class or can be read at this link). Analyze the play with a focus on women's and men's identities, social status and society's expectations for men and women in different settings (environments and time periods). Annotating with the purposes stated above (i.e. post-its) would be beneficial to you as a college-preparatory student. There will be an in-class WRITING QUIZ (about 7% of your 3rd term grade) given on As You Like It in AP English Literature essay exam form (don't worry--we will be reviewing this essay form in advance!). WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, December 9th, 2011: 1. Do Now: Practice your scene on your feet. Act out your director's vision/theme. Incorporate the following (from your previous scene performances of Hamlet):
  • strong vocal projection, echoing and articulation
  • active gesturing/body expression
  • actors facing away from each other and empowering the audience with knowledge
  • actors physically touching/interacting with each other (PG, of course!)
  • different levels
  • audience participation
  • music/lighting/sound effects
  • application of Grading Sheet for Othello Scene Performance

    2. HW Reminders

  • How can students effectively prepare for their interpretive scenes of Othello, highlighting the tragic and Shakespearean style? DUE THIS COMING MONDAY, DECEMBER 12th:
  • Quiz on List #13 (the LAST VOCABULARY QUIZ!)
  • Vocabulary Story on List #13 on any topic of your choice. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE THIS COMING TUESDAY, December 13th:
    PERFORM YOUR CHOSEN SCENE FROM OTHELLO (Editing must be part of the process; what should be included and what should be excluded?). YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), Act II Scene I (4 male characters and 1 female character), Act II Scene III (4 male characters and 1 female character), Act III Scene III (2 male characters and 1 female character), Act V Scene II (5 male characters and 2 female characters). Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.

    DUE NEXT THURSDAY, DECEMBER 15th:

  • Read As You Like It (play given in class or can be read at this link). Analyze the play with a focus on women's and men's identities, social status and society's expectations for men and women in different settings (environments and time periods). Annotating with the purposes stated above (i.e. post-its) would be beneficial to you as a college-preparatory student. There will be an in-class WRITING QUIZ (about 7% of your 3rd term grade) given on As You Like It in AP English Literature essay exam form (don't worry--we will be reviewing this essay form in advance!). WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, December 8th, 2011: 1. Do Now: Read aloud your scene in your group. Continue editing. Act out your director's vision/theme. Practice on your feet. Incorporate the following (from your previous scene performances of Hamlet):
  • strong vocal projection, echoing and articulation
  • active gesturing/body expression
  • actors facing away from each other and empowering the audience with knowledge
  • actors physically touching/interacting with each other (PG, of course!)
  • different levels
  • audience participation
  • music/lighting/sound effects
  • application of Grading Sheet for Othello Scene Performance

    2. Acting Exercises: Tableau practice--act as your character role and partner with a character you have a relationship with in your scene. Actors will be facing away with different levels and touching an arm/leg/shoulder. As your character, decide what animal would be most appropriate. Be as BIG as possible and take up as much space as possible. Travel around the room, as your character/animal.

  • How can students effectively prepare for their interpretive scenes of Othello, highlighting the tragic and Shakespearean style? DUE THIS COMING MONDAY, DECEMBER 12th:
  • Quiz on List #13 (the LAST VOCABULARY QUIZ!)
  • Vocabulary Story on List #13 on any topic of your choice. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE THIS COMING TUESDAY, December 13th:
    PERFORM YOUR CHOSEN SCENE FROM OTHELLO (Editing must be part of the process; what should be included and what should be excluded?). YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), Act II Scene I (4 male characters and 1 female character), Act II Scene III (4 male characters and 1 female character), Act III Scene III (2 male characters and 1 female character), Act V Scene II (5 male characters and 2 female characters). Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.

    DUE NEXT THURSDAY, DECEMBER 15th:

  • Read As You Like It (play given in class or can be read at this link). Analyze the play with a focus on women's and men's identities, social status and society's expectations for men and women in different settings (environments and time periods). Annotating with the purposes stated above (i.e. post-its) would be beneficial to you as a college-preparatory student. There will be an in-class WRITING QUIZ (about 7% of your 3rd term grade) given on As You Like It in AP English Literature essay exam form (don't worry--we will be reviewing this essay form in advance!). WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, December 7th, 2011: 1. Do Now: Acting/Vocal Exercises--
  • "Farewell the tranquil mind!" (Othello, 3.3.399).
  • "It is the cause, it is the cause, my soul" (Othello, 5.2.1).
  • Tableau practice: Iago and Othello in Act III, Othello and Desdemona in Act V (actors facing away with different levels and touching an arm/leg/shoulder)

    2. Work Period: Read aloud your scene in your group. Begin editing. Determine character roles and director's vision/theme.

  • How can students effectively prepare for their interpretive scenes of Othello, highlighting the tragic and Shakespearean style? DUE NEXT MONDAY, DECEMBER 12th:
  • Quiz on List #13 (the LAST VOCABULARY QUIZ!)
  • Vocabulary Story on List #13 on any topic of your choice. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE NEXT TUESDAY, December 13th:
    PERFORM YOUR CHOSEN SCENE FROM OTHELLO (Editing must be part of the process; what should be included and what should be excluded?). YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), Act II Scene I (4 male characters and 1 female character), Act II Scene III (4 male characters and 1 female character), Act III Scene III (2 male characters and 1 female character), Act V Scene II (5 male characters and 2 female characters). Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.

    DUE NEXT THURSDAY, DECEMBER 15th:

  • Read As You Like It (play given in class or can be read at this link). Analyze the play with a focus on women's and men's identities, social status and society's expectations for men and women in different settings (environments and time periods). Annotating with the purposes stated above (i.e. post-its) would be beneficial to you as a college-preparatory student. There will be an in-class WRITING QUIZ (about 7% of your 3rd term grade) given on As You Like It in AP English Literature essay exam form (don't worry--we will be reviewing this essay form in advance!). WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, December 6th, 2011: 1. Do Now: Finish discussing Acts IV and V of Othello:
    Act IV of Othello: Scene I: Iago, the Devil. Othello, the Savage. Scene II: Desdemona, the Cursed One. Iago, the Trusted Advisor. Scene III: Desdemona's Prophecy. Emilia, the Wise One.

    Act V in Othello: Scene I: Valiant Villains and Weary Whores Among Us Scene II: A Rose Among Weeds. Heaven Forgive Us.

    2. Take notes on how each of these notes support Othello as a tragedy and explain how these notes/textual citations reveal Shakespearean style.

    3. Sign up for Othello performance groups.

    How can students effectively improve their textual citation, literary analysis and discussion-leading skills? DUE NEXT MONDAY, DECEMBER 12th:
  • Quiz on List #13 (the LAST VOCABULARY QUIZ!)
  • Vocabulary Story on List #13 on any topic of your choice. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE NEXT TUESDAY, December 13th:
    PERFORM YOUR CHOSEN SCENE FROM OTHELLO (Editing must be part of the process; what should be included and what should be excluded?). YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), Act II Scene I (4 male characters and 1 female character), Act II Scene III (4 male characters and 1 female character), Act III Scene III (2 male characters and 1 female character), Act V Scene II (5 male characters and 2 female characters). Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.

    DUE NEXT THURSDAY, DECEMBER 15th:

  • Read As You Like It (play given in class or can be read at this link). Analyze the play with a focus on women's and men's identities, social status and society's expectations for men and women in different settings (environments and time periods). Annotating with the purposes stated above (i.e. post-its) would be beneficial to you as a college-preparatory student. There will be an in-class WRITING QUIZ (about 7% of your 3rd term grade) given on As You Like It in AP English Literature essay exam form (don't worry--we will be reviewing this essay form in advance!). WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, December 5th, 2011: 1. Do Now: Quiz on List #12 (Show HW: story #12 OR canned food item for food drive)

    2. Introduce List #13

    3. Finish discussing Act III of Othello: Scene I: The Fight for Cassio's Honor Scene II: Iago, The Trusted Advisor Scene III: Deception in Thy Nature Scene III: What a Tangled Web We Weave Scene IV: Othello, Not the Man I Married

    *Take notes on how each of these notes support Othello as a tragedy and explain how these notes/textual citations reveal Shakespearean style.

    How can students effectively improve their textual citation, literary analysis and vocabulary skills? WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, December 2nd, 2011: 1. Do Now: Discuss Acts II and III in the following notes-- Act I of Othello:
    Scene I: Shakespeare 'speaking' to the audience (Brabantio's warning to the parents--watch out for rebellious daughters!)
    Scenes II and III: Othello's earned status as a general and deserving role as Desdemona's husband
    Scene II: Brabantio's belief that Othello is a wizard yielding magic over his daughter
    Scene III: Othello reveals Desdemona's blossoming love
    Scene III: Desdemona, the rebellious daughter and a woman ahead of her time
    Scene III: Roderigo threatening his own life due to Desdemona's disinterest in him
    Scene III: Iago's advice to Roderigo and reasons why the love between Othello and Desdemona will not last
    Scene III: Iago's plot for revenge against Othello
    All of Act I: The Power of Time

    Act II of Othello: Scene I: Praise for Othello, the protagonist and namesake of this play, Omens for Othello's Death, Iago's vengeful thoughts Scene III: Iago, the trusted advisor Scene III: Cassio, an abased and debased man

    Act III of Othello: Scene I: The Fight for Cassio's Honor Scene II: Iago, The Trusted Advisor Scene III: Deception in Thy Nature Scene III: What a Tangled Web We Weave Scene IV: Othello, Not the Man I Married

    Act IV of Othello: Scene I: Iago, the Devil. Othello, the Savage. Scene II: Desdemona, the Cursed One. Iago, the Trusted Advisor. Scene III: Desdemona's Prophecy. Emilia, the Wise One.

    Act V in Othello: Scene I: Valiant Villains and Weary Whores Among Us Scene II: A Rose Among Weeds. Heaven Forgive Us.

    2. Take notes on how each of these notes support Othello as a tragedy and explain how these notes/textual citations reveal Shakespearean style.

    How can students effectively improve their textual citation and literary analysis skills? BRING IN A CANNED FOOD ITEM THIS MONDAY FOR A FREE HW PASS (this pass will give you a free vocabulary story!)!

    DUE THIS MONDAY, DECEMBER 5th:

  • QUIZ on Vocabulary List #12. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides.
  • Vocabulary Story #12 (using List #12 on YOUR choice). Topic suggestions include: Othello, your plans for interpretation of an Othello scene, senior year, love, tragedy, or any topic (fictional or truthful) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO handwritten pages OR one typed page. Proper heading includes your name, the date, my name, and the class name (AP English, Period____).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, December 1st, 2011: 1. Do Now: Discuss Act I in the following notes-- Act I of Othello:
    Scene I: Shakespeare 'speaking' to the audience (Brabantio's warning to the parents--watch out for rebellious daughters!)
    Scenes II and III: Othello's earned status as a general and deserving role as Desdemona's husband
    Scene II: Brabantio's belief that Othello is a wizard yielding magic over his daughter
    Scene III: Othello reveals Desdemona's blossoming love
    Scene III: Desdemona, the rebellious daughter and a woman ahead of her time
    Scene III: Roderigo threatening his own life due to Desdemona's disinterest in him
    Scene III: Iago's advice to Roderigo and reasons why the love between Othello and Desdemona will not last
    Scene III: Iago's plot for revenge against Othello
    All of Act I: The Power of Time

    Act II of Othello: Scene I: Praise for Othello, the protagonist and namesake of this play, Omens for Othello's Death, Iago's vengeful thoughts Scene III: Iago, the trusted advisor Scene III: Cassio, an abased and debased man

    Act III of Othello: Scene I: The Fight for Cassio's Honor Scene II: Iago, The Trusted Advisor Scene III: Deception in Thy Nature Scene III: What a Tangled Web We Weave Scene IV: Othello, Not the Man I Married

    Act IV of Othello: Scene I: Iago, the Devil. Othello, the Savage. Scene II: Desdemona, the Cursed One. Iago, the Trusted Advisor. Scene III: Desdemona's Prophecy. Emilia, the Wise One.

    Act V in Othello: Scene I: Valiant Villains and Weary Whores Among Us Scene II: A Rose Among Weeds. Heaven Forgive Us.

    2. Take notes on how each of these notes support Othello as a tragedy and explain how these notes/textual citations reveal Shakespearean style.

    How can students effectively improve their textual citation and literary analysis skills? WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, November 30th, 2011: 1. Do Now: Self-assess your HW notes on Othello, using the grading rubric provided. The grading categories to be addressed are the following: Meaning (Did you understand and address the questions?), Development (Did you elaborate, using specific and relevant evidence from the play?), Organization (Did you exhibit direction, shape and coherence?), Language Use (Did you use sophisticated vocabulary and sentence structure, when appropriate?), Conventions (Did you use conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage?) based on a 1-4 scale (1=poor, 2=fair, 3=good, 4=excellent). Self-Assess YOUR notes. Show HW: For each Act, address ONE page of notes for each of the following questions:
    1. What makes Othello a tragedy?
    2. How does Shakespeare make sure that the audience is empowered with knowledge?
    3. How does this vast amount of knowledge contribute to the tragedy?
    4. How does 'beauty' die throughout the play?
    5. How does this demise of beauty contradict the nature of humanity?

    2. Begin discussing Act I in the following notes-- Act I of Othello:
    Scene I: Shakespeare 'speaking' to the audience (Brabantio's warning to the parents--watch out for rebellious daughters!)
    Scenes II and III: Othello's earned status as a general and deserving role as Desdemona's husband
    Scene II: Brabantio's belief that Othello is a wizard yielding magic over his daughter
    Scene III: Othello reveals Desdemona's blossoming love
    Scene III: Desdemona, the rebellious daughter and a woman ahead of her time
    Scene III: Roderigo threatening his own life due to Desdemona's disinterest in him
    Scene III: Iago's advice to Roderigo and reasons why the love between Othello and Desdemona will not last
    Scene III: Iago's plot for revenge against Othello
    All of Act I: The Power of Time

    Act II of Othello: Scene I: Praise for Othello, the protagonist and namesake of this play, Omens for Othello's Death, Iago's vengeful thoughts Scene III: Iago, the trusted advisor Scene III: Cassio, an abased and debased man

    Act III of Othello: Scene I: The Fight for Cassio's Honor Scene II: Iago, The Trusted Advisor Scene III: Deception in Thy Nature Scene III: What a Tangled Web We Weave Scene IV: Othello, Not the Man I Married

    Act IV of Othello: Scene I: Iago, the Devil. Othello, the Savage. Scene II: Desdemona, the Cursed One. Iago, the Trusted Advisor. Scene III: Desdemona's Prophecy. Emilia, the Wise One.

    Act V in Othello: Scene I: Valiant Villains and Weary Whores Among Us Scene II: A Rose Among Weeds. Heaven Forgive Us.

    How can students effectively improve their textual citation, self-assessment and overall writing skills? WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, November 29th, 2011: 1. Do Now: Identify at least one quote (in textual citation form) for each note below and be ready to discuss the following notes-- Act I of Othello:
    Scene I: Shakespeare 'speaking' to the audience (Brabantio's warning to the parents--watch out for rebellious daughters!)
    Scenes II and III: Othello's earned status as a general and deserving role as Desdemona's husband
    Scene II: Brabantio's belief that Othello is a wizard yielding magic over his daughter
    Scene III: Othello reveals Desdemona's blossoming love
    Scene III: Desdemona, the rebellious daughter and a woman ahead of her time
    Scene III: Roderigo threatening his own life due to Desdemona's disinterest in him
    Scene III: Iago's advice to Roderigo and reasons why the love between Othello and Desdemona will not last
    Scene III: Iago's plot for revenge against Othello
    All of Act I: The Power of Time

    Act II of Othello: Scene I: Praise for Othello, the protagonist and namesake of this play, Omens for Othello's Death, Iago's vengeful thoughts Scene III: Iago, the trusted advisor Scene III: Cassio, an abased and debased man

    Act III of Othello: Scene I: The Fight for Cassio's Honor Scene II: Iago, The Trusted Advisor Scene III: Deception in Thy Nature Scene III: What a Tangled Web We Weave Scene IV: Othello, Not the Man I Married

    Act IV of Othello: Scene I: Iago, the Devil. Othello, the Savage. Scene II: Desdemona, the Cursed One. Iago, the Trusted Advisor. Scene III: Desdemona's Prophecy. Emilia, the Wise One.

    Act V in Othello: Scene I: Valiant Villains and Weary Whores Among Us Scene II: A Rose Among Weeds. Heaven Forgive Us.

    2. Discuss the Do Now.

    3. HW Reminders

    How can students effectively improve their textual citation and note-taking skills? DUE TOMORROW, WEDNESDAY, NOVEMBER 30th:
    Read Othello (plays are distributed in class or you can read it at this link). For each Act, take notes with a PURPOSE. Your purposeful notes should be ONE page per act (in "note" form, not "essay" form). THAT PURPOSE addresses the following questions:
    1. What makes Othello a tragedy?
    2. How does Shakespeare make sure that the audience is empowered with knowledge?
    3. How does this vast amount of knowledge contribute to the tragedy?
    4. How does 'beauty' die throughout the play?
    5. How does this demise of beauty contradict the nature of humanity?
    ***Be ready to discuss these questions as they relate to Othello, AND be ready to write extensively in class-generated papers.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, November 28th, 2011: 1. Do Now: Quiz on List #11 (Show HW: Story #11)

    2. Introduce List #12

    3. HW Reminders

    How can students effectively improve their vocabulary skills? DUE THIS WEDNESDAY, NOVEMBER 30th:
    Read Othello (plays are distributed in class or you can read it at this link). For each Act, take notes with a PURPOSE. Your purposeful notes should be ONE page per act (in "note" form, not "essay" form). THAT PURPOSE addresses the following questions:
    1. What makes Othello a tragedy?
    2. How does Shakespeare make sure that the audience is empowered with knowledge?
    3. How does this vast amount of knowledge contribute to the tragedy?
    4. How does 'beauty' die throughout the play?
    5. How does this demise of beauty contradict the nature of humanity?
    ***Be ready to discuss these questions as they relate to Othello, AND be ready to write extensively in class-generated papers.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, November 23rd, 2011: 1. Do Now: Presentations of Best Performance, Best Actor, and Best Actress in scenes from Hamlet.

    2. Sign out Othello books and fill out book receipts.

    3. Introduce HW/HW Reminders

    How can students understand the significance of the play, Hamlet, as a theatrical performance and apply their newfound knowledge of theatrical practices and Shakespeare's intentions? DUE MONDAY, NOVEMBER 28th:
  • Quiz on List #11
  • Vocabulary Story on List #11 on anything in Othello. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE WEDNESDAY, NOVEMBER 30th:
    Read Othello (plays are distributed in class or you can read it at this link). For each Act, take notes with a PURPOSE. Your purposeful notes should be ONE page per act (in "note" form, not "essay" form). THAT PURPOSE addresses the following questions:
    1. What makes Othello a tragedy?
    2. How does Shakespeare make sure that the audience is empowered with knowledge?
    3. How does this vast amount of knowledge contribute to the tragedy?
    4. How does 'beauty' die throughout the play?
    5. How does this demise of beauty contradict the nature of humanity?
    ***Be ready to discuss these questions as they relate to Othello, AND be ready to write extensively in class-generated papers.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, November 22nd, 2011: 1. Do Now: PERFORMANCES OF SCENES FROM HAMLET. Reveal the director's vision and introduce your scene. Make sure to give in your grading sheet. Don't forget to bow at the end of the performance.

    2. Voting on Best Performance, Best Actor, and Best Actress.

    3. Reflections on today's performances

    How can students understand the significance of the play, Hamlet, as a theatrical performance and apply their newfound knowledge of theatrical practices and Shakespeare's intentions? DUE MONDAY, NOVEMBER 28th:
  • Quiz on List #11
  • Vocabulary Story on List #11 on anything in Othello. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE WEDNESDAY, NOVEMBER 30th:
    Read Othello (plays are distributed in class). For each Act, take notes with a PURPOSE. Your purposeful notes should be ONE page per act (in "note" form, not "essay" form). THAT PURPOSE addresses the following questions:
    1. What makes Othello a tragedy?
    2. How does Shakespeare make sure that the audience is empowered with knowledge?
    3. How does this vast amount of knowledge contribute to the tragedy?
    4. How does 'beauty' die throughout the play?
    5. How does this demise of beauty contradict the nature of humanity?
    ***Be ready to discuss these questions as they relate to Othello, AND be ready to write extensively in class-generated papers.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, November 21st, 2011: 1. Do Now: Vocabulary Quiz on List #10 (Show HW: Story #10)

    2. Distribution of List #11.

    3. Work Period: Scene Groups will get together and perform on their feet--final in-class rehearsal! Continue editing and applying director's vision, revealing character roles and character depictions (including identities, physical, emotional and costume choices), determining props, enacting stage scenery, making spatial choices, determining music, and making lighting and sound choices. Make arrangements for group practice on your own time!

    4. Performance Reminders (One person will introduce the scene and interpretation/director's vision briefly. Everyone will bow at the end. Make sure to bring in your grading sheet. We will vote on Best Performance, Best Actor, and Best Actress.)

    How can students understand the significance of the play, Hamlet, as a theatrical performance and apply their newfound knowledge of theatrical practices and Shakespeare's intentions? DUE TOMORROW, TUESDAY, NOVEMBER 22nd:
  • PERFORM ONE OF THE FIVE SCENES ASSIGNED (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, November 18th, 2011: 1. Work Period: Scene Groups will get together and perform on their feet! Continue editing and applying director's vision, revealing character roles and character depictions (including identities, physical, emotional and costume choices), determining props, enacting stage scenery, making spatial choices, determining music, and making lighting and sound choices. Make arrangements for group practice on your own time!

    2. HW Reminders

    How can students understand the significance of the play, Hamlet, as a theatrical performance and apply their newfound knowledge of theatrical practices and Shakespeare's intentions? DUE THIS COMING MONDAY, NOVEMBER 21st:
  • Quiz on List #10
  • Story on List #10--anything on acting, theater, or a topic of your choice. You can be creative. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE THIS COMING TUESDAY, NOVEMBER 22nd:

  • PERFORM ONE OF THE FIVE SCENES ASSIGNED (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, November 17th, 2011: 1. Do Now: Acting Exercises continue with tableaus to mark the character relationships and changes in their scene of Hamlet (i.e. Hamlet and Gertrude, Hamlet and Claudius, Ophelia and Hamlet, Gertrude and Claudius, Hamlet and Rosencrantz and Guildenstern, Hamlet and Horatio, etc.). Include tableaus of three or more persons. Use all muscles of your body and different levels (low, center, and high). Take up as much or as little space as possible. Tongue Twisters/Articulation work. Work on entrances/exits and audience participation/interaction.

    2. Work Period: Scene Groups will get together and perform on their feet! Continue editing and determining director's vision, character roles, character depictions (including identities, physical, emotional and costume choices), props, stage scenery, spatial choices, music, lighting and sound choices. Make arrangements for group practice on your own time!

    3. HW Reminders

    How can students understand the significance of the play, Hamlet, as a theatrical performance? DUE NEXT MONDAY, NOVEMBER 21st:
  • Quiz on List #10
  • Story on List #10--anything on acting, theater, or a topic of your choice. You can be creative. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE NEXT TUESDAY, NOVEMBER 22nd:

  • PERFORM ONE OF THE FIVE SCENES ASSIGNED (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, November 16th, 2011: 1. Do Now: Acting Exercises continue with tableaus to mark the character relationships and changes in Hamlet (i.e. Hamlet at the beginning of the play vs. the end of the play, Hamlet and Gertrude, Hamlet and Claudius, Ophelia and Hamlet, Gertrude and Claudius, Hamlet and Rosencrantz and Guildenstern, Hamlet and Horatio, etc.). Include tableaus of three or more persons. Use all muscles of your body and different levels (low, center, and high). Take up as much or as little space as possible. Characters as animals in Hamlet. Tongue Twisters/Articulation work.

    2. Work Period: Scene Groups will get together and begin editing and determine director's vision, character roles, character depictions (including identities, physical, emotional and costume choices), props, stage scenery, spatial choices, music, lighting and sound choices. Make arrangements for group practice on your own time!

    3. HW Reminders

    How can students understand the significance of the play, Hamlet, as a theatrical performance? DUE NEXT MONDAY, NOVEMBER 21st:
  • Quiz on List #10
  • Story on List #10--anything on acting, theater, or a topic of your choice. You can be creative. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE NEXT TUESDAY, NOVEMBER 22nd:

  • PERFORM ONE OF THE FIVE SCENES ASSIGNED (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, November 15th, 2011: 1. Do Now: Finish reviewing the grading sheet for Hamlet scenes.

    2. Review List #10.

    3. Acting Exercises: begin tableaus. Statues (acting exercise to mark the characters' journeys over the course of Hamlet). Statues will include archetypes in literature (pretty princess, greedy elf, opera diva, valiant knight) and characters as animals in Hamlet. Tableaus (statues) for the following emotions and situations--anger, lonely, brave, jealous, loyal, two-faced, crazy, in love, drunk, revenge, forgiveness, king/queen, ghost, monster, you forgot your homework, and you just won the lottery. Tableaus will include one person, two persons, and three persons. Use all muscles of your body and different levels (low, center, and high). Take up as much or as little space as possible. Archetype portrayals (pretty princess, greedy elf, opera diva, and valiant knight). Tongue Twisters/Articulation work.

    4. Work Period: Scene Groups will get together and begin editing and determine director's vision, character roles, character depictions (including identities, physical, emotional and costume choices), props, stage scenery, spatial choices, music, lighting and sound choices.

    How can students understand the significance of the play, Hamlet, as a theatrical performance? DUE NEXT MONDAY, NOVEMBER 21st:
  • Quiz on List #10
  • Story on List #10--anything on acting, theater, or a topic of your choice. You can be creative. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE NEXT TUESDAY, NOVEMBER 22nd:

  • PERFORM ONE OF THE FIVE SCENES ASSIGNED (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, November 14th, 2011: 1. Do Now: Vocabulary Quiz on List #9 (Show HW: Story #9). Distribution of List #10.

    2. Introduce the grading sheet for Hamlet scenes and have students fill in the group sign-up sheet. If time allows, arrange with your group mates and determine the character roles.

    3. HW Reminders: read over your scene and start thinking about a director's vision. Tomorrow, in class, we will begin acting exercises and group practice.

    How can students understand the significance of the play, Hamlet, as a theatrical performance? DUE NEXT MONDAY, NOVEMBER 21st:
  • Quiz on List #10
  • Story on List #10--anything on acting, theater, or a topic of your choice. You can be creative. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE NEXT TUESDAY, NOVEMBER 22nd:

  • PERFORM ONE OF THE FIVE SCENES ASSIGNED (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, November 10th, 2011: 1. Do Now: Lecture/Discussion/Literary Analysis on how the "To Be or Not To Be" philosophy pervades the play, Hamlet. Analyze the following:

    Act III=Gertrude: a concerned mother
    Hamlet: anti-lover, director, murderer?
    Ophelia: weeping woman
    Polonius: spy, victim of Hamlet
    Claudius: powerful king, Hamlet's punisher
    Audience: receivers of knowledge (particularly Claudius' guilt)

    Act IV=Ophelia: madwoman
    Laertes: revenge-seeker
    Hamlet: prisoner
    Horatio: savior

    Act V=Gertrude: victim of Claudius
    Claudius: victim of Hamlet and victim of himself
    Hamlet: victim of Claudius and victim of himself
    Horatio: heir to Hamlet
    Laertes: victim of Claudius and victim of himself
    Fortinbras: victor

    The "To Be or Not to Be" philosophy can apply to multiple characters (as seen above), not just Hamlet. Think about the characters' identities (as perceived by themselves and others), the questioning of their own existence, their roles in the play, their inner turmoil, and the effects of Shakespeare's life and times. Review the outline of the play, using the following quotes, which reveal the main points:

    "I do not set my life at a pin's fee" (I, IV, 65)--Hamlet

    "Ay, that incestuous that adulterate beast, with witchraft of his wit, with traitorous gifts--O wicked wit and gifts, that have the power so to seduce!" (I, V, 42-45)--Ghost

    "The time is out of joint. O cursed spite, that ever I was born to set it right!" (I, V, 188-189)--Hamlet

    "The play's the thing wherein I'll catch the conscience of the King" (II, II, 530-531)--Hamlet

    "To Be or Not To Be? That is the question--whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune, or to take arms against a sea of troubles and, by opposing, end them" (III, I, 55-59)--Hamlet

    "Get thee to a nunnery" (III, I, 120)--Hamlet

    "It shall be so. Madness in great ones must not unwatched go" (III, I, 187-188)--Claudius

    "Oh, from this time forth, my thoughts be bloody or be nothing worth! (IV, IV, 63)--Hamlet

    "Now cracks a noble heart. Good night, sweet Prince, and flights of angels sing thee to thy rest!" (V, II, 335-336)--Horatio

    2. HW Reminders

    How can students understand the significance of the "to be or not to be" philosophy throughout all of the play, Hamlet? DUE THIS MONDAY, NOVEMBER 14th:
  • Quiz on List #9
  • Story on List #9--anything on Hamlet or Shakespeare. You can be creative but don't alter facts about the play or Shakespeare. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, November 9th, 2011: 1. Do Now: HAMLET EXAM (Show HW: Notes on Acts IV and V)

    2. Introduce List #9.

    How can students understand the significance of vocabulary and an assessment of Hamlet? WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, November 7th, 2011: 1. Do Now: Quiz on List #8 and turn in Story #8.

    2. Introduce List #9.

    3. HW/EXAM Reminders

    How can students understand the significance of vocabulary and the significance of Acts IV and V in Hamlet? DUE THIS WEDNESDAY, NOVEMBER 9th:

    Read Acts IV and V in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read and take notes with a purpose: the course focus on identity and self-exploration. We will focus on the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Here are guided questions: How do characters perceive themselves? How are characters perceived by others? How do characters question their own existence? How do characters deal with inner turmoil (conflict)? How does Hamlet reveal effects of Shakespeare's life and times? Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences.YOU SHOULD TAKE ONE PAGE (typed) OR TWO PAGES (handwritten) OF NOTES PER ACT. IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, November 4th, 2011: 1. Do Now: Using the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet, review the rest of Act II and Act III. Think about the characters' identities (as perceived by themselves and others), the questioning of their own existence, their roles in the play, their inner turmoil, and the effects of Shakespeare's life and times. Take notes.

    2. Discuss the rest of Act II and Act III of Hamlet.

    Act I=The Ghost: King Hamlet on the surface. Is he from heaven or hell? Hamlet: The Black Sheep of Denmark, the mourner, the anti-Claudius, the unmanly man, Ophelia's lover, Gertrude's son, King Hamlet's son, the "committed" Prince, the Revenge-Seeker

    Act II=Rosencrantz and Guildenstern: Hamlet's so-called friends, Claudius' loyal spies. Polonius: King Claudius' trusted advisor, the ruler of his family Hamlet: the cynic, the director.

    Act III=Gertrude: a concerned mother
    Hamlet: anti-lover, director, murderer?
    Ophelia: weeping woman
    Polonius: spy, victim of Hamlet
    Claudius: powerful king, Hamlet's punisher
    Audience: receivers of knowledge (particularly Claudius' guilt)

    3. Show HW. Prepare for Monday's quiz #8 and story #8.

    How can students analyze the "To Be or Not to Be" philosophy in Act I, Act II and Act III of Hamlet? DUE THIS MONDAY, NOVEMBER 7th:
  • QUIZ on LIST #8
  • VOCABULARY STORY ON List #8 on Hamlet or Shakespeare. You can be creative but don't alter facts about the play or Shakespeare. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten).

    DUE NEXT WEDNESDAY, NOVEMBER 9th:

    Read Acts IV and V in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read and take notes with a purpose: the course focus on identity and self-exploration. We will focus on the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Here are guided questions: How do characters perceive themselves? How are characters perceived by others? How do characters question their own existence? How do characters deal with inner turmoil (conflict)? How does Hamlet reveal effects of Shakespeare's life and times? Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences.YOU SHOULD TAKE ONE PAGE (typed) OR TWO PAGES (handwritten) OF NOTES PER ACT. IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, November 3rd, 2011: 1. Do Now: Using the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet, review the rest of Act I and Act II. Think about the characters' identities (as perceived by themselves and others), the questioning of their own existence, their roles in the play, their inner turmoil, and the effects of Shakespeare's life and times. Take notes.

    2. Discuss the rest of Act I and Act II of Hamlet.

    Act I=The Ghost: King Hamlet on the surface. Is he from heaven or hell? Hamlet: The Black Sheep of Denmark, the mourner, the anti-Claudius, the unmanly man, Ophelia's lover, Gertrude's son, King Hamlet's son, the "committed" Prince, the Revenge-Seeker

    Act II=Rosencrantz and Guildenstern: Hamlet's so-called friends, Claudius' loyal spies. Polonius: King Claudius' trusted advisor, the ruler of his family Hamlet: the cynic, the director.

    How can students analyze the "To Be or Not to Be" philosophy in Act I and Act II of Hamlet? DUE TOMORROW, FRIDAY, NOVEMBER 4th:

    Read Acts I, I, and III in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read with a purpose: the course focus on identity and self-exploration (take notes; we will have guided questions in class as wel, so you will be able to focus your note-taking). We will focus on the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Here are guided questions: How do characters perceive themselves? How are characters perceived by others? How do characters question their own existence? How do characters deal with inner turmoil (conflict)? How does Hamlet reveal effects of Shakespeare's life and times? Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences. YOU SHOULD TAKE ONE PAGE (typed) OR TWO PAGES (handwritten) OF NOTES PER ACT. NEXT WEDNESDAY (NOVEMBER 9th) THERE WILL BE AN IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    DUE MONDAY, NOVEMBER 7th:

  • QUIZ on LIST #8
  • VOCABULARY STORY ON List #8 on Hamlet or Shakespeare. You can be creative but don't alter facts about the play or Shakespeare. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten).

    DUE NEXT WEDNESDAY, NOVEMBER 9th:

    Read Acts IV and V in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read and take notes with a purpose: the course focus on identity and self-exploration. We will focus on the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Here are guided questions: How do characters perceive themselves? How are characters perceived by others? How do characters question their own existence? How do characters deal with inner turmoil (conflict)? How does Hamlet reveal effects of Shakespeare's life and times? Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences.YOU SHOULD TAKE ONE PAGE (typed) OR TWO PAGES (handwritten) OF NOTES PER ACT. IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, November 2nd, 2011: 1. Do Now: Review the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Think about the characters' identities (as perceived by themselves and others), the questioning of their own existence, their roles in the play, their inner turmoil, and the effects of Shakespeare's life and times. Take notes.

    2. Discuss the reading of Act I of Hamlet.

    Act I=The Ghost: King Hamlet on the surface. Is he from heaven or hell? Hamlet: The Black Sheep of Denmark, the mourner, the anti-Claudius, the unmanly man, Ophelia's lover, Gertrude's son, King Hamlet's son, the "committed" Prince, the Revenge-Seeker

    How can students analyze the "To Be or Not to Be" philosophy in Act I of Hamlet? DUE THIS FRIDAY, NOVEMBER 4th:

    Read Acts I, I, and III in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read with a purpose: the course focus on identity and self-exploration (take notes; we will have guided questions in class as wel, so you will be able to focus your note-taking). We will focus on the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Here are guided questions: How do characters perceive themselves? How are characters perceived by others? How do characters question their own existence? How do characters deal with inner turmoil (conflict)? How does Hamlet reveal effects of Shakespeare's life and times? Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences. YOU SHOULD TAKE ONE PAGE (typed) OR TWO PAGES (handwritten) OF NOTES PER ACT. NEXT WEDNESDAY (NOVEMBER 9th) THERE WILL BE AN IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    DUE NEXT WEDNESDAY, NOVEMBER 9th:

    Read Acts IV and V in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read and take notes with a purpose: the course focus on identity and self-exploration. We will focus on the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Here are guided questions: How do characters perceive themselves? How are characters perceived by others? How do characters question their own existence? How do characters deal with inner turmoil (conflict)? How does Hamlet reveal effects of Shakespeare's life and times? Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences.YOU SHOULD TAKE ONE PAGE (typed) OR TWO PAGES (handwritten) OF NOTES PER ACT. IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, November 1st, 2011: 1. Do Now: Finish introducing List #8.

    2. Introduce The "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Think about the characters' identities (as perceived by themselves and others), the questioning of their own existence, their roles in the play, their inner turmoil, and the effects of Shakespeare's life and times. Take notes.

    How can students enhance their vocabulary/writing skills? DUE THIS FRIDAY, NOVEMBER 4th:

    Read Acts I, I, and III in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read with a purpose: the course focus on identity and self-exploration (take notes; we will have guided questions in class as wel, so you will be able to focus your note-taking). We will focus on the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Here are guided questions: How do characters perceive themselves? How are characters perceived by others? How do characters question their own existence? How do characters deal with inner turmoil (conflict)? How does Hamlet reveal effects of Shakespeare's life and times? Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences. YOU SHOULD TAKE ONE PAGE (typed) OR TWO PAGES (handwritten) OF NOTES PER ACT. NEXT WEDNESDAY (NOVEMBER 9th) THERE WILL BE AN IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    DUE NEXT WEDNESDAY, NOVEMBER 9th:

    Read Acts IV and V in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read and take notes with a purpose: the course focus on identity and self-exploration. We will focus on the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Here are guided questions: How do characters perceive themselves? How are characters perceived by others? How do characters question their own existence? How do characters deal with inner turmoil (conflict)? How does Hamlet reveal effects of Shakespeare's life and times? Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences.YOU SHOULD TAKE ONE PAGE (typed) OR TWO PAGES (handwritten) OF NOTES PER ACT. IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, October 31st, 2011: 1. Do Now: Vocabulary List #7 QUIZ
    Show HW: Vocabulary Story #7. Share excerpts from Halloween-themed stories!

    2. Introduce List #8.

    How can students enhance their vocabulary/writing skills? DUE THIS FRIDAY, NOVEMBER 4th:

    Read Acts I, I, and III in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read with a purpose: the course focus on identity and self-exploration (take notes; we will have guided questions in class as wel, so you will be able to focus your note-taking). Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences. NEXT WEDNESDAY (NOVEMBER 9th) THERE WILL BE AN IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    DUE NEXT WEDNESDAY, NOVEMBER 9th:

    Read Acts IV and V in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read with a purpose: the course focus on identity and self-exploration. Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences. IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, October 27th, 2011: Work Period: Work on Story #7, using List #7 and vocabulary crossword puzzle. How can students enhance their vocabulary/writing skills? DUE THIS MONDAY, OCTOBER 31st:
  • QUIZ on Vocabulary List #7. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides.
  • Vocabulary Story #7 (using List #7 on YOUR choice). Topic suggestions include: Halloween, ghost story, Shakespeare--fraud or legend, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, October 26th, 2011: 1. Do Now: Share the Letter to the Editor assignment in the Modified Block Format for the Business Letter. In light of the controversy regarding Shakespeare's existence and the new movie, Anonymous, coming out this Friday, imagine The New York Times has just asserted that the Shakespearean Sonnet will be abolished. You decide to write a Letter to the Editor to persuade the Editor that the Shakespearean Sonnet should live on forever and that no one should eradicate (destroy) the Shakespearean Sonnet. You will use evidence of Shakespeare's "Sonnet 18", Shakespeare's life and times, and your own "Love for ITHS" Sonnet.

    2. Review List #7.

    How can students understand and apply their knowledge of the Shakespearean Sonnet and business letter writing? DUE MONDAY, OCTOBER 31st:
  • QUIZ on Vocabulary List #7. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides.
  • Vocabulary Story #7 (using List #7 on YOUR choice). Topic suggestions include: Halloween, ghost story, Shakespeare--fraud or legend, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    Make up any owed HW:

  • See previous dates on this website and jupitergrades.com for all owed assignments.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, October 25th, 2011: 1. Do Now: Introduce the Letter to the Editor assignment and the Modified Block Format for the Business Letter.Here's the address for the Letter to the Editor of The New York Times. In light of the controversy regarding Shakespeare's existence and the new movie, Anonymous, coming out this Friday, imagine The New York Times has just asserted that the Shakespearean Sonnet will be abolished. You decide to write a Letter to the Editor to persuade the Editor that the Shakespearean Sonnet should live on forever and that no one should eradicate (destroy) the Shakespearean Sonnet. You will use evidence of Shakespeare's "Sonnet 18", Shakespeare's life and times, and your own "Love for ITHS" Sonnet.

    2. Work Period: Work on the composition of your Letter to the Editor. You should include answers to the following questions:

  • What is the purpose of your letter?
  • What supporting evidence support your purpose?
  • Why is your purpose important? Think about your audience (readers of The New York Times and the general public.

    3. Discuss/Share/Reflect: How are the skills practiced today applicable and useful for college?

    OBJECTIVE:Students will write a persuasive business letter and cite textual evidence to assert their beliefs. Students will also read for information, understanding and critical analysis.

  • How can students understand and apply their knowledge of the Shakespearean Sonnet and business letter writing? DUE TOMORROW, WEDNESDAY, OCTOBER 26th:
  • Finish today's business letter.

    Make up any owed HW:

  • See previous dates on this website and jupitergrades.com for all owed assignments.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, October 24th, 2011: 1. Do Now: Quiz on Vocabulary List #6. Show HW: Vocabulary Story #6 and "Love for ITHS" Sonnet

    2. Work Period: Introduce Vocabulary List #7. Introduce HW and tomorrow's in-class writing assignment.

    How can students prepare for the Shakespearean unit of study on sonnets and plays? DUE TOMORROW, TUESDAY, OCTOBER 25th:
  • Be ready to persuade non-believers that the sonnet should live on forever and that no one should eradicate (destroy) the sonnet. The problem is that the sonnet is in danger of being abolished and it is your job to convince the sonnet abolitionists to not allow this to happen. You will do this tomorrow, using the evidence of Shakespeare's "Sonnet 18" and your own "Love for ITHS" Sonnet. You may also refer to Shakespeare's life, times and reputation.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, October 21st, 2011: 1. Do Now: Continue note-taking/discussion on Shakespeare's Life, Times and Background.

    2. Introduce Shakespearean Sonnets and "Sonnet 18". Analyze the sonnet for poetic devices and Shakespeare's life and times. Examine the influences of Shakespeare's life and times on his poetry writing. Take notes and discuss.

    3. Introduce the in-class sonnet writing, titled "Love for ITHS." You must follow the same format of the Shakespearean Sonnet. Begin writing. "Love for ITHS" Sonnet (you must include the following to follow the sonnet requirements: 14 lines, ababcdcdefefgg, 10 syllables per line, and at least two poetic techniques such as imagery, personification, alliteration, metaphor, simile, etc.). In this sonnet, reflect on your years at ITHS. Share what you love--friendships, classes, activities--clubs/sports, small school qualities, teachers, etc. If you choose to, you can be serious, comical, sarcastic, and/or reflective. But, most of all, be creative and follow the sonnet requirements! Many sonnets will be submitted to the yearbook. Who knows?? Maybe yours will be published!

    How can students prepare for the Shakespearean unit of study on sonnets and plays? DUE THIS COMING MONDAY, OCTOBER 24th:
  • Vocabulary List #6 QUIZ
  • Vocabulary List #6 STORY on anything from your love of ITHS, theater or Shakespeare. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred (one page typed OR two pages handwritten).
  • "Love for ITHS" Sonnet (you must include the following to follow the sonnet requirements: 14 lines, ababcdcdefefgg, 10 syllables per line, and at least two poetic techniques such as imagery, personification, alliteration, metaphor, simile, etc.). In this sonnet, reflect on your years at ITHS. Share what you love--friendships, classes, activities--clubs/sports, small school qualities, teachers, etc. If you choose to, you can be serious, comical, sarcastic, and/or reflective. But, most of all, be creative and follow the sonnet requirements! Many sonnets will be submitted to the yearbook. Who knows?? Maybe yours will be published! This MUST be typed and include a proper heading (your name and date in the right hand corner, my name and the course name/period in the left hand corner).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, October 20th, 2011: 1. Do Now: Share Class Chart of Quotes from Sophie's World

    2.K/W/L: What do you know about Shakespeare's life, times and works? What do you want to know? Show post-its from the novel.

    3. Sophie's World Book Returns

    4. If time allows, begin note-taking/discussion on Shakespeare's Life, Times and Background.

    How can students prepare for the Shakespearean unit of study on sonnets and plays? DUE NEXT MONDAY, OCTOBER 24th:
  • Vocabulary List #6 QUIZ
  • Vocabulary List #6 STORY on anything from theater or Shakespeare. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred (one page typed OR two pages handwritten).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, October 19th, 2011: 1. Do Now: Discuss Sophie's World. What's your philosophy of life? How did Sophie's World give you more clarity on your life? What was the author's purpose? How did Gaarder engage his readers? Were Sophie and Alberto engaging characters? What about the ending--were you shocked/intrigued/pleasantly surprised?

    2. Class Chart of Quotes from Sophie's World Show post-its from the novel.

    How can students enhance and apply their vocabulary skills? DUE NEXT MONDAY, OCTOBER 24th:
  • Vocabulary List #6 QUIZ
  • Vocabulary List #6 STORY on anything from theater or Shakespeare. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred (one page typed OR two pages handwritten).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, October 18th, 2011: 1. Do Now: Vocabulary Quiz on List #5. Show HW: vocabulary #5 story and turn in the critical analysis paper and philosophy chart on Sophie's World.

    2. Introduce List #6.

    How can students enhance and apply their vocabulary skills? READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):
  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, October 17th, 2011: Work Period: Vocabulary Puzzle How can students enhance their vocabulary skills? DUE TOMORROW, TUESDAY, OCTOBER 18th:
  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.
  • Complete the Philosophy Chart. The more you fill in, the better.
  • Show your post-its/textual notes that reveal you did great preparation for your Sophie's World critical analysis paper.
  • QUIZ on List #5
  • Vocabulary List #5 STORY on a topic of your choice. Here are topic suggestions: Sophie's World, Philosophy, Senior Year, My Childhood. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred (one page, typed) OR two handwritten pages.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, October 14th, 2011: 1. Do Now: Philosophical discussion ensues (and note-taking commences) from the following quesstions:
  • Is it true that people are only concerned with trivialities (as Sophie says on p. 10)? Why/Why not?
  • How come our faculty of wonder diminishes as we get older? Why is this?
  • Socrates said, "One thing only I know, and that is that I know nothing." Why is this so profound?
  • What's so great about philosophers? Why is it valuable to study philosophy (the study of thinking)?
  • How does philosophy affect many facets of our lives (such as our identities, as when Marx said in the 1840s, "Tell me what you do and I'll tell you who you are." The way you think is closely connected to the job you do. Philosophy also applies to our religious and political values)

    2. Work on your philosophy chart for Sophie's World.

  • How can students enhance their philosophical skills through personal and textual analysis of Sophie's World? DUE THIS COMING TUESDAY, OCTOBER 18th:
  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.
  • Complete the Philosophy Chart. The more you fill in, the better.
  • Show your post-its/textual notes that reveal you did great preparation for your Sophie's World critical analysis paper.
  • QUIZ on List #5
  • Vocabulary List #5 STORY on a topic of your choice. Here are topic suggestions: Sophie's World, Philosophy, Senior Year, My Childhood. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred (one page, typed) OR two handwritten pages.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, October 13th, 2011: 1. Do Now: Finish introducing Vocabulary List #5.

    2. Philosophical discussion ensues (and note-taking commences) from the following quesstions:

  • Is it true that people are only concerned with trivialities (as Sophie says on p. 10)? Why/Why not?
  • How come our faculty of wonder diminishes as we get older? Why is this?
  • Socrates said, "One thing only I know, and that is that I know nothing." Why is this so profound?
  • What's so great about philosophers? Why is it valuable to study philosophy (the study of thinking)?
  • How does philosophy affect many facets of our lives (such as our identities, as when Marx said in the 1840s, "Tell me what you do and I'll tell you who you are." The way you think is closely connected to the job you do. Philosophy also applies to our religious and political values)

    3. Work on your philosophy chart for Sophie's World.

  • How can students enhance their vocabulary and philosophical skills? ALL OWED WORK MUST BE TURNED IN BY THE END OF THE DAY, THURSDAY, OCTOBER 13th! The gradebook closes at the end of today's school day, Thursday, October 13th.

    DUE TOMORROW, FRIDAY, OCTOBER 14th:

  • Finish reading Sophie's World. Mark (post-its/in-text notes) the text with a purpose (preparing for the paper below). Complete the Philosophy Chart. The more you fill in, the better.

    DUE THIS COMING TUESDAY, OCTOBER 18th:

  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.

    MAKE UP ANY OWED HW (see jupitergrades.com and previous days on this website)

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, October 11th, 2011: 1. Do Now: Vocabulary List #4 QUIZ (Show vocabulary story HW--story could be on a topic of your choice)

    2. Introduce List #5

    How can students enhance their speech and vocabulary skills? ALL OWED WORK MUST BE TURNED IN BY THIS THURSDAY, OCTOBER 13th! The gradebook closes at the end of the school day, Thursday, October 13th.

    DUE THIS FRIDAY, OCTOBER 14th:

  • Finish reading Sophie's World. Mark (post-its/in-text notes) the text with a purpose (preparing for the paper below). Complete the Philosophy Chart. The more you fill in, the better.

    DUE NEXT TUESDAY, OCTOBER 18th:

  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.

    MAKE UP ANY OWED HW (see jupitergrades.com and previous days on this website)

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, October 7th, 2011: 1. Do Now: Discuss the following--Review the Sophie's World Paper requirements and rubric.

    2. Discuss/Share: Introduce big questions that the philosophers in Sophie's World attempt to answer. We will personally answer these questions. Here they are, as presented in Sophie's World (this list is incomplete):

    Who are you?
    Is there life after death?
    Where does the world come from?
    Could anything have always existed?
    How was the world created?
    Do you believe in fate?
    Is sickness punishment by G-d?
    What forces govern the course of history?
    How ought we to live?
    What is the relationship between the body and mind?
    Where do we get our ideas from? Can we really rely on what our senses tell us?

    3. If time allows, work on the philosophy chart for Sophie's World.

    How can students enhance their philosophical skills and prepare to read Sophie's World by focusing on students' personal interpretations of existence? Check out Steve Jobs' commencement speech at Stanford in 2005 at TED.COM. Let's discuss next week! What are some of his wise words about how we should live our lives? Be ready to share.

    DUE THIS COMING TUESDAY, OCTOBER 11th:

  • QUIZ on Vocabulary List #4. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #4 (using List #4 on YOUR choice. Topic suggestions include: characters or philosophers in Sophie's World, College, Senior Year, Life at ITHS, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    DUE NEXT FRIDAY, OCTOBER 14th:

  • Finish reading Sophie's World. Mark (post-its/in-text notes) the text with a purpose (preparing for the paper below). Complete the Philosophy Chart. The more you fill in, the better.

    DUE TUESDAY, OCTOBER 18th:

  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, October 6th, 2011: 1. Do Now: Let's segue from Oedipus Rex into Sophie's World, and provide answers to the following questions--
  • What are the precepts by which Oedipus lives?
  • What are the precepts by which you live?
  • What do you believe are the precepts by which Sophie lives?

    Show proof of your CUNY application completed.

    2. Discuss the following--Review the Sophie's World Paper requirements and rubric.

    3. Discuss/Share: Introduce big questions that the philosophers in Sophie's World attempt to answer. We will personally answer these questions. Here they are, as presented in Sophie's World (this list is incomplete):

    Who are you?
    Is there life after death?
    Where does the world come from?
    Could anything have always existed?
    How was the world created?
    Do you believe in fate?
    Is sickness punishment by G-d?
    What forces govern the course of history?
    How ought we to live?
    What is the relationship between the body and mind?
    Where do we get our ideas from? Can we really rely on what our senses tell us?

  • How can students enhance their vocabulary and philosophical skills? DUE NEXT TUESDAY, OCTOBER 11th:
  • QUIZ on Vocabulary List #4. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #4 (using List #4 on YOUR choice. Topic suggestions include: characters or philosophers in Sophie's World, College, Senior Year, Life at ITHS, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    DUE NEXT FRIDAY, OCTOBER 14th:

  • Finish reading Sophie's World. Mark (post-its/in-text notes) the text with a purpose (preparing for the paper below). Complete the Philosophy Chart. The more you fill in, the better.

    DUE TUESDAY, OCTOBER 18th:

  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, October 5th, 2011: 1. Do Now: Let's segue from Oedipus Rex into Sophie's World, and provide answers to the following questions--
  • How would Oedipus answer the question--"Who am I?" at the beginning of the play? How would his answer change at the end of the play? Would his answers be the same or different as Jokasta's? Teiresias's answers? Explain.
  • How would you answer "Who am I?" Would your answer be the same as your parents? As your best friend?
  • How would Sophie answer "Who am I?" Why do you believe the author, Jostein Gaarder, want Sophie to have to deal with this weighted question? Why do you think it's important that Gaarder's readers deal with this question?
  • What are the precepts by which Oedipus lives?
  • What are the precepts by which you live?
  • What do you believe are the precepts by which Sophie lives?

    2. Discuss the following--Review the Sophie's World Paper requirements and rubric.

    3. Discuss/Share: Introduce big questions that the philosophers in Sophie's World attempt to answer. We will personally answer these questions. Here they are, as presented in Sophie's World (this list is incomplete):

    Who are you?
    Is there life after death?
    Where does the world come from?
    Could anything have always existed?
    How was the world created?
    Do you believe in fate?
    Is sickness punishment by G-d?
    What forces govern the course of history?
    How ought we to live?
    What is the relationship between the body and mind?
    Where do we get our ideas from? Can we really rely on what our senses tell us?

  • How can students enhance their vocabulary and philosophical skills? DUE TOMORROW, THURSDAY, OCTOBER 6th:
  • Complete the CUNY application and bring in proof of your completed application.

    DUE NEXT TUESDAY, OCTOBER 11th:

  • QUIZ on Vocabulary List #4. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #4 (using List #4 on YOUR choice. Topic suggestions include: characters or philosophers in Sophie's World, College, Senior Year, Life at ITHS, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    DUE NEXT FRIDAY, OCTOBER 14th:

  • Finish reading Sophie's World. Mark (post-its/in-text notes) the text with a purpose (preparing for the paper below). Complete the Philosophy Chart. The more you fill in, the better.

    DUE TUESDAY, OCTOBER 18th:

  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, October 4th, 2011: 1. Do Now: Finish introducing List #4

    2. Oedipus Rex quiz returns

    3. Discussion/Brainstorming: Let's segue from Oedipus Rex into Sophie's World, and provide answers to the following questions--

  • How would Oedipus answer the question--"Who am I?" at the beginning of the play? How would his answer change at the end of the play? Would his answers be the same or different as Jokasta's? Teiresias's answers? Explain.
  • How would you answer "Who am I?" Would your answer be the same as your parents? As your best friend?
  • How would Sophie answer "Who am I?" Why do you believe the author, Jostein Gaarder, want Sophie to have to deal with this weighted question? Why do you think it's important that Gaarder's readers deal with this question?
  • What are the precepts by which Oedipus lives?
  • What are the precepts by which you live?
  • What do you believe are the precepts by which Sophie lives?
  • How can students enhance their vocabulary and philosophical skills?

    DUE NEXT TUESDAY, OCTOBER 11th:

  • QUIZ on Vocabulary List #4. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #4 (using List #4 on YOUR choice. Topic suggestions include: characters or philosophers in Sophie's World, College, Senior Year, Life at ITHS, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    DUE NEXT FRIDAY, OCTOBER 14th:

  • Finish reading Sophie's World. Mark (post-its/in-text notes) the text with a purpose (preparing for the paper below). Complete the Philosophy Chart. The more you fill in, the better.

    DUE TUESDAY, OCTOBER 18th:

  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, October 3rd, 2011: 1. Do Now: Vocabulary Quiz #3 (turn in Story #3 and old and new resumes)

    2. Introduce List #4

    3. HW Reminders

    How can students enhance their vocabulary skills?

    DUE NEXT TUESDAY, OCTOBER 11th:

  • QUIZ on Vocabulary List #4. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #4 (using List #4 on YOUR choice. Topic suggestions include: characters or philosophers in Sophie's World, College, Senior Year, Life at ITHS, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    DUE NEXT FRIDAY, OCTOBER 14th:

  • Finish reading Sophie's World. Mark (post-its/in-text notes) the text with a purpose (preparing for the paper below). Complete the Philosophy Chart. The more you fill in, the better.

    DUE TUESDAY, OCTOBER 18th:

  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, September 28th, 2011: 1. Do Now: Career Presentations

    2. Distribution of Sophie's World and book receipts. Resume Draft #1 returns.

    3. If time allows, review List #3.

    How can students effectively display their career research in a speech format?

    DUE NEXT MONDAY, OCTOBER 3rd:

  • QUIZ on Vocabulary List #3. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #3 (using List #3 on your career choice. You may want to address this question: How does your career choice reflect your skills, personal interests and/or experiences?). Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).
  • Revised Resume (bring in draft #1 with Ms. Conn's edits)

    DUE FRIDAY, OCTOBER 14th:

  • Read Sophie's World. Mark (post-its/in-text notes) the text with a purpose (preparing for the paper below). Complete the Philosophy Chart. The more you fill in, the better.

    DUE TUESDAY, OCTOBER 18th:

  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, September 27th, 2011: 1. Do Now: Introduce List #3. Turn in discipline code handout (HW).

    2. Career presentations given (four students scheduled from yesterday and today).

    How can students effectively display their career research in a speech format?

    DUE NEXT MONDAY, OCTOBER 3rd:

  • QUIZ on Vocabulary List #3. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #3 (using List #3 on your career choice. You may want to address this question: How does your career choice reflect your skills, personal interests and/or experiences?). Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    CAREER RESEARCH PROJECT/PRESENTATION: TOMORROW, WEDNESDAY, SEPTEMBER 28th (Last names beginning with A-K):It's the value of 25% of the 1st marking period. Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Follow the Career Research Presentation Project Guidelines. Your presentation should be 3-4 minutes (if you go under 3 minutes or over 4 minutes, you will lose -3 points for every 10 seconds).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, September 26th, 2011: 1. Do Now: Vocabulary Quiz on List #2. Turn in Story #2.

    2. Discipline Code booklet/handout introduced and reviewed.

    3. If time allows, career presentations given (four students scheduled for today).

    How can students effectively display their career research in a presentation format? DUE TOMORROW, TUESDAY, SEPTEMBER 27th:
  • Discipline Code handout completed

    CAREER RESEARCH PROJECT/PRESENTATION:

  • DUE TOMORROW, TUESDAY, SEPTEMBER 27th (Last names beginning with L-S) and WEDNESDAY, SEPTEMBER 28th (Last names beginning with A-K):It's the value of 25% of the 1st marking period. Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Follow the Career Research Presentation Project Guidelines. Your presentation should be 3-4 minutes (if you go under 3 minutes or over 4 minutes, you will lose -3 points for every 10 seconds).

    DUE NEXT MONDAY, OCTOBER 3rd:

  • QUIZ on Vocabulary List #3. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #3 (using List #3 on your career choice. You may want to address this question: How does your career choice reflect your skills, personal interests and/or experiences?). Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, September 23rd, 2011: 1. Do Now: Discuss Oedipus Rex textbook questions, answers and the following quotes by addressing these questions: How are Oedipus' character flaws revealed? Which carries more influence--free will or fate?
  • "You saved us from the Sphinx, that flinty singer, and the tribute we paid to her so long; yet you were never better informed than we, nor could we teach you: a god's touch, it seems, enabled you to help us" (Priest, Prologue, 38-42).
  • "Search reveals things that escape an inattentive man" (Kreon, Prologue, 114-115).
  • "There is no one here who will not curse you soon, as you curse me" (Teiresias, Scene 1, 357-358).
  • "You weave your own doom" (Teiresias, Scene 1, 365).
  • "But I say that you, with both your eyes, are blind: you can not see the wretchedness of your life..." (Teiresias, Scene 1, 399-400).
  • "You can not judge unless you know the facts" (Kreon, Scene 2, 516).
  • "Judgments too quickly formed are dangerous" (Choragos, Scene 2, 584).
  • "The greatest griefs are those we cause ourselves" (Second Messenger, Ode 4, 1184).
  • "I have been preserved for some unthinkable fate" (Oedipus, Exodus, 1404-1405).
  • "Think no longer that you are in command here, but rather think how, when you were, you served your own destruction" (Kreon, Exodus, 1465-1466).

    2. Take notes on the Do Now.

    3. HW Reminders/Q & A

  • How can students effectively prove their study (through note-taking and thorough questions/answers) of Oedipus Rex? DUE THIS COMING MONDAY, SEPTEMBER 26th:
  • QUIZ ON Vocabulary List #2. Know the definitions, parts of speech, different forms of the words (for example: abhor is a verb and means to hate; abhor is the verb form of abhorrent) and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam). Recommendation: Make flashcards for easier study!
  • Vocabulary Story (using List #2 on one of these topics: Oedipus Rex, My Future or Current Events. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred, though handwritten work is accepted at this time. You should write about one page, typed, double-spaced OR two pages, handwritten.

    CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE MONDAY, SEPTEMBER 26th (Last names beginning with T-W), TUESDAY, SEPTEMBER 27th (Last names beginning with L-S), WEDNESDAY, SEPTEMBER 28th (Last names beginning with A-K):It's the value of 25% of the 1st marking period. Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Follow the Career Research Presentation Project Guidelines. Your presentation should be 3-4 minutes (if you go under 3 minutes or over 4 minutes, you will lose -3 points for every 10 seconds).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, September 22nd, 2011: 1. Do Now: While showing your new and improved questions and answers for Oedipus Rex, do the following:
    Examine the following quotes by addressing these questions: How are Oedipus' character flaws revealed? Which carries more influence--free will or fate?
  • "You saved us from the Sphinx, that flinty singer, and the tribute we paid to her so long; yet you were never better informed than we, nor could we teach you: a god's touch, it seems, enabled you to help us" (Priest, Prologue, 38-42).
  • "Search reveals things that escape an inattentive man" (Kreon, Prologue, 114-115).
  • "There is no one here who will not curse you soon, as you curse me" (Teiresias, Scene 1, 357-358).
  • "You weave your own doom" (Teiresias, Scene 1, 365).
  • "But I say that you, with both your eyes, are blind: you can not see the wretchedness of your life..." (Teiresias, Scene 1, 399-400).
  • "You can not judge unless you know the facts" (Kreon, Scene 2, 516).
  • "Judgments too quickly formed are dangerous" (Choragos, Scene 2, 584).
  • "The greatest griefs are those we cause ourselves" (Second Messenger, Ode 4, 1184).
  • "I have been preserved for some unthinkable fate" (Oedipus, Exodus, 1404-1405).
  • "Think no longer that you are in command here, but rather think how, when you were, you served your own destruction" (Kreon, Exodus, 1465-1466).

    2. If time allows, begin discussing textbook questions and answers for Oedipus Rex.

  • How can students effectively prove their study (through note-taking and thorough questions/answers) of Oedipus Rex? Bring in your textbook tomorrow.

    DUE THIS COMING MONDAY, SEPTEMBER 26th:

  • QUIZ ON Vocabulary List #2. Know the definitions, parts of speech, different forms of the words (for example: abhor is a verb and means to hate; abhor is the verb form of abhorrent) and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam). Recommendation: Make flashcards for easier study!
  • Vocabulary Story (using List #2 on one of these topics: Oedipus Rex, My Future or Current Events. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred, though handwritten work is accepted at this time. You should write about one page, typed, double-spaced OR two pages, handwritten.

    CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE MONDAY, SEPTEMBER 26th (Last names beginning with T-W), TUESDAY, SEPTEMBER 27th (Last names beginning with L-S), WEDNESDAY, SEPTEMBER 28th (Last names beginning with A-K):It's the value of 25% of the 1st marking period. Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Follow the Career Research Presentation Project Guidelines. Your presentation should be 3-4 minutes (if you go under 3 minutes or over 4 minutes, you will lose -3 points for every 10 seconds).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, September 21st, 2011: 1. Do Now: Reading Quiz on Oedipus Rex (Show HW: textual notes and questions/answers)

    2. Begin discussing textbook questions and answers.

    How can students effectively prove their study (through note-taking and thorough questions/answers) of Oedipus Rex? Bring in your textbook tomorrow.

    DUE NEXT MONDAY, SEPTEMBER 26th:

  • QUIZ ON Vocabulary List #2. Know the definitions, parts of speech, different forms of the words (for example: abhor is a verb and means to hate; abhor is the verb form of abhorrent) and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam). Recommendation: Make flashcards for easier study!
  • Vocabulary Story (using List #2 on one of these topics: Oedipus Rex, My Future or Current Events. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred, though handwritten work is accepted at this time. You should write about one page, typed, double-spaced OR two pages, handwritten.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, September 20th, 2011: 1. Do Now: Finish introducing List #2

    2. Review the Oedipus Rex textbook questions and their parameters.

    3. Work Period: Work on note-taking in the text.

    4. HW reminders

    How can students effectively expand their vocabulary and address college-level, text-based questions? Bring in your textbook tomorrow.

    Due TOMORROW, Wednesday, September 21st:
    Read Oedipus Rex in the Perrine textbook--pp. 1209-1260. Mark the text (without marking the actual textbook; how about post-its?) as guided to do so in "How to Mark a Book" and the "Essay About Essays". Focus your reading and marking according to the syllabus guidelines (see the introductory weeks under Oedipus Rex). Answer the questions on pp. 1261-1262. Bring in your Perrine textbook.

    DUE NEXT MONDAY, SEPTEMBER 26th:

  • QUIZ ON Vocabulary List #2. Know the definitions, parts of speech, different forms of the words (for example: abhor is a verb and means to hate; abhor is the verb form of abhorrent) and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam). Recommendation: Make flashcards for easier study!
  • Vocabulary Story (using List #2 on one of these topics: Oedipus Rex, My Future or Current Events. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred, though handwritten work is accepted at this time. You should write about one page, typed, double-spaced OR two pages, handwritten.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, September 19th, 2011: 1. Do Now: Quiz on List #1

    2. Introduce List #2

    3. HW reminders

    How can students effectively expand their vocabulary? Bring in your textbook tomorrow.

    Due THIS COMING Wednesday, September 21st:
    Read Oedipus Rex in the Perrine textbook--pp. 1209-1260. Mark the text (without marking the actual textbook; how about post-its?) as guided to do so in "How to Mark a Book" and the "Essay About Essays". Focus your reading and marking according to the syllabus guidelines (see the introductory weeks under Oedipus Rex). Answer the questions on pp. 1261-1262. Bring in your Perrine textbook.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, September 16th, 2011: 1. Do Now: Share your brainstorming/prior knowledge/literary analysis/current event connections to the following terms and themes, respectively: irony, classical tragedy, Greek drama AND self-knowledge, pride, and arrogance.

    2. Work Period: Begin note-taking on Oedipus Rex on the analytical/thematic focus terms (irony, classical tragedy, Greek drama AND self-knowledge, pride, and arrogance). Use the "How to Mark a Book" and "Essay About Essays: Answering the "So What?" Question in Your Reading" to guide you.

    4. HW reminders

    How can students prepare to read Oedipus Rex? Due THIS COMING Monday, September 19th:
    QUIZ on Vocabulary List #1. Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).

    Due THIS COMING Wednesday, September 21st:
    Read Oedipus Rex in the Perrine textbook--pp. 1209-1260. Mark the text (without marking the actual textbook; how about post-its?) as guided to do so in "How to Mark a Book" and the "Essay About Essays". Focus your reading and marking according to the syllabus guidelines (see the introductory weeks under Oedipus Rex). Answer the questions on pp. 1261-1262. Bring in your Perrine textbook.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, September 15th, 2011: 1. Do Now: Finish reading "How to Mark a Book" and "Essay About Essays: Answering the "So What?" Question in Your Reading".

    2. Brainstorm your prior knowledge and literary analysis of the following terms and themes, respectively: irony, classical tragedy, Greek drama AND self-knowledge, pride, and arrogance.

    3. Discuss/Share

    4. HW reminders

    How can students better understand AP English requirements and practices? READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):
  • The New York Times
  • The Wall Street Journal
  • US News and World Report

    DUE TOMORROW, FRIDAY, SEPTEMBER 16th:

  • Bring in your Perrine's Literature textbook.

    Due THIS COMING Monday, September 19th:
    QUIZ on Vocabulary List #1. Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).

    Due NEXT Wednesday, September 21st:
    Read Oedipus Rex in the Perrine textbook--pp. 1209-1260. Mark the text (without marking the actual textbook; how about post-its?) as guided to do so in "How to Mark a Book" and the "Essay About Essays". Focus your reading and marking according to the syllabus guidelines (see the introductory weeks under Oedipus Rex). Answer the questions on pp. 1261-1262. Bring in your Perrine textbook.

  • Wednesday, September 14th, 2011: 1. Do Now: Read "How to Mark a Book" and "Essay About Essays: Answering the "So What?" Question in Your Reading".

    2. Book/Receipt Distribution: Receive the Perrine textbook and fill out the receipt. HW introduced.

    How can students better understand AP English requirements and practices? Due NEXT Monday, September 19th:
    QUIZ on Vocabulary List #1. Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).

    Due NEXT Wednesday, September 21st:
    Read Oedipus Rex in the Perrine textbook--pp. 1209-1260. Mark the text (without marking the actual textbook; how about post-its?) as guided to do so in "How to Mark a Book" and the "Essay About Essays". Focus your reading and marking according to the syllabus guidelines (see the introductory weeks under Oedipus Rex). Answer the questions on pp. 1261-1262. Bring in your Perrine textbook.

    Tuesday, September 13th, 2011: 1. Do Now: Introduce Vocabulary List #1. Turn in your drafts of resume and college essay and the autobiography writing.

    2. Begin reading "The Three Questions" by Leo Tolstoy (1885). Why is this story a parable? How does this story set the tone for the course? For the time in your life? For a lifelong lesson?

    3. Reflections on HW.

    How can students better understand AP English requirements? Due NEXT Monday, September 19th:
    QUIZ on Vocabulary List #1. Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
    Monday, September 12th, 2011: 1. Do Now: Introduce AP Senior English Syllabus.

    2. Review HW.

    3. Finish Autobiography Writing: Student Life. This essay will help you prepare for your college essay (bring in both tomorrow).

    How can students better understand AP English requirements? DUE TOMORROW, TUESDAY, SEPTEMBER 13th:
  • Your Resume (Draft #1): Use these Sample College Resumes and Resume Information to guide you.
  • College Essay (Draft #1). Requirements: 500 word minimum (about two pages), typed, double spaced; TOPIC=YOUR CHOICE. You may choose to focus on one of these questions to discuss in your paper: How are you a unique candidate for the college of your choice? What did you do in high school that makes you unique and worthy of your dream college? (Hint: refer to your contributions to ITHS and/or your community) How do you help better your community and society at large? What are your career interests and how did you develop yourself throughout your high school years to help you for this career? Why is your background unique and what can your background/experiences contribute to your dream college? What is your most significant achievement and why is it meaningful to you? What is your most significant achievement and why is it meaningful to you?). Use the Sample College Essays and Expert Advice to guide you and examine the sample essays for organization of ideas, supporting details, language/word choices, connection to specific college. Read the advice from the University of Virginia Office of Admissions in the link above. Heading to be used on all work.
    
    Ms. Conn                                Your Name
    Class, Period                           Date
     
          
                         Original Title 
    
    
    

    *Turn in your in-class autobiography writing tomorrow.
  • Friday, September 9th, 2011: 1. Do Now: Introduce HW.

    3. Begin Autobiography Writing: Student Life. (If not completed in class today, finish on Monday). This essay will help you prepare for your college essay.

    How can students better understand AP English requirements? DUE TUESDAY, SEPTEMBER 13th:
  • Your Resume (Draft #1): Use these Sample College Resumes and Resume Information to guide you.
  • College Essay (Draft #1). Requirements: 500 word minimum (about two pages), typed, double spaced; TOPIC=YOUR CHOICE. You may choose to focus on one of these questions to discuss in your paper: How are you a unique candidate for the college of your choice? What did you do in high school that makes you unique and worthy of your dream college? (Hint: refer to your contributions to ITHS and/or your community) How do you help better your community and society at large? What are your career interests and how did you develop yourself throughout your high school years to help you for this career? Why is your background unique and what can your background/experiences contribute to your dream college? What is your most significant achievement and why is it meaningful to you? What is your most significant achievement and why is it meaningful to you?). Use the Sample College Essays and Expert Advice to guide you and examine the sample essays for organization of ideas, supporting details, language/word choices, connection to specific college. Read the advice from the University of Virginia Office of Admissions in the link above. Heading to be used on all work.
    
    Ms. Conn                                Your Name
    Class, Period                           Date
     
          
                         Original Title 
    
    
    
  • Thursday, September 8th, 2011: 1. Do Now: Introductions/Greetings

    2. Work Period: Compose the AP English Free Response Essay (2007). This essay MUST be written in the 40 minutes allotted. This essay will help determine if this class is a suitable fit for students enrolled at this time.

    How can students better understand AP English writing requirements in a sample AP English exam writing piece? DUE TUESDAY, SEPTEMBER 13th:
  • Your Resume (Draft #1): Use these Sample College Resumes and Resume Information to guide you. Note: Do NOT include two addresses at the top of your resume. Only include your primary address below your name, e-mail address and phone number at the top (centered) of your resume.
  • College Essay (Draft #1). Requirements: 500 word minimum (about two pages), typed, double spaced; TOPIC=YOUR CHOICE. You may choose to focus on one of these questions to discuss in your paper: How are you a unique candidate for the college of your choice? What did you do in high school that makes you unique and worthy of your dream college? (Hint: refer to your contributions to ITHS and/or your community) How do you help better your community and society at large? What are your career interests and how did you develop yourself throughout your high school years to help you for this career? Why is your background unique and what can your background/experiences contribute to your dream college? What is your most significant achievement and why is it meaningful to you? What is your most significant achievement and why is it meaningful to you?). Use the Sample College Essays and Expert Advice to guide you and examine the sample essays for organization of ideas, supporting details, language/word choices, connection to specific college. Read the advice from the University of Virginia Office of Admissions in the link above. Heading to be used on all work.
    
    Ms. Conn                                Your Name
    Class, Period                           Date
     
          
                         Original Title