Advanced+Placement+Literature+and+Composition+2014-15++(Period+Five)

__**Thursday August 21**__

 * Welcome to class. :)** **Learn the working of the class**
 * All assignments and due dates that appear in green are worth points in the grade book. **


 * This Class VS The Rest of the World :)**


 * Kindergarten Through Tenth Grade = The WHO, WHEN, WHERE Questions...**
 * Eleventh Grade (AP Lang) = HOW**

**Why take this class and what is it all about?**

 * [|Jeopardy Labs AP Literature and Composition]**






 * SUMMER ASSIGNMENT**


 * Homework: Bring chosen summer novel and annotations to class next time. **
 * (Persepolis must be read by September 2.) **

__Friday August 22__
In forty-five minutes, using the novel you chose for summer reading and you annotations complete the following writing task:
 * DUE SIGNED SYLLABUS AND Summer Novel and Summer Annotations/Allusions **
 * A bildungsroman, or coming-of-age novel, recounts the psychological or moral development of its protagonist from youth to maturity, when this character recognizes his or her place in the world.
 * Select a single pivotal moment in the psychological or moral development of the protagonist of a bildungsroman. Then write a well-organized essay that analyzes how that single moment shapes the meaning of the work as a whole.

__Monday August 25__

 * 'Score' essays using rubric provided and using models as comparison



__Tuesday August 26__
In three to five minutes per presentation students will use their summer work as a guide to 'teach' their chosen allusion to the class. The format may vary. It may include a powerpoint, a video clip, a novel example, or the traditional lecture format. (Presentations are worth twenty points each.)
 * ==** Finish grading own essays (turn back in with grade) **==
 * === Learn about Allusion Presentations(See example and sign up for two) ===
 * [|Allusion Presentation Example 1]
 * [|Allusion Presentation Example 2]

I ===**Homework: Read the Barry Gilmore Article and decide whether or not your chosen novel would be included in those that constitute novels of "literary merit." Gilmore article must be read by Wednesday AUGUST 27 **===



__**Wednesday August 27**__

 * Journal Opener: What decides the literary merit of a novel? Do you agree with the list proposed by Barry Gilmore?**

Using the questions used to guide your annotations and the article by Barry Gilmore, 'sell' your classmates on the idea that your chosen novel is the best example of a coming of age novel in the list and all seekers of great literature should add it to their lists. **(Students will choose one more novel in the spring and this may be their choice.)**
 * Literature Circles about Summer Novel Choices:**

Check Summer Novel Annotations
 * Individual reading time to complete __**Persepolis**__
 * __**[|Persepolis e-book]**__

__**Friday August 29**__

 * Journal: What is the age at which you will consider yourself to be an adult? Why? What does it mean to be an adult or to come-of-age?**
 * Discuss new experiences? What challenges and limitations do "newness" provide?
 * Look at and Discuss the graphic novel __The Arrival__ by Shaun Tan
 * Would you consider __ The Arrival __ an example of a bildungsroman?
 * Watch the Youtube Clip on [|The Arrival] (Discuss and Connect Immigration and New Experiences)


 * Background information on **__//Persepolis//__**
 * **__//[|Persepolis Powerpoint: Feminine Lens]//__**
 * **__//[|Persepolis Background Prezi]//__**
 * **__//[|Persepolis Background (part one)]//__**
 * **__//[|Persepolis Background (Part Two)]//__**
 * **__//[|BBC Iranian Revolution Timeline]//__**
 * [|Argo Movie Trailer]

**__//Tuesday Sept 2//__**

 * Read the two poems and then compare and contrast their version of adulthood in groups of 3-4**


 * Use these sheets to 'think' the poems through and create a thesis that could act as the foundation for an essay on this topic.**
 * Collect Poetry Sheets **

__**Wednesday, Sept 3**__

 * Students will complete the District Writing Prompt and will be given the entire ninety minutes should they need it to complete their writing. ** (COLLECT) **
 * === Life of Pi must be read and annotated by September 15. ===

__Friday, Sept 6__
Discuss Poetry thesis and ** collect poetry sheets **

Discuss Novel Using the Sheet Below

__Monday, Sept 8__
Finish discussing the novel __//**Persepolis**//__
 * Craft a thesis for an essay about Persepolis that you could then develop into a full essay. COLLECT **


 * Complete a novel page for Persepolis and your summer novel using the one provided as an example. Due Friday, Sept 12 **
 * Novel Card Example: Frankenstein**
 * Blank Novel Card**

__//**Tuesday, Sept 9**//__
//Learn about the multiple choice section using Multiple Choice Advice//


 * Complete Novel Cards for summer novel and Persepolis. **

__//**Wednesday, Sept 10**//__
//**Watch Persepolis movie**// Work on Novel Cards

__//**Friday, Sept 11**//__
Take a multiple choice practice exam as a diagnostic for future studies __AP Literature Practice Exam__
 * Check Novel Cards **


 * Homework: Read A&P by John Updike (p.15-20) and Where are You Going, Where Have You Been by Joyce Carol Oates (p 654-667) in the Kennedy Anthology.**


 * **Be prepared to discuss the ideas of the universal theme of 'search for identity' in connection with the two texts.**
 * ** DUE MONDAY SEPT 15 **

__Monday, Sept 15__
Read the poem by Robert Burns //"To a Mouse// //Discuss possible meanings//

Then consider the novel __**Of Mice and Men**__ by John Steinbeck (The title of the novel comes as an ALLUSION to the line within the poem) [|Of Mice and Men Summary] [|10 Things You Should Know About Of Mice and Men] What is the connection???

Why then is that allusion particularly appropriate for the two stories read for today
 * John Updike (p.15-20) and Where are You Going, Where Have You Been by Joyce Carol Oates (p 654-667)**


 * At your tables discuss the story and then connect the two to the allusion.**
 * Finally, create a thesis using the idea of theme as its central foundation. COLLECT **
 * ** Little Known Facts about Scottish poet, Robert Burns... Bob Dylan and Abraham Lincoln were fans of Burns. Of Mice and Men and The Catcher in the Rye are both titles inspired by Burns' poetry. He also wrote 'Auld Lang Syne" which is sung on New Year's Eve. **

__** Tuesday. Sept 16 **__
Students will go over the multiple choice diagnostic and finish novel cards

__Wednesday, Sept 17__
Students will present the first two allusion presentations (Lauren, wait until next week and we will do both sets on Wednesday)

Independent Reading/Annotation Time for __Life of Pi__.
 * (Novel must be complete and annotated by next Friday.) **

__Friday, Sept 19__
__No School for Students__

__Monday, Sept 22__
Finish __**Life of Pi**__ Annotation Assignment Finish Going Over Multiple Choice Test Finish Novel Cards 

__Wednesday, Sept 24__
Four Allusion Presentations: **Lauren Berens, Olivia Conde, Dakkota Naeb ** Continue work on annotation assignment

__Friday, Sept 26__
Watch the clip and as you do consider the following statement [|Life Of Pi Opening Lullaby] “Love is hard to believe, ask any lover. Life is hard to believe, ask any scientist. God is hard to believe, ask any believer.”  [|Interesting Look at Life of Pi Themes]
 * If you have time check out the link below.**

Use the following Powerpoint to Discuss __**Life of Pi**__  Then using the following prompts as a guide, create a thesis statement for an essay about __**Life of Pi**__  <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 13px;">
 * Life of Pi Annotation Assignment Due Today **

Consider possible connections to __**Life of Pi**__ and be prepared to discuss them in class.
 * Read The Rime of the Ancient Mariner by Coleridge for Monday **
 * [|The Rime of The Ancient Mariner by Coleridge]**

__**Monday, Sept 29**__
Examine poetry in connection with the novel (Chapter 84 __**Life of Pi**__ by Martel)

Take the Reading Quiz for //**Rime of the Ancient Mariner**//
 * Collect **


 * [|Claymation Summary The Rime of the Ancient Mariner]**
 * [|The Rime of the Ancient Mariner]**


 * Title:** Play on Words Rhyme and Rime (Rhyme, words that end with the same sound vs. Rime denotes the frost that forms in fog and wind when the temperature cools down. The Mariner himself is described as 'frosty.' Symbolically the Mariner's soul is covered with a layer of frost until he learns to have pity on his fellow creatures.


 * Sound:** Country Song Comparison (tells story of hardship and ends with a moral)

The [|Scientific Revolution] is closely tied to the Enlightenment, as its discoveries overturned many traditional concepts and introduced new perspectives on nature and man's place within it. The Enlightenment flourished until about 1790–1800, at which point the Enlightenment, with its emphasis on reason, gave way to [|Romanticism], which placed a new emphasis on emotion; a [|Counter-Enlightenment] began to increase in prominence. The Romantics argued that the Enlightenment was [|reductionistic] insofar as it had largely ignored the forces of imagination, mystery, and sentiment.
 * Type and Meter:** Ballad (a long poem that tells a narrative or story)
 * Most lines have four lines, called a 'quatrain' and a rhyme scheme that goes ABCB, so the second and fourth lines rhyme
 * Line lengths alternate between eight syllables in the first and third lines, and six syllables in the second and fourth.
 * The meter is characterized by a lot of iambs, the most common metrical unit in English. An iamb is a short beat followed by a long one, or if you prefer, an unaccented syllable followed by an accented one:
 * Be-**LOW** the **CHURCH**, Be-**LOW** the **HILL,** Be-**LOW** the **LIGHT**-house **TOP**.
 * Romanticism:** can be characterized as "the rebellious child of the Enlightenment" Imagination, Nature, and the Hero's Journey are Common Elements in Romanticism
 * Romanticism:** can be characterized as "the rebellious child of the Enlightenment" Imagination, Nature, and the Hero's Journey are Common Elements in Romanticism


 * Art Examples:**

[|The Rime of the Ancient Mariner in Popular Culture] [|The Coleridge Connections Continue] [|Even Iron Maiden Borrowed from Coleridge]
 * Other Connections:**

__Tuesday, Sept 30__
Complete discussion of Coleridge's poem Begin the movie __Life of Pi__

__Wednesday, Oct 1__
Finish the film __Life of Pi__ Work on pink novel card during the film

__Friday, Oct 3__
Turn in thesis for __Life of Pi__ essay

Begin Background for Song of Solomon by Toni Morrison Watch the clip of the Toni Morrison interview [|Toni Morrison Interview - Song of Solomon]

Discuss the question... What is poetry? [|Poetry Definition] What then is biblical poetry? [|Biblical Poetry Definition]

__Monday, Oct 6__
Consider the following selections. Are they examples of poetry? How do you know?

<span style="background-color: #ffffff; font-family: Arial,Tahoma,sans-serif; font-size: 12px;">The question of "What is poetry?" or "What is a poem?" is a question that resounds far beyond the limits of the Hebrew Bible or of biblical studies as a discipline. Yet even when we turn to literary studies, to literature, or to poets themselves, there are no straightforward answers. In //<span style="background-color: #ffffff; font-family: Arial,Tahoma,sans-serif; font-size: 12px;">The Apology //<span style="background-color: #ffffff; font-family: Arial,Tahoma,sans-serif; font-size: 12px;">, Socrates famously complains that the poets are no better at explaining their poetry than anyone else; in //<span style="background-color: #ffffff; font-family: Arial,Tahoma,sans-serif; font-size: 12px;">The Republic //<span style="background-color: #ffffff; font-family: Arial,Tahoma,sans-serif; font-size: 12px;">, Plato banishes poets from the city. Still, poetry is recognized as a specific genre or set of genres across history and cultures alike. The English word "poetry" has its origins in the Greek word ποίησισ ( //<span style="background-color: #ffffff; font-family: Arial,Tahoma,sans-serif; font-size: 12px;">poïesis //<span style="background-color: #ffffff; font-family: Arial,Tahoma,sans-serif; font-size: 12px;">), from the verb ποιέω ( //<span style="background-color: #ffffff; font-family: Arial,Tahoma,sans-serif; font-size: 12px;">poieō //<span style="background-color: #ffffff; font-family: Arial,Tahoma,sans-serif; font-size: 12px;">), //<span style="background-color: #ffffff; font-family: Arial,Tahoma,sans-serif; font-size: 12px;">to make //<span style="background-color: #ffffff; font-family: Arial,Tahoma,sans-serif; font-size: 12px;">; The Hebrew ריש ( //<span style="background-color: #ffffff; font-family: Arial,Tahoma,sans-serif; font-size: 12px;">shîr //<span style="background-color: #ffffff; font-family: Arial,Tahoma,sans-serif; font-size: 12px;">) means //<span style="background-color: #ffffff; font-family: Arial,Tahoma,sans-serif; font-size: 12px;">song //<span style="background-color: #ffffff; font-family: Arial,Tahoma,sans-serif; font-size: 12px;"> as well as //<span style="background-color: #ffffff; font-family: Arial,Tahoma,sans-serif; font-size: 12px;">poem //<span style="background-color: #ffffff; font-family: Arial,Tahoma,sans-serif; font-size: 12px;">.

Get a Bible and read the Song of Songs in pairs. Fill out the following worksheet about the text.
 * DUE WEDNESDAY **

__Tuesday, Oct 7__
Character background work in the IMC


 * DUE WEDNESDAY **

__Wednesday, Oct 8__
Discuss Biblical Allusions ** Collect Song of Songs Sheet and Character Sheet ** Allusion Presentations Reading Day (Be through chapter Three by Friday)

See Annotation Assignment Below ** (Annotations Due Monday, Oct 20) **

__Friday, Oct 10__
Discuss Song of Songs and Biblical Background Sheet (Collect Sheets) Reading/Annotation Work Time

__Monday, Oct 13__
Discuss the novel through chapter three

Connect Chapter Three with Emmet Till's Murder [|Emmet Till's Murder]

[|Behold Thy Son by David Driskell]

__Tuesday, Oct 14__
Introduce the idea of flight using the children's story Tar Beach. [|Tar Beach by Faith Ringgold]

Apply that knowledge to Song of Solomon using the sheet below.

__Wednesday, Oct 15__
Work Day for Reading and Annotations [|homage to my hips by lucille clifton]

__Monday, Oct 20__
Examine the Various Languages Used in the novel

__Tuesday, Oct 21__
Motif of Music

__Wednesday, Oct 22__
Finish the novel Homework Socratic Seminar for next Monday, Oct 27

**__Monday, Oct 27__**
__[|Librivox Free Audio Recording of Hamlet]__
 * __Entire Audio Recording of Hamlet__**

Introduction to Hamlet [|Simba encounters Mufasa's Ghost]

[|Librivox Audio Recording of Hamlet Act I] Complete the character study sheet for Act I Scene I

Use the character tree as needed

In place of Annotations students will complete the following questions as they read the play and complete a character analysis study.

Annotations, Questions DUE NOV 17




__Tuesday, Oct 28__
In the end of Act 1 scenes, Hamlet, Horatio, and guards wait for the ghost, and once the ghost of his father appears, it beckons Hamlet to follow. Although his companions caution him about possible evil purposes of the ghost, Hamlet follows the ghost and urges it to speak. The ghost then asks Hamlet to avenge his murder by his brother, who now is married to his wife. After swearing to avenge his father’ death, Hamlet swears his companions to secrecy and tells them that he will assume an “antic disposition” to others.

Arthur Schopenhauer’s essay explores the nature of envy and how it takes root “in the human breast.” He explains which type of envy is tempered by conceit and which induces the desire for revenge

<span style="background-color: #ffffff; display: block; font-family: Helvetica; font-size: 12px; text-align: justify;">This essay explores the psychological origins of revenge in Hamlet through the concept of the superego as both an individual and cultural agency of dynamic conflict. In Hamlet, Shakespeare subverts the logic of the revenge form by representing revenge as an inward tragedy that carries Hamlet toward death. The rejection of eros in the play results in the release of superego aggressions that consume both protagonist and the generational continuity motivated by love. As Hamlet’s efforts at displacement fail, he and the play move toward the final enactment of unintegrated aggression. Shakespeare holds a mirror up to our own potential for externalized aggression as revenge. [|PsyArt: Online Journal Nature of Revenge]

Use the play and the essays to determine and then analyze how Shakespeare develops the central ideas of envy and revenge and thereby instills character motivation for the rest of the play. ** (Using sticky notes, mark five quotes by either Hamlet or Claudius that demonstrate the ideas of envy or revenge) **


 * Have Read Act ll scene i for Wednesday **

__Wednesday, October 29__
After instructing Reynaldo to spy on his son, Polonius talks with his daughter, Ophelia, about Prince Hamlet’s recent behavior. From Ophelia’s description, it is obvious that Hamlet’s plan of feigned madness is under way. Polonius erroneously concludes that Hamlet is madly in love with his daughter, and he plans to tell this to Claudius.

Claudius instructs Hamlet’s friends Rosencrantz and Guildenstern to seek out the mystery of Hamlet’s recent lunacy, then listens to Polonius’s conjectures about Hamlet and Ophelia. To prove his theory, Polonius tries to engage Hamlet in conversation, but the prince evades his questions. Delighted, then suspicious of his friends, Hamlet forces Rosencrantz and Guildenstern to admit that they were sent to spy on him. The focus changes with the introduction of the players, and Hamlet plans to use a play to get proof of Claudius’s guilt. In //**Rosencrantz and Guildenstern Are**// **Dead**, Tom Stoppard intersperses the text of his absurdist play with the real text of Hamlet, and in these scenes, the friends engage in a game of “questions” in order to prepare to question Hamlet and uncover the cause of his affliction. The links connect to the same scenes from the 1990 film directed by Stoppard

Students will participate in a read-aloud of Hamlet, Act II, ii, and Rosencrantz and Guildenstern Are Dead. Followed up with a whole-class viewing of the film clips.



__[|Rosencrantz and Guildenstern Film Excerpt 1]__ __[|Rosencratz and Guildenstern Film Excerpt 2]__ __[|Rosencrantz and Guildenstern Film Excerpt 3]__

__Friday, October 30__
Internet was down.

Students were to finish reading Rosencrantz and Guildenstern are Dead Read through Act ll of Hamlet

__Monday, November 4__
Discuss //**Rosencrantz and Guildenstern are Dead**// by Tom Stoppard Who? Characterization: Ros, Guil, and the Player What? What is the role or chance and the interplay between art and reality When? When does the conflict arise? When and how does art imitate life? Where? When Guil stabs the player with a fake knife where is Hamlet? (Is that important? Who does Stoppard think is responsible in Hamlet?) How? How does betrayal play a part in the play?


 * Why was it written and what does it say about the text of Hamlet as a companion piece? Collect**

__Tuesday, November 5__
__[|Librivox Free Audio Recording of Hamlet]__
 * Listen to Act lll (Have Act lll read by Friday)**

Watch the following versions of Hamlet's Famous Soliloquy [|To Be or Not to Be Seen Five Ways] Compare the versions.
 * How does the meaning change?
 * Which one most closely follows the version you believe to be a true representation of Shakespeare's intent. Why?

__**Wednesday, November 6**__

 * Complete three of the six mini lessons below in preparation for writing an essay about the theme of Hamlet.**
 * [|Hamlet Mini Lessons]**


 * When students finish they can continue reading the play and working on the annotation assignment.**

__**Friday, November 8**__

 * Work through Act lll in Hamlet**


 * How did Shakespeare develop the characters through the plot details?**


 * What part does irony play in the story?**


 * Work on Annotations Assignment**

__**Monday, November 10**__

 * No Class CMAS testing for Seniors**

__**Tuesday, November 11**__

 * No Class CMAS testing for Seniors**

__**Wednesday, November 12**__

 * Read The Love-Song of J. Alfred Prufrock by T.S. Eliot**


 * Discuss the poem**


 * Write a response in which you explain the connection between the poem and Shakespeare's l play, Hamlet.**


 * Then re-read Act lV and create a two-column comparison chart between Prufrock and Hamlet.**

**__Friday, November 14__**

 * No School for Students**

__**Monday, November 17**__
__**Students need a copy of Heart of Darkness by Joseph Conrad by Tuesday, November 25,**__

__**Annotations DUE**__

__**Discuss Act IV**__
 * Trace the shifts in the plot using the following sheet.**

Learn the requirements for the Hamlet essay.

Socratic Seminar using Questions on Wednesday. Allusions to Present Wednesday

__**Tuesday, November 18**__
__**Discuss Act V:**__ __**[|Youtube: Hamlet by David Tennant]**__
 * Consider: Is all's well that ends well? Was it expected? Was it realistic? Was it necessary?**

__**Wednesday, November 19**__
__**Allusion Presentations**__ __**Socratic Seminar**__

__**Use the following documents to guide your questions.**__



Complete final questions/reflections on seminar sheet and create thesis for Hamlet essay for next class.

Read //**Cask of Amontillado**// by Edgar Allen Poe for next class.

__**Friday, November 20**__

 * IMC to work on Essays in IMC**

__**Monday, November 23**__

 * Work on Essays in IMC**

__**Tuesday, November 24**__

 * Compare Hamlet to The Cask of Amontillado through the use of character, theme, irony and point of view.**

__Monday, Dec 1__
__**Hamlet Essays Due Wednesday, Dec 3 submit to Turnitin.com**__

**enrollment password: skoricbhs**
__**AWESOME RESOURCE:**__ __**[|World of Dante]**__ [|Danteworld] [|Discovery Shorts - Dante's Inferno]

As an introduction to Dante watch the following video [|Dante Music Video]

[|Introduction to the Inferno]

Vocabulary Terms for Dante's Inferno - __**Test on Monday, Dec 8**__ [|Dante Vocabulary Quizlet]



__**Tuesday, Dec 2**__
Read Canto 1-3 together


 * Key allusions/notes in Cantos 1-2:**


 * The poem is an epic. If we recall our epic qualities, we may include:**
 * **opening in media res (in the middle of the action)**
 * **the setting includes a vast area; includes a variety of cultures**
 * **begins with an invocation to the muse**
 * **contains long lists of items**
 * **features long set speeches**
 * **divine intervention**
 * **supernatural events**
 * **protagonist models key beliefs or values of a culture**
 * **heavy use of epithet, metaphor, or repetition**
 * **often includes battles or conflict between dualistic ideas (light vs. dark), etc.**


 * The "dark wood" is a metaphor for Dante's life. Remember: he's been exiled and betrayed from the land and people he loves. Dark days indeed! Dante has traveled 1/2 his life (about 35 years old--or better known as a mid-life crisis).**


 * The leopard, the lion, and the she-wolf:**
 * are thought to symbolize desire, violence, and fraud. Other critics (and our translator) associate them with envy, pride, and avarice--the three sins of Florence. They carry political meaning as well: the wolf as a representation of Rome. Dante likely drew inspiration for the beasts from the Bible: "Wherefore a lion out of the wood hath slain them, a wolf in the evening hath spoiled them, a leopard watcheth for their cities: every one that shall go out thence shall be taken, because their transgressions are multiplied, their rebellions strengthened" (Jeremiah 5:6).**


 * The Greyhound represents Christ.**


 * The three blessed ladies: Beatrice, the Virgin Mary, and St. Lucia.**

Assign two levels of hell for each student to read by tomorrow First - Limbo Second - Lust Third - Gluttony Fourth - Greed Fifth - Anger Sixth - Heresy Seventh - Violence Eighth - Fraud Ninth - Treachery

Text for Dante's Inferno in two formats [|Dante's Inferno - The Divine Comedy] [|Dante Worlds - Virtual Inferno]

__Wednesday, Dec 3__



 * Presentation Schedule:**
 * Monday:** Level I, II Jack Hannah Alyssa
 * Tuesday:** Level III, IV Kylee Kendra Lauren B
 * Wednesday:** Level V, VI Rachel Lauren S Dakkota
 * Wednesday:** Level VII, VIII Adam Katherine Olivia
 * Friday:** Levels IX, Choice Severin Lauren M Spencer

__Friday, Dec 5__
Work on Hamlet Essays in IMC Essays Due to Turnitin.com by 11:59 Skoric gone on Creative Writing Field Trip

__Monday, Dec 8__
Present Levels I, II

__Tuesday, Dec 9__
Present Levels III, IV

__Wednesday, Dec 10__
Present Levels V, VI, VII, VIII

__Friday, Dec 12__
Present Levels IX, Choice Level

__**Monday, Dec 15**__
Work on Dante Paper in IMC

__Tuesday, Dec 16__
Finish Dante Papers

__Wednesday, Dec 17__
__Vocabulary Test__

__Dante Jeopardy__ [|Dante - Jeopardy Lab 1] [|Dante - Jeopardy Labs 2] [|Dante - Jeopardy Labs 3] [|Dante - Jeopardy Labs 4]

Watch //**A Christmas Carol**// //**[|Scrooge 1970 Albert Finney Version]**//

__Tuesday, Jan 6__
Pass Back Papers on Dante and Hamlet Present Papers/Discuss New Levels and New Inhabitants

**Heart of Darkness must be read by Jan 19**
__**Here is the online text copy of Heart of Darkness**__ __[|Heart of Darkness text e-notes]__

**What is Impressionism?**

 * Learn about Conrad's connection to Impressionism as you begin the novel**


 * Answer Questions on the Sheet Above and Collect **

__Wednesday, Jan 7__

 * What is Imperialism? Discuss**
 * [|Interactive Map of Imperialism in Africa]**

1. Read White Man's Burden and Brown Man's Burden and Answer Questions on the Sheets

Use the following cartoon as factor in your discussion. [|White Man's Burden Cartoon] 2. Working individually or in pairs, list any key words and phrases that stand out to you in each poem. Make a separate list for each poem. Create a “found” poem — a poem that incorporates some of the chosen key words or phrases with your own words. The poem should convey your views or ideas about Imperialism.

3. Read the “found” poems with partners or group members and discuss what statements they make about imperialism. If you worked individually, how many of the chosen key words and phrases were the same, and how many were different? How did different people use the same words/phrases? What types of responses do you think your poems would have generated if written in the late nineteenth or early twentieth centuries?
 * Collect Poems **

__ **Friday, Jan 9** __ Spend twenty minutes on the White Man's Burden Activity with a Partner (Discuss)

Now Begin to Read Part 1 and Complete the questions to correspond with your reading ** (Part 1 sheets Due Monday, Jan 12) **

__Monday, Jan 12__

 * Watch Heart of Darkness Part One**
 * [|Youtube Heart of Darkness]**


 * Discuss the Heart of Darkness Essay - Due Feb 4 **


 * Discuss Part 1 and Collect the Sheets **


 * Choose Six of the Quotes and write about their importance to Tone, Mood, Character, Symbol, Irony or Theme in __//Heart of//__** **//__Darkness.__//**

__**Tuesday, Jan 13**__
One of the three essays on the AP Literature and Composition Exam involves a literary analysis of a passage of prose fiction. Use the following sheet to practice analyzing a passage from Conrad's Heart of Darkness.
 * Collect Sheets **


 * Part 2 Due Thursday **

Complete a Multiple Choice Assessment in Practice for the AP test ** (Collect) **

 * Work on Part 2 Due Friday**

__**Friday, Jan 16**__
Pass Back Multiple Choice Practice Test

Pass Out Answers. Students have the opportunity to check the answers and then write a response as to why they chose as they did and why the correct answer is better **(Students will get one point back for each two answers that they explain in writing) Test Corrections Due Friday, Jan 23.**

Watch the second part of Heart of Darkness
 * [|YouTube Heart of Darkness]**

Using the quote sheet and their Part 2 sheets as a guide students will discuss the mystery of the Heart of Darkness as Marlow's journey moves forward.
 * Discuss Part 2**


 * Part 3 Due Friday, Jan 23 **

**__Monday, Jan 19__**
__**No School - Martin Luther King Day**__

__Tuesday, Jan 20__
__**No School Professional Day**__

__**Wednesday, Jan 21**__
Finish discussing quote handout from Part Two Watch entire Youtube of Heart of Darkness

Discuss part Three using quote handout and Part Three Worksheet

Students will Examine Various Literary Criticisms of the Heart of Darkness [|Harold O. Wilson]

[|Responses to HOD through time]

[|Mark Dintenfass Criticism]

** Read excerpt from Thomas C. Foster's __How to Read Literature Like a Professor__, //Only One Story.// **

 * Make connections with the things you have read and Heart of Darkness by Conrad.**


 * Possible connections include: Character, Theme. Use of Literary Elements. Setting, etc.**
 * Use the following sheet to develop your connections.**


 * [|How to Read Literature Like a Professor by Thomas C Foster]**


 * When finished, create a thesis sentences using connections that could be expanded into a complete essay.**

__**Tuesday, Jan 27**__
Working in the IMC students will peer grade and revise their thesis statements Then begin to draft their essays... Students will revise their drafts and conference with Skoric by Friday Jan 30 Final Drafts Due to Turnitin..com by Wednesday, Feb 4

__**Wednesday, Jan 28**__
Students will watch //**Apocalypse** Now// and compare it to the novel //**Heart of Darkness**//. ** (Reflection Due Friday) **

Homework: Read the poems below... = [|Porphyria's Lover by Robert Browning] = =** [|My Last Dutchess by Robert Browning] **=

__**Friday, Jan 30**__
Finish the film ** (Discuss and Collect Reflections) **

__**Monday, Feb 2**__

 * Finish last five minutes of film**
 * Final Question: What is at the Heart of Darkness? Discuss**
 * Essays Due Wednesday by 11:59 to Turnitin.com**

Use //**Porphyria's Lover**// and //**My Last Duchess**// as a vehicle to reflect on the theme of Good and Evil or Power and Control in //**Heart of Darkness**//.

__**New Terms:**__
 * [|Dramatic Monologue]**
 * [|Enjambment]**
 * [|Iambic Pentameter]**

Read the poems aloud (performance style) Then divide the class up into two groups and have them complete the SIFT sheet below ** (DUE Tuesday) **



__**Tues. Feb 3**__
Complete the SIFT Worksheet with a partner. Discuss and ** COLLECT ** Multiple Choice Questions for //**My Last Dutchess**//

__**Wed. Feb 4**__
[|Lit2Go: Macbeth (text and audio)]

Consider the following Wordle from MacBeth. [|Wordle]is a visualizer that shows the most common words in a text. The bigger the word, the more often it appears. Take a look at the following Wordle for Macbeth. What can it tell us about the play?

Now watch the following versions of Act I.I and complete the sheet below. [|Macbeth: 1971, 2006 and 2010]



Then begin to read Act I together as a class.
 * Have students read Act 1.1 aloud.
 * Elicit responses -- how do they envision the scene? What are the witches wearing? How do they look? What does the setting look like? What is happening in the scene (what are the witches planning?)
 * Conduct a classroom discussion of the three versions. Possible questions:
 * Which version did you like best? Why?
 * Which version do you think was "scariest"? Why?
 * How did the music and special effects impact the scene? Why do you think the director chose those?
 * How were the actresses different in each version? How did that difference impact the scene?
 * Lines were changed, removed, or moved to different places. What effect did that have?
 * Think about the blocking/movements of the actresses. What different choices were made there? How did they influence your perception or interpretation of the play?
 * Describe the power of an actor or director to shape a scene or a play.


 * Homework: Students should describe how they would interpret the scene if they were a director and/or actor. The should describe the set, the costumes, the blocking, the way the lines would be delivered (I am teaching subtext in a later lesson, but you could easily do it here). Creatively, students could attempt to film their own 1.1.

__Fri. Feb 6__
Reading/Responding Day Read All of Act I and complete the Dialectical Journal for the entire act. Use the example below as a guide.



__**Mon. Feb 9**__
Collect Act One Dialectical Journals

__**Framing Question:**__ Is human failure the result of internal flaws, like too much ambition, or external forces, like relationships or temptation from one’s surroundings?

Consider various versions of the same 'text' Read //**Daedalus**// from Ovid's //**Metamorphisis** and summarize the main ideas COLLECT//



Then at tables have students read the poem by W.H. Auden

Use the SIFT Sheets as a reference when trying to analyze the poem.

Last look at the following painting by Bruegel and compare this to the other representations of the same story.

Use the OPTIC strategy as you look at the painting. (See Below)

Final return to the original question... How would you answer that using Macbeth At I and the Daedalus versions to draw from. ** (DUE TUESDAY) **
 * Have ACT II Read by Friday with the dialectic journal for ACT II completed****.**

__**Tuesday, Feb 10**__

 * Discuss the poem, the painting and the story. How did the different versions interpret the same 'text'?**

==**The connections continue... (What have we read this year that specifically references the myth of Daedalus and Icarus? (Would anyone like some milk with those cookies?) Remember Thomas Foster (There is Only One Story.)**==


 * Musically there are many that have used allusions from the myth of Daedalus ad Icarus.**


 * See Below**


 * [|Iron Maiden - Flight of Icarus]**


 * [|Bastille - Icarus]**


 * [|Kansas - Carry On My Wayward Son]**


 * Now Back to Macbeth...**
 * Quotes on Ambition:**

<span style="background-color: #ffffff; color: #222222; font-family: Roboto,sans-serif; font-size: 17.5px;">MACBETH: "My thought, whose murder yet is but fantastical, Shakes so my single state of man that function Is smother'd in surmise, and nothing is But what is not." (1.3.9) //*Slow down there, Macbeth, because these ladies haven't said a word about murder. The fact that his first thought is about killing the king is mighty suspicious—almost as though they've just awoken a murderous ambition that's been there all along.//


 * <span style="background-color: #ffffff; color: #222222; font-family: Roboto,sans-serif; font-size: 17.5px;">MACBETH [Aside] The Prince of Cumberland! That is a step On which I must fall down, or else o'erleap, For in my way it lies. Stars, hide your fires; Let not light see my black and deep desires. The eye wink at the hand; yet let that be Which the eye fears, when it is done, to see. (1.4.4) **

//<span style="background-color: #ffffff; color: #222222; font-family: Roboto,sans-serif; font-size: 14px;">***Macbeth describes his ambition as being "black and deep desires," which makes it sound… well, wrong. Is ambition okay in** **any<span style="background-color: #ffffff; color: #222222; font-family: Roboto,sans-serif; font-size: 14px;"> context, or are we all supposed to let fate and chance toss us around? **//

LADY MACBETH […] Glamis thou art, and Cawdor; and shalt be What thou art promised: yet do I fear thy nature; It is too full o' the milk of human kindness To catch the nearest way: thou wouldst be great; Art not without ambition, but without The illness should attend it: (1.5.1) <span style="background-color: #ffffff; color: #222222; display: block; font-family: Roboto,sans-serif; font-size: 14px;"> //*Here's another count against ambition: After reading the letter from her husband (which recounts the witches' prophesy), Lady Macbeth's thoughts immediately turn to murder. Problem: Macbeth has ambition, but he doesn’t have the nerve to see it through. Luckily Lady Macbeth is man enough for both of them.//


 * <span style="background-color: #ffffff; color: #222222; font-family: Roboto,sans-serif; font-size: 17.5px;">MACBETH […] I have no spur To prick the sides of my intent, but only Vaulting ambition, which o'erleaps itself And falls on the other. (1.7.1) **

//<span style="background-color: #ffffff; color: #222222; font-family: Roboto,sans-serif; font-size: 14px;">***Time to be real: when Macbeth is honest with himself, he admits that there's no good reason to kill Duncan, because Duncan is perfectly good at this whole king-business. Macbeth just wants that power for himself.** // <span style="background-color: #ffffff; color: #222222; display: block; font-family: Roboto,sans-serif; font-size: 14px;">

__//<span style="background-color: #ffffff; color: #222222; font-family: Roboto,sans-serif; font-size: 14px;">**Wed. Feb 11** //__
Who was Aristotle and what is The Poetics? [|Poetics Explanation]

[|Anakin Skywalker Leads Us Through Aritotle's Poetics]

Watch the following version of Sophocles' Oedipus and then decide if it is a tragedy using the preceding definitions.

__**[|Tragedy Through the Eyes of Sophocles/Oedipus]**__

Use [|ToonDoo] to create a cartoon depicting the various elements of tragedy, using Macbeth for your content. A panel should be devoted to each of the elements of the tragic hero. DUE Monday Mar 2

Then finish class by continuing the reading and dialectical journals of ACT II.

__**Friday, Feb 13**__ Character Study Using Act II

Begin ACT III (Read by Feb 17)

__Tues, Feb 17__
Students will return to Acts I and II to create word journals. Choose One Word from the following list:
 * BLOOD, HANDS, NIGHT OR SLEEP.**

Using the Word Journal Handout complete their word analysis of ACT I and II. DUE by end of class on WED.

__Wed, Feb 18__
Students will finish their word journals and then switch into groups using their chosen word. (Ex. Blood at a table, hands at a table...)

In their new groups students will create a word web using the following example. Discuss their created word webs.

Students will capture a character or setting from play in a poem that includes words collected from the group. DUE FRIDAY Consider, character, theme and atmosphere in your poem.

__Friday, Feb 20__
Students will create character committees from the following list of characters: Duncan, Macbeth, Banquo, Macduf, Fleance, Lady Macbeth,The Three Witches, The Porter, Malcom, Donalbain, Lenox, and Ross. (Only when each character has been chosen can students double up on characters. However the three witches function as one character since they usually appear together.)

Find at least ten instances of lines that reveal something about appearance or personality of the character. Complete the character web as shown below. Finally on a scale of 1-10 how accurate were the statements? How insightful?

Collect to make copies for the others groups.

Collect Dialectical Journals from Act I, II, and III

__Monday, Feb 23__
__Create Word Maps Using the Word Work Constructed in Connection with the Characters__ __Discuss which character is the most connected to the words and what that says about them.__

__Watch ACT III__ __[|PBS: Macbeth]__

Consider the words guilt, evil, ambition, and failure. How are they developed by details, emphasized, and/or absent in the play and the scene.

What does this have to say about the characters?

__Tuesday. Feb 24__
What speaks to the idea of falling action in this Act? __Discuss ACT IV__

Make connections between the talk and the play itself.
 * Watch:** __[|TED Talk: Are we really in control of our own decisions]__

__**1-8 Day**__
Macbeth Multiple Choice Tests



Final Macbeth Writing Assignment Below - Due Next Monday, Mar 9

__**Friday, Mar 6**__
Introduce One Flew Over the Cuckoo's Nes Read the Author's Biography [|Ken Kesey Biography]

Then view the following site about Further and the Merry Pranksters. [|Ken Kesey's Merry Pranksters]

Write down questions you have initially about the text and why it is appropriate for an AP Literature class?

__**Monday, March 9**__

 * Collect Macbeth Scene Rewrites**
 * Students will each get a manila envelope filled with each line of the following poem cut into strips.
 * In groups of four put the poem together in a way that seems logical to you.
 * I will give you hints as you go along.
 * After twenty minutes give students the poem and have them read and annotate it as it is read to them.
 * [|Dylan Thomas Poem Read Aloud]



__**The Villanelle**__
 * Dylan Thomas’ poem ‘Do Not Go Gentle Into That Good Night, ‘is written in the classic form of a villanelle**
 * • A villanelle consists of 19 lines, each containing 10 syllables.**
 * • There are five stanzas of three lines each (tercets or triplets) and the final stanza has four lines (quatrain).**
 * • The first and third lines of the first stanza are repeated alternately as the last line of the remaining stanzas and together as the final couplet of the poem.**
 * • There are only two different rhymes in the poem.**
 * • The form lends itself to many different effects. Due to the repetition of lines and the use of only two different rhymes it has a haunting quality**

__Tuesday, March 10__
Have students listen to the poem //**To**// //**An Athlete is Dying Young**// by AE Housman [|An Athlete is Dying Young by AE Housman (Audio)]



Then form two lines and have students read a line at a time as they process between the two lines.
 * Discuss what that did to the rhythm of the poem. What might the processional represent?
 * Discuss the poem for meaning and changes in meaning do to the passing of time (Poem Published in 1896)

__** The Elegy **__
 * ** An elegy is a poem composed on the occasion of someone's death, so "To an Athlete Dying Young" definitely fits the genre. **
 * **Often contains imaginative thoughts in first person.**
 * **Questions are raised about destiny, justice and fate.**
 * **The poet associates the events of the deceased with events in his own life by drawing a subtle comparison.**
 * **Towards the end the poet generally tries to provide comfort and ease the pain of the situation.**


 * After discussion pass out the following sheets: **





Complete the sheets as they learn how the poems are both similar and different. Turn in sheets at the beginning of class on Wednesday.

__**Wednesday, Mar 11**__

 * Begin reading One Flew Over the Cuckoo's Nest using the Dialectical Journal Assignment to Assist in Close Reading and Analysis**



__**One Flew Over the Cuckoo's Nest**__

__**Friday, March 13**__

 * Work Day for Reading and Annotations**

__Monday, March 16__

 * PARCC TESTING Day Two**
 * No School for Seniors in the Afternoon**

** Work Day for Reading and Annotations **
= =

**__ Wednesday, March 18 __**

 * Work Day for Reading and Annotations **
 * Novel read and annotations completed by Wednesday of Next Week **

__** Thursday, March 19 **__
 * Parent-Teacher Conferences **
 * No School for Students **

__** Friday, March 20 **__
 * No School for Students **

__** Monday, March 23 **__
 * Learn about Carl Solomon and his connection to both the novel, __ **One Flew Over the Cuckoo's Nest** __ and the poem ** //Howl//. **
 * Read the following document, answer the questions and discuss it's connection to the novel.


 * Now read the excerpt of the poem //**[|Howl]**// by Alan Ginsberg.
 * Using chrome books listen to the following story from National Public Radio about the Obscenity trials.
 * [|NPR: Howl Revisited after 50 Years]
 * After reading/listening write down your reactions...Was the government right to try to ban the reading/selling of the Ginsberg poem? Why or Why not? ** Due Tuesday **

__** Tuesday, March 24 **__

 * Discuss the NPR article
 * Watch the following trailers
 * [|Howl Film Trailer 2010]
 * [|Jack Kerouac On The Road Audio Clip]
 * Now discuss the connections of the poem //**Howl**// with the Novel __**One Flew Over the Cuckoo's Nest**__.

Sort of obsessed with Whitman, Ginsberg wrote [|A Supermarket in California] about meeting Whitman in a grocery store.. Long lines, meant to be read in one breath //Anaphora -// lines that begin with the same word
 * __ **Finally consider the poem from the perspective of an AP Literature and Composition Student** __
 * Themes - Madness, Conformity, Machines, Others???
 * Symbols? Moloch
 * [|Moloch of Metropolis] [|Biblical History of Moloch]
 * Speaker - Who is he and what do we know about him?
 * Poetic Elements: Free Verse (Walt Whitman - [|Song of Myself]


 * **__Assessment:__**
 * 1) Review Barry Gilman's article abut literary merit
 * 2) .[[file:barry gilmore literary merit article.pdf]]
 * 3) Decide on the literary merit of Howl by Ginsberg using the requirements given in the article.
 * 4) Craft a response of at least a page which proves your assertion.
 * 5) Due Friday March 27

__**Wednesday, March 25**__

 * Finish discussion of Howl**
 * Finish novel and annotation assignment**

__**Friday, March 27**__
Socratic Seminar on __**One Flew over the Cuckoo's Nest**__

__**Monday, March 30**__
Read The Lottery and discuss it as a companion piece to __**One Flew Over the Cuckoo's Nest**__. [|The Lottery by Shirley Jackson]

One Flew Over the Cuckoo's Nest Writing/Research

__Tuesday, March 31__
IMC for webquest Read The Lottery by Wednesday [|The Lottery by Shirley Jackson]

[|George Orwell 1984 (Text Only)] [|Project Gutenberg 1984 Resources]

[|Brave New World by Aldous Huxley (Text Only)] [|Project Gutenberg Brave New World Resources]

__**Wednesday, April 1**__
Watch One Flew Over The Cuckoo's Nest

__**Friday, April 3**__
Finish One Flew Over The Cuckoo's Nest

__**Monday, April 13**__
__**NOTE TO STUDENTS:**__ __**The chosen novel Brave New World or 1984 must be read and annotated in student-chosen method (at least two pages) for Monday, April 27**__ __**(See April**__

Students will go to the IMC and review AP Literature Terms with the Quizlets Provided. (Test on terms next Monday April 20) = **15 minutes** [|AP Literature Terms Quizlet] [|AP Literature and Composition Terms 2]

Return to class and learn strategies for the Multiple Choice Test using the following packet.


 * Homework: Using poetry and/or novel cards students will create a ten question multiple choice assessment in which the five types of questions are applied (two questions for each element.) DUE Tuesday 4/14**

__**Tuesday, April 14**__
Students will review for the Prose Passage Essay using the packet provided. Discuss in groups how they would approach the essay.

Then read the examples and 'grade' them. What makes the example high, mid-range or low?

__Wednesday, April 15__
Students will write a prose passage essay using the following short story. = 40 minutes [|The Lottery by Shirley Jackson]



Then using the packet yesterday students will 'grade' their essays and provide feedback to each other.
 * Essays will be collected for instructor commentary and grade as well.**


 * Homework: Students will read the poetry essay packet and be ready to demonstrate their knowledge in a Poetry Essay on Friday.**

__**Friday. April 16**__
__**Class Meetings Today**__

Students will draft a response to the A Literature and Composition 2014 Poetry Essay Question

=__**Monday, April 20**__=

__**Tuesday, April 21**__
Students will take the AP Literature Terms Test

With remaining time students will work on the Free Response Essay Thesis Statements using their novel cards. [|Open-Ended Questions AP Literature and Composition Test]

Any Time Left Can Be Used to Read Chosen Novel, Brave New World or 1984. (Own copy or chrome books)
 * See March 31 for e-text copies.**

__**Thursday, April 23**__
__**PARCC Round Two - Class May Have Additional Members from Other Classes**__ Students will write persuasive letters during the class.











[|NBC: Bay Area Standardized Testing Pro Con]

__**The chosen novel Brave New World or 1984 must be read and annotated in student-chosen method (at least two pages) for Monday, April 27**__ (See March 31 for e-text copes of each novel.)

__**Monday, April 27, Tuesday, April 28**__
Students will participate in Literature Circles formed by their chosen novel. Using the following sheet students will discuss their chosen novel in two groups, those that read 1984 and those that read Brave New World.

__**Wednesday, April 29**__
__**[|1984 vs Brave New World]**__ Students will look at the statements in the preceding graphic and add that to their discussions of their chosen novels.

Students will write about the novel using the following AP Literature Prompt for 40 minutes. Collect

__**Monday, May 4**__
Students will find and apply modern day connections to their chosen novel. The connections will then be presented to class.

__Tuesday, May 5__
__**The AP test will be given tomorrow morning to those students that are taking it. Good Luck!**__

Students will be given the Auden poem that they will read and then take a short multiple choice assessment and write to a prompt. (Students will spend no more than 40 minutes on the completion of both activities.)

Text of the poem

Multiple Choice Questions

Writing Prompt [|The Unknown Citizen AP Poetry Prompt 1971]

__**Wednesday, May 6**__
AP Literature Test Given

__**Friday, May 8 (Speeches will be given on May 13, 15)**__
Time Magazine Commencement Addresses: [|Top Ten Time Magazine]