Advanced+Placement+Literature+and+Composition+2015-16+(Period+Two)

**enrollment password: skoricbhs**
=__ SEMESTER ONE __= =__ WEEK ONE __=

__**Friday, 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 :)**

Brainstorm a list of things you have learned in other English classes on the board...


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

**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) **
 * Annotations: (Need at least three pages in total and at least five quotes with page number for each of the three listed below. Be sure to include an explanations as to how they could answer the question.) **
 * 1) **Literary Devices Used: Juxtaposition, Metaphor, Simile, Theme, Symbol, Characterization**
 * 2) **Character Development: Examples of the shifts in character development that make this a coming of age novel. Is this novel written through a feminine lens and if so how does that affect the novel?**
 * 3) **Genre: As a Graphic Novel, is Persepolis a novel of Literary Merit that belongs in an AP class? Why or why not?**

=__ WEEK TWO __=

__Monday, August 24__

 * DUE SIGNED SYLLABUS, COVER SHEET, ALLUSIONS AND SUMMER NOVEL WORK **

**//Begin Multiple Choice Mondays...//**



 * Read and Annotate the Following Passages. If time runs out finish for Monday, August 31**

Passage One is from __**[|The History of Tom Jones]**__ by Henry Fielding.

Passage Two is the poem //**[|Dover Beach]**// by Matthew Arnold

Passage Three is the story [|What Stumped the Bluejays] by Mark Twain.

Passage Four is the poem [|Snake] by DH Lawrence.

Begin Timed Writing Tuesdays...
> 
 * In forty minutes, using the novel you chose for summer reading and you annotations complete the following writing task:
 * 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.

Return summer work so students may use annotations for reference in timed writing

 * Homework: Print/Read/Annotate 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 26 **



__**Thursday, August 27**__

 * Opening: In a short class discussion decide what decides the literary merit of a novel? Do you agree with the list proposed by Barry Gilmore? Refer to the article in your discussion.**


 * Discuss the prompt...What are they asking for?**
 * 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.
 * ===**IMPORTANT WORDS:** ===
 * 1) ===**Psychological or Moral Development (NOT a simple physical change from aging) **===
 * 2) ===** Must be the Protagonist (Main Character) **===
 * 3) ===** Single Pivotal Moment = One event **===
 * 4) ===** Shapes the Meaning of the Work as a Whole Implies a Connection and/or Development of Theme **===


 * Discuss the rubric... What is a 9?**

pink: main ideas green: evidence yellow: analysis
 * Then using my highlighters if you need to mark your essay for the following elements...**


 * Then score their own first draft. (Justify your score using the rubric and then attach it to the draft)**


 * We will be revising these essays and turning them in based on what we did today. Final essays will be due to Turnitin.com by Sunday, 13 at 11:59 pm. We will clear up any questions on Friday so hang on to the rubric and your score :**)

** When finished create a novel card for their summer novel using the examples below. (Pink Cards) ** ** DUE FRIDAY **
 * Blank Novel Card
 * Novel Card Example (Frankenstein)

Courtesy of [|2bp.blogspot.com]
 * Learn about Allusion Presentations(See example and sign up for one) **

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.)
 * [|Allusion Presentation Example 1]
 * [|Allusion Presentation Example 2]





**Homework: Read ** __**The Complete Persepolis**__

 * (__The Complete__ __Persepolis__ must be read by September 10) **


 * Annotations: (Need at least three pages in total and at least five quotes with page number for each of the three listed below. Be sure to include an explanations as to how they could answer the question.) **


 * 1) **Literary Devices Used: Juxtaposition, Metaphor, Simile, Theme, Symbol, Characterization**
 * 2) **Character Development: Examples of the shifts in character development that make this a coming of age novel. Is this novel written through a feminine lens and if so how does that affect the novel?**
 * 3) **Genre: As a Graphic Novel, is Persepolis a novel of Literary Merit that belongs in an AP class? Why or why not?**

__**Friday August 28**__
Catch up students from Skoric absence yesterday. :)

=__ WEEK THREE __=

__**Monday, August 31**__

 * Be sure students have all of the reading passages for Practice Test One.**

If not finished the answers are due Sept 14 (The next time we have class on a Monday) = = =__Tuesday, Sept 1__=
 * Go through the questions and have students try to answer them with the passages.**
 * Literature Circles to "Sell" their Summer Novel as a choice for Independent Reading this semester**
 * **Use Novel Cards as the basis for their 'selling points'**
 * **Was their choice one of 'literary merit.'**
 * **Was it a 'great book' that everyone should read?**
 * **What kind of time commitment will it require from students?**
 * **Could it be helpful to have read it in preparing for the AP test?**
 * 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)
 * At your tables discuss the following list of questions. (One question every two minutes. Rotate Tables Every Five Questions)


 * Watch Argo Movie Trailer and discuss the political and cultural backdrop of the novel.**
 * **__//[|Persepolis Background Prezi]//__**
 * **__//[|Persepolis Background (part one)]//__**
 * **__//[|Persepolis Background (Part Two)]//__**
 * **__//[|BBC Iranian Revolution Timeline]//__**
 * [|Argo Movie Trailer]

__**[|The Case for Graphic Novels in the AP Classroom]**__
 * Discuss the genre of graphic novels.**
 * 1) **__Makes complex concepts approachable__**
 * 2) **__Teach visual rhetoric__**
 * 3) **__Uses Literary Elements/Devices__**
 * 4) **__Uses Critical Approaches/Lenses__**


 * Review the Use of Critical Lenses in Literature... (Remember Gatsby last year!)**


 * Read the following article at your tables and discuss feminism in relation to the novel**
 * [|Feminist Critique of Persepolis 2013]**

**__//[|Persepolis Powerpoint: Feminine Lens]//__**
 * Watch the following powerpoint.**

**//What is Dialectical Materialism and How is it used in the novel? (Juxtaposition)//** [|Dialectical Materialism]

**__//Remember that Persepolis must be read by Sept 10 (There will be a test over the novel)//__**

** Students will create/revise and finalize the district writing prompt. Collect **
Then continue reading and annotating __**The Complete Persepolis**__

**__//Friday, Sept 4//__**

 * 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 **

=__ WEEK FOUR __=

__**No class for students Tuesday, Sept 8**__
=**__Thursday, Sept 10__**=
 * __Allusion Presentations:__**

**[|First Corinthians Wedding Passage]**

 * Pivotal Moment Essay Work - Due to Turnitin.com Sept 18**
 * **Review Rubric**
 * **Review 9 Essay**
 * **IMC on Friday**

__**Persepolis Test**__
 * Annotations Due**

= = =__Friday, Sept 11__=
 * Reminder about Independent Reading, Literary Device Anthology and Poetry Responses**
 * Will Take them on Thursdays from now on...**
 * Vote for Homecoming Royalty**
 * Revise/Edit/Finalize Pivotal Moment Essay in the Computer Lab**

=__ WEEK FIVE __= =__Monday, Sept 14__=
 * Discuss Questions for Practice Test One**
 * Get answer choices and complete the test for Tuesday**

=__**Tuesday, Sept 15**__= __**Allusion Presentation: Sierra Messick (Matthew 16: 24-36)**__ Last day to revise/finalize Pivotal Moment Essays in Class
 * ESSAYS DUE FRIDAY - SUBMITTED TO TURNITIN,COM **

**enrollment password: skoricbhs**
=__**Wednesday, Sept 16**__=
 * Watch the film Persepolis while you work on your independent assignments.**
 * **500 pages of independent reading**
 * **20 literary devices by semester**
 * ** 10 poetry responses by semester **

=__**Friday, Sept 18**__=

__**Analysis of Persepolis by Satrapi**__
__**Literary Terms:**__ __**Using Your Annotations move around the room and write examples of each on the common sheets**__ __**Discuss when finished**__ =__ WEEK SIX __= =__**Monday, Sept 21**__=
 * Juxtoposition**
 * Symbolism**
 * Metaphor**
 * Simile**
 * Flashbacks**
 * Humor/****Sarcasm**

__**Analysis of Persepolis by Satrapi**__
__**Literary Terms: Finish**__ __**Discussion**__
 * Juxtoposition**
 * Symbolism**
 * Metaphor**
 * Simile**
 * Flashbacks**
 * Humor/****Sarcasm**

=__**Tuesday, Sept 22**__=
 * Allusion Presentation: M. Nankervis (David and Goliath)**

__**Analysis of Persepolis by Satrapi**__
__**Characterization:**__ __**Watch**__ the **[|Class of 57]** 'A character is what they do..." What else defines a character? Discuss

__**Watch**__ the following explanation of **[|characterization]** and then __**complete**__ the diagram below.

=__**Wednesday, Sept 23**__=
 * Allusion Presentation: J McNulty - 4 Horsemen of the Apocolypse**
 * Allusion Presentation: T Tracy - Matthew 6: 1-8 (Sufficient unto the day is the evil thereof)**
 * Allusion Presentation: B Patterson - Argus**

__**Genre of Graphic Novel:**__ __**Using Your Annotations Decide as a Class Whether Persepolis is 'AP Worthy' and an example of a Buldingsroman**__ __**[|The Case for Graphic Novels in the AP Classroom]**__
 * 1) **__Makes complex concepts approachable__**
 * 2) **__Teach visual rhetoric__ [|(Definition with examples)]**
 * 3) **__Uses Literary Elements/Devices__**
 * 4) **__Uses Critical Approaches/Lenses__**


 * [|The Complexity of Simplification]**


 * 4. The Genre of a a Buldinngsroman:**
 * [|Buldingsroman Definition]**

=__Friday, Sept 25__=
 * Examine the Prompt Choices for the Persepolis Essay**

[|I'jaam: An Iraqi Rhapsody] [|Franz Kafka - The Trial]
 * If you liked Persepolis you might think about reading:**

=__ WEEK SEVEN __= =__Monday, Sept 28__=

Essay grades are in (Check [|Turnitin.com] for comments and grade)

Multiple Choice Monday (Practice Test One) Go back and fix missed multiple choice questions. In order to receive half credit you must justify why the new answer is the correct one. ** DUE at END OF CLASS **

=__Tuesday, Sept 29__=
 * 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 **

=__Thursday, Oct 1__= Work on creating a thesis for Persepolis Essay

Discuss question: What makes a thesis universal?

Complete the following sheet to practice writing a thesis ** COLLECT ** Here are the essay prompt choices once again if you need then for the last question.

As another helpful guide, consider the following thesis equation:

Begin Reading __**Song of Solomon**__ __**[|Song of Solomon (Online Text)]**__
 * (READ THROUGH CHAPTER FIVE FOR TUESDAY AND BE PREPARED TO DISCUSS IT) **


 * (Sign Up for Question Choice on Friday)**

=__**Friday, Oct 2**__=
 * Had to switch essays to Monday due to computer availability**
 * 1. Sign up for Song of Solomon Question Group**
 * 5 minutes**


 * 2. Read the following poem (Use TPPCAST sheet in your annotations/analysis)**
 * 10 minutes read and analyze**
 * 15 minutes questions**
 * 10 minutes grade/explanations**
 * COLLECT GRADED QUESTIONS **





=__ WEEK EIGHT __= =__**Monday, Oct 5**__= Take students to Computer Lab for __**Persepolis**__ Essay Work Pass out thesis papers from Thursday (See Tone Word Lists on AP Lit Resources Page)

ROUGH DRAFTS ** DUE FRIDAY, OCT 9 ** FINAL ESSAYS ** DUE WEDNESDAY, OCT 14 **

=__**Tuesday, October 6**__= 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]

Consider the following selections. Are they examples of poetry? How do you know?

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 //The Apology //, Socrates famously complains that the poets are no better at explaining their poetry than anyone else; in //The Republic //, 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 Thursday **

=__**Thursday, Oct 7**__= Discuss the novel through chapter five (30 minutes) Students will 'discuss' the novel thus far in a 'writing conversation' moving from table to table and interacting with each other through written word only. 4 minutes per table (including the last table twice) (The Character details may not be fully developed as students may not know the biblical references until Friday. Instead, students will write about the details of characterization in the main characters.) -- Remember __**Persepolis**__ Character sheets



Then discuss the pros and cons of such a 'discussion' and fill in the blanks about the novel thus far.

(30 minutes) Next transition from the **race, class and gender** discussion into a historical connection in chapter three. Connect Chapter Three with Emmet Till's Murder Read the section where the two talk at the bar. [|Emmet Till's Murder]

(30 minutes) With any time left students can meet with their question groups or read the novel independently. Students need to be through Chapter Ten by Tuesday.

= __Friday, Oct 8__ = Finish Rough Drafts of Persepolis Essays (Peer Edit/ Conference with Skoric) Final Drafts Due to Turnitin.com by Friday, Oct 16 at 11:59.

Character background work in the IMC
 * Due Tuesday **

=__ WEEK NINE __= = __Monday, Oct 12__ = __Multiple Choice Monday__

Final Persepolis Essay Due FRIDAY at 11:59 to [|Turnitin.com]

= __Tuesday, Oct 13__ = Final Allusion Presentations: Paris/Golden Apple Daedalus and Icarus - G Vigil The Gordian Knot - J Acernio

Rough Draft Revision Work

=__Thursday, Oct 15__= Finish Draft Revisions (Final Draft Due Friday) Go Over Multiple Choice Practice Test 3

=__** Friday, Oct 16 **__= Professional Work Day - No School for Students
 * Final Draft of Persepolis Essay Due 11:59 tonight **

=__ WEEK TEN __= =__Monday, October 19__= Multiple Choice Monday (Practice Test 4) Einstein's Dreams by Alan Lightman [|Order Novel from Amazon]

=__**Tuesday, Oct 20**__= "Read" the novel below as an introduction to flight in the novel [|Tar Beach by Faith Ringgold]

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

Work on Group Questions with Any Remaining Time


 * Finish novel by Monday, October 26 **
 * Group Annotations Due Tuesday, Oct 27 **
 * Group Presentations Due Friday, Oct 29 **

=__**Thursday, Oct 22**__= Any Independent Work to Turn In?
 * (All Independent Work Due Second to Last Week of the Semester) **


 * Listen to the Poem [|Homage to My Hips] **

Analyze the Poem [|homage to my hips by lucille clifton] using the TPCASTT method of analysis

Discuss your findings.

Did you use synecdoche? [|Synecdoche]

Now go back and address **TONE** specifically. Explicate the poem again, this time with specific attention to the tone created. Label the tone in each stanza and determine how the poet uses various devices to create this tone.
 * FOCUS --- TONE **
 * (See Tone Sites on AP Literature an Composition Resources Page) **

Read the following poem carefully. Then write an essay in which you discuss how __**such**__ elements __**as**__ language, imagery, structure, and point of view convey __**meaning**__ in the poem.
 * Finally write a thesis that you could use to answer the following prompt:**


 * Collect: TPCASTT sheets, Poem with Tone Explication and Possible Thesis**

=** __Friday, Oct 23__ **=

** No School for Students - Parent Teacher Conferences **
=__ WEEK ELEVEN __= =__** Monday, Oct 26 **__= No Multiple Choice Today Work with Groups on Annotations ** (Annotations Due Tomorrow, Group Presentations Friday October 29) **

=__**Tuesday, Oct 27**__= Examine the Various Languages Used in the novel
 * Question/Annotations Due **

Language of Music [|Slave Spiritual Song]

=__**Thursday, Oct 28**__= Workday for Solomon Question Presentations Workday for Semester Independent Work __**(REMEMBER ALL INDEPENDENT WORK DUE THE WEEK BEFORE THE SEMESTER ENDS)**__

=__**Friday, Oct 29**__= Discuss the novel using five minute presentations from each group.

=__ WEEK TWELVE __= =__**Monday, Nov 2**__= Discuss the novel using five minute presentations from each group.

=__**Tuesday, Nov 3**__= Discuss the novel using five minute presentations from each group.

Complete the question of the day multiple choice practice with remaining time. [|Varsity Tutors Free Question of the Day]


 * FREE RESOURCE: [|(Varsity Tutors Link to Practice Tests)]**

=__**Thursday, Nov 5**__= Collect any Independent Work for Feedback from students. For the **first 40 minutes** of class students will complete a timed writing using the 2010 AP Literature Free Response Question using Song of Solomon as the reference for their response.

Following the writing students will **score and provide feedback** using the following rubric and sample essays for the question. ** Collect Essays for a Participation Grade **





=__**Friday, November 6**__= Explore the connection between //**Song of Solomon**// and Daedalus and Icarus. Poem by Auden

Other Paintings and Corresponding Poetry Connecting //**Song of Solomon**// and to the relationship between mothers and sons. [|Behold Thy Son by Driskell] [|Mother to Son by Langston Hughes]

=__ WEEK THIRTEEN __= =__**Monday, November 9**__= Multiple Choice Monday //**La Belle Dame Sans Merci**// by John Keats, 1819

=__**Tuesday, November 10**__= In forty minutes students will complete a timed-writing using the following prompt:
 * Draft Will Be Revised/Finalized and Submitted to Turnitin.com on Tuesday, Dec 1. **

=__**Thursday, November 12**__= __**Listen to the song below and make connections to the poem, //Icarus// by Field.**__ __**[|Icarus by Bastille]**__

Irony Setting Diction, Consonance, Shift Imagery Rhetorical Questions Overarching Allusion Justaposition Theme
 * Talk about the poem...What did you see in it?**

Students will get the rubric for the essay give other students feedback on their draft. **(40 minutes)** Students will get the multiple choice stems below. They will also get the following passage and will write ten questions using the stems as a starting point. (Include an answer key on a separate page) DUE Monday, November 16.
 * Complete Typed Rough Drafts DUE: Tuesday, December 1 **
 * Multiple Choice Sentence Stem Analysis**

__**Possible Question Example:**__ 1. The speaker recounts the experiences of the boy in the poem with (A) mock heroic tones (B) resentful disdain (C) nostalgic reverence (D) gently controlled pity (E) faint satiric humor






 * If you liked //Icarus// by Field or more specifically the theme that society is often apathetic to human suffering and/or tragedy you might try:**
 * __The Invisible Man__ by Ralph Ellison**
 * __Metamorphosis__ by Franz Kafka**
 * __The Apt Pupil__, a novella within __Different Seasons__ by Stephen King**

=__**Friday, November 13**__= =__ WEEK FOURTEEN __= =__**Monday, November 16**__=
 * No School for Students**
 * Teacher Professional Day**
 * Collect their group questions and answers from last week. **

__**Multiple Choice Monday**__
 * Christina Rossetti Poem = //Passing Away, Saith the World//**
 * Read the background - Discuss (5 minutes)**


 * Read and Annotate the Poem - (5 minutes)**


 * Answer the questions on their own (10 minutes)**


 * Students grade their own and record the grade**
 * Discuss the correct answers and write a justification as to why their new answer is right**
 * Give students half the missed points back with a justification**
 * COLLECT **

=__**Tuesday, November 17**__=
 * Icarus Essay work in Computer Lab**

=__**Thursday, November 19**__=
 * Icarus Essay work in Computer Lab**

=__**Friday, November 20**__= __ **AWESOME RESOURCE:** __ __ **[|World of Dante]** __ [|Danteworld]

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, November 30** __ [|Dante Vocabulary Quizlet]

DUE December 14

DUE Wednesday, Dec 9

** Over Break Read Canto 1-2 **

 * 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. **

First - Limbo Second - Lust Third - Gluttony Fourth - Greed Fifth - Anger Sixth - Heresy Seventh - Violence Eighth - Fraud Ninth - Treachery
 * The three blessed ladies: Beatrice, the Virgin Mary, and St. Lucia. **

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

=__ WEEK SIXTEEN __= =__**Monday, November 30**__= __**Poetry Response for Week Sixteeen - Respond to the poem below. Consider type, rhyme scheme and allusions in your response.**__ __**[|Ezra Pound = Sestina:Altaforte]**__

=New Dante 'Stuff'= [|Dante in Popular Culture]

[|All Things Dante - Prof. Claire Pamplin]

[|Dante's Inferno - Youtube]

__**Go to IMC**__ 1. Take Quizlet Vocabulary Test (Print out grade sheet and turn in) [|Dante Vocabulary Quizlet] 2. Finish Icarus Essay Due Tomorrow 3. Read Canto 3 at Text Resource Below [|Dante's Inferno - The Divine Comedy] 4. Complete the worksheet below and be ready to discuss tomorrow

=__**Tuesday, December 1**__= Icarus Essays Due Tonight

Discuss Cantos 1-3 ** (Collect Worksheets) **


 * Remember that all Independent Work is DUE NEXT THURSDAY**

=__Thursday, December 3__= __**Assign Cantos for Group Presentation**__ __**(Presentations Next Friday, December 11 and Monday, December 14)**__ Levels 1,2 = Whitley Porter, Gabriel Vigil, Collin Miller Levels 3,4 = Bailey Patterson, Jacy McNulty, Sierra Messick Levels 5,6 = KT Ashcraft, Samantha Green, Tonali Tracy Levels 7,8 = Ken Kubik, Taite McGrady, Michael Nankervis Level 9, Review Dark Wood = Taylor Armitage, Lauren DeMount, James Acierno

=__**Friday, December 4**__= Independent Group Work on Canto Presentations, Independent Work and Independent Dante Writing Assignment

=__ WEEK SEVENTEEN __= =__**Monday, December 7**__= Go to Computer Lab __**1. Finish Independent Work Due Dec 11**__ __**2. Finish Level Presentations Due Dec 12,14**__ __**3. Finish Dante Writing Assignment Due Monday, Dec 15**__

=__**Tuesday, December 8**__= Go to Computer Lab Last Day for Independent Work, Dante Presentation Group Work and Dante Inependent Writing


 * For class on Thursday read the following stories.**






 * As you read think consider the symbols used and the theme developed in each story... Be prepared to talk/write about this next class.**

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">In **<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">literature **<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">, **<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">symbolism **<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;"> can take many forms including: A figure of speech where an object, person, or situation has another **<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">meaning **<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;"> other than its literal **<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">meaning **<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">. The actions of a character, word, action, or event that have a deeper **<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">meaning **<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;"> in the context of the whole story.


 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">Theme **<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;"> is **<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">defined **<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;"> as a main idea or an underlying **<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">meaning **<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;"> of a **<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">literary **<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;"> work that may be stated directly or indirectly.

=__**<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">Thursday, December 10 **__= <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">Discuss the plot of the three stories assigned for last class. What do you think they have in common?

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">Read Chapter 12 from __**How to Read Literature Like a Professor**__ **(symbols)** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">In table groups have students discuss and make a list of the symbols used in the three stories. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">Discuss their findings...

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px;">Complete the Timed Writing Below in Response to the stories. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 16px; line-height: 0px; overflow: hidden;">

=__**Friday, December 11**__= Dante Presentations Level 1,2 Dante Presentations Level 3,4

=__ WEEK EIGHTEEN __= =__**Monday, December 14**__= Dante Presentations Level 5,6 Dante Presentations Level 7,8

=__**Tuesday, December 15**__= NO SCHOOL - SNOW DAY

=__**Wednesday, December 16**__= Dante Presentation Level 9 Dante Timed Write
 * Dante Creative Writing Due Thursday to Turnitin.com**

=__**Friday, December 18**__=
 * ==** Watch the following clip connecting literary devices to Disney movies **==
 * ** [|Disney Gets Literate] **
 * ==** Then in groups of four, using the children's books at your desk create an Annotated Glossary of Fifteen Literary Terms Using Examples from the children's books. **==
 * ==__ **Get Text of Hamlet Before You Go to Break** ____ (Read Act I and take at least ten notes in the form of sticky notes on the text) __==
 * == You might want to consider the Hamlet Reading Questions as a guide for your sticky notes ==



=__**Due January 5**__= __Read Act 1 of Hamlet by William Shakespeare (Take annotation in the form of ten sticky notes placed accordingly on the text.__

=**__BELOW FIND HAMLET RESOURCES YOU MAY FIND HELPFUL__**=

__ [|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]

__**Use the Character Tree as Needed**__


=__ SEMESTER TWO __= =__**The Independent Reading of 500 Pages is Due at the End of the Third Quarter this semester. (Wednesday, March 2)**__=
 * __ WEEK ONE __**

=__**Tuesday, Jan 5**__=

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**6. What is corruption and how does it "infect" our lives?**

 * Discuss the Language of Shakespeare:**



__**Act One:**__ __**Discuss the plot of Act 1 (Use references below as needed)**__ __**[|PBS Standard Deviants Hamlet: Plot]**__

__**Consider the following questions:**__
 * ** If someone were to ask you to recite a line from Hamlet, what line would you recite? **
 * ** Are soliloquies something you would see only in plays? **
 * ** When do people talk to themselves and what do they talk about? **

__**Reread the Soliloquy in Act 1 and Analyze it Together as a Class.**__ __**Watch the following clip as you follow along with the text.**__ __**[|Hamlet's First Soliloquy Youtube]**__

__**Together with a partner, analyze the language used, characterization implied and importance to the plot.**__ ** COLLECT ** __**[|Hamlet Soliloquy Act 1 Analysis]**__

__**HOMEWORK: READ AND ANNOTATE ACT TWO USING AT LEAST TEN STICKY NOTES IN YOUR ANNNOTATION**__ __**Look for**__ __**ALLUSION, CHARACTERIZATION, AND IRONY IN YOUR READING**__

=__**Wednesday, Jan 6**__=
 * Students will learn the definition of a sonnet and then apply that to a Multiple Choice Practice Test and Timed In-Class Writing.**

__**Discuss the Plot of Act Two (Use reference below if needed)**__ __**ALLUSION, CHARACTERIZATION AND IRONY**__


 * Select a character and begin collecting the following information to be turned in at the end of the unit on Hamlet. (twenty minutes work time)**

__**Now students will connect Hamlet to Shakespeare's Sonnet 130**__ __**[|Sonnet Definition and Examples]**__





__**Answer the following Multiple Choice Questions for Sonnet 130.**__ ** COLLECT **


 * HOMEWORK: READ ACT THREE OF HAMLET AND LOOK FOR INSTANCES OF HAMLET'S INDECISION IN YOUR TEN ANNOTATION NOTES**

=__**Friday, Jan 8**__= Discuss the Plot of Act III

Make connections between Hamlet and J.Alfred Prufrock

Get a copy of The Love Song of J Alfred Prufrock and follow along with the audio version. [|The Love Song of J Alfred Prufrock by TS Eliot]

Use the Smile Sheet in Your Poetry Analysis ** COLLECT **


 * HOMEWORK: READ ACT FOUR OF HAMLET. PAY ATTENTION TO OPHELIA IN YOUR ANNOTATIONS.**
 * **Her internal and external conflict**
 * **How is she connected, networked between the other characters**
 * **What motivates her**
 * **What are her duties and responsibilities to her family? To Hamlet? To herself?**
 * **What causes her to act?**
 * **How can flowers represent her/ and others symbolically?**

=__**Monday, Jan 11**__= Look at The Lady of Shalott by Waterhouse. Can you make any connections to Ophelia. DISCUSS
 * __ WEEKTWO __**

Now read //**The Lady of Shalott**// by Alfred Lord Tennyson. and informally analyze it using the TPCASTT Method. DISCUSS

Finally make connections to Hamlet's Ophelia. (These may be added to your character sheets if they apply.)

__**HOMEWORK: FINISH THE PLAY BY WEDNESDAY, JAN 13.**__ __**IN YOUR ANNOTATIONS LOOK FOR LITERARY DEVICES USED IN THE FINAL ACT**__ __**ALSO, LOOK AT THE ENDING ITSELF...WAS IT REALISTIC? WHY OR WHY NOT?**__

=__**Tuesday, January 12**__= __**Students will complete a timed write in response to the 2000 AP Literature and Composition Free Response Prompt. (40 minutes)**__ The timed write will act as the rough draft for the essay due to turnitin on Sunday, Jan 21 at 11:59.

Many works of literature not readily identified with the mystery or detective story genre nonetheless involve the investigation of a mystery. In these works, the solution to the mystery may be less important than the knowledge gained in the process of its investigation. Choose a novel or play in which one or more of the characters confront a mystery. Then write an essay in which you identify the mystery and explain how the investigation illuminates the meaning of the work as a whole. Do not merely summarize the plot.
 * <span style="background-color: #ffffff; color: #000099; font-family: 'Times New Roman'; font-size: medium;">Free Response Question 2000 **

=__** Wednesday, Jan 13 **__= Students will need their own copy of __**Heart of Darkness**__ by Joseph Conrad by Monday, January 22