Advanced+Placement+Literature+and+Composition+Semester+Two+2016

**enrollment password: skoricbhs**
= __ SEMESTER TWO __ =
 * __ WEEK ONE __**
 * 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.) Count for a grade /10 points __

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

__ [|Librivox Free Audio Recording of Hamlet] __
 * __Entire Audio Recording of Hamlet__ **


 * __ Text of Hamlet __**
 * __ [|Hamlet Text Only] __**

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

[|Librivox Audio Recording of Hamlet Act I]

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


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

= T__**uesday, Jan 5**__ =

__**Essential Questions to Guide the Unit:**__
===1. **What is our duty/responsibility to the state? To ourselves? To our loved ones/family? **===

**4. What causes us to act? To delay? **
===**5. How does our culture/history affect us and our interactions with the world around us? **===

**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]** __

__Sonnet 130 (Text Only)__





= __**Friday, Jan 8**__ = Continue analysis of Sonnet 130 Multiple Choice Test will be Monday


 * HOMEWORK: READ ACT III IN HAMLET. LOOK FOR EXAMPLES OF HAMLET'S INDECISION AND RECORD IN YOUR TEN ANNOTATIONS**


 * __ WEEKTWO __ **

***Students will need their own copy of** **__ Heart of Darkness __ by Joseph Conrad by Monday, January 25 ***
= __**Monday, Jan 11**__ =
 * === __**Multiple Choice Mondays Begin with the test over Sonnet 130**__ ** COLLECT **===

__**[|Plot Review for Act III of Hamlet]**__
 * __ **DISCUSS ACT III (Watch if needed)** __

__**Tuesday, January 12**__
Students will analyze the soliloquy by marking the text, considering the vocabulary and literary devices used and finally putting their ideas into writing.
 * ** The most famous soliloquy from Hamlet occurs in Act III. **

[|To Be or Not to Be Seen Five Ways]
 * ** Watch the following versions of Hamlet's Famous Soliloquy **


 * ** Compare the versions. **


 * 1) How does the meaning change?
 * 2) Which one most closely follows the version you believe to be a true representation of Shakespeare's intent. Why?


 * __ ** Text Marking Sheet: ** __


 * __ **Vocabulary Chart:** __


 * __ **Figurative Language Chart:** __


 * __ ** When finished reading and analyzing, students will complete the following writing prompt: ** __


 * COLLECT WHEN FINISHED OR COMPLETE AS HOMEWORK **

__**Wednesday, January 14**__
After multiple readings of the "To be or not to be" soliloquy, students will write two paragraphs addressing the following prompt:

Analyze Shakespeare's use of figurative language in the soliloquy. Which of these devices most effectively communicates Hamlet's emotions in this soliloquy?
Address the prompt and argue which type of figurative language most effectively communicates Hamlet's emotions. Be sure to identify Hamlet's emotions in your writing and support your position with evidence from the text.

__**Friday, January 15**__

 * __ **Discuss figurative language used in soliloquy = Collect responses** __


 * ** __Stude__ **__ **nts will connect Hamlet to TS Eliot's //The Love Song of J.Alfred Prufrock//** __

After reading the poem, work with a partner and complete the comparison chart below. 
 * COLLECT CHART **


 * ** With any remaining time students will continue reading, work on literary devices independent assignment or poetry responses **
 * __ **Homework: In Act IV consider the character of Ophelia... with ten annotations** __


 * __ WEEK THREE __**

__** Monday, January 18 **__
__** MARTIN LUTHER KING DAY = NO SCHOOL FOR STUDENTS **__

__**Tuesday, January 19**__
__**Professional Work Day = No School for Students**__

**__Wednesday, January 20__**

 * Finish Analysis of J Alfred Prufrock and the comparison to Hamlet

__** [|Hamlet Act IV Review] **__
 * Discuss the plot of Act IV (Watch below if necessary)


 * Look at Ophelia by Millais

[|Khan Academy: The Lady of Shalott Background]
 * Look at The Lady of Shalott by Waterhouse. Can you make any connections to Ophelia. DISCUSS
 * [[file:The Lady of Shalott by Waterhouse (Full Screen Image).docx]]



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.)

__ Friday, January 22 __

 * Finish //**The Lady of Shalott**// Analysis, ** Collect TPCASTT Sheets **
 * Students will finish the play
 * Work on character sheets

__ **HOMEWORK: FINISH THE PLAY BY Monday, January 25** __ __ **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?** __


 * __ WEEK FOUR __ **

__ Monday, January 25 __
__ **[|Youtube: Hamlet by David Tennant]** __
 * __ **Discuss Act V:** __
 * ** Consider: Is all's well that ends well? Was it expected? Was it realistic? Was it necessary? **
 * __ Students will work on Character Analysis Due at end of class on Thursday, January 28 __


 * __ All Annotations DUE (Five Acts = Fifty Annotations) Due at end of class on Thursday, January 28 __


 * __ Also Due at end of class on Thursday: Weekly Literary Device and Poetry Response __

__**Tuesday, January 26**__
The timed write will act as the rough draft for the essay due to turnitin on Sunday, Feb 6 at 11:59.
 * __ **Students will complete a timed write in response to the 2000 AP Literature and Composition Free Response Prompt. (40 minutes)** __

__**Thursday, January 28**__

 * Work Day for Character Analysis
 * Work Day for Act V Annotations
 * Students will also take a look at the sample essay that earned a 9 and the scoring guidelines for the essays.


 * Have another student read their draft and score it based on the guidelines. (Mark student's score with a triangle)
 * Then score their own essay using the scoring guidelines (Mark own score with a circle) ** Due at end of class **

__**Friday, January 29**__

 * Students will participate in a Socratic Seminar using Hamlet as the basis for their conversation.**
 * Turn in the final reflection questions to act as a seminar participation grade. (See Discussion Questions Above for Final Reflection Questions)**


 * __ WEEK FIVE __ **

__**Monday, Feb 1**__
Multiple Choice Monday Returns

__**Tuesday, Feb 2**__
Students will go to the IMC to Revise their Timed Writing

__**Thursday, Feb 4**__
Students will Finalize their Hamlet essay, Due to Turnitin.com by Sunday, Feb 7 at 11:59pm

__**Friday, Feb 5**__
Last Day for Essay Work - Essays due Monday at 11:59


 * __ WEEK SIX __ **

__**Monday, Feb 8**__

 * __ [|Heart of Darkness Introductory Powerpoint] __ **

**Read Chapter One By Wednesday**
__ **Here is the online text copy of Heart of Darkness** __ __ [|Heart of Darkness text e-notes] __


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




 * Answer Questions on the Sheet Above and Collect **

__Tuesday, Feb 9__

 * 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 **

__Thursday, Feb 11__
Now that you have read Part One, complete the questions to correspond with your reading.


 * ** Watch Heart of Darkness Part One **
 * [|Youtube Heart of Darkness]**
 * ** Discuss Part 1 and Collect the Sheets **
 * ** Read Part Two by next Thursday, Feb 18 **

__**Friday, Feb 12**__

 * Discuss Part One using sheets as a guide ** (COLLECT) **


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


 * ** Part 2 Due Thursday, Feb 18 **


 * __ WEEK SEVEN __ **

__**Tuesday, Feb 16**__

 * ** Present your chosen quote and expain its importance with respect to Tone, Mood, Character, Symbol, Irony or Theme in __//Heart of//__ ** ** //__Darkness.__// **

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


 * ** Read and annotate Part 2 for Thursday. Also finish your part 2 sheets. (Below) **

__**Thursday, Feb 18**__
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 Wednesday-Use Your Annotations to Aswer the Question: What is at the Heart of Darkness? **


 * Students will examine the Essay Prompt for** __**Heart of Darkness**__

__**Friday, Feb 19**__
Students will take a Practice Multiple Choice Test


 * __ WEEK EIGHT __ **

__**Monday, Feb 22**__
Finish discussing quote handout from Part Two

Discuss part Three using quote handout and Part Three Worksheet

__**Tuesday, February 23**__
Students will demonstrate knowledge and practice for the AP test using the District Assessment

Read and annotate three of the following criticisms of __**Heart of** Darkness__ for class Monday. (You can get all three done in the first link, but others are valuable as well.) Also bring all annotations for Parts 1, 2, and 3

[|Conrad and the Critics: Views on the novel]

[|Heart of Darkness by Dalrymple]

[|Achebe: "An Image of Africa"]

__**Wednesday, February 24**__
__**No Class = Modified Schedule**__

__**Thursday, February 25**__
__**No School for Students = Professional Work Day**__

__**Friday, February 26**__
__**No School for Students = Work Day for Students**__


 * __ WEEK NINE __ **

__**Monday, February 29**__
=** Discuss the criticisms and decide whether this novel is worth reading in the AP Literature Classroom. **=
 * Refer to Gilmore's List in the discussions.**


 * Then discuss the novel itself using the Socratic Seminar Format below.**


 * Collect Part 2,3 and Annotations at the completion of the seminar.**

** 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.**


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


 * When finished, look to the essay prompt and create a thesis sentences using connections that could be expanded into a complete essay that fits the chosen prompt.**





__**Tuesday, March 1**__
Students will be 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 Stubmit them to Turnitin.com by Friday, March 11.

Homework: Read the poems below. Complete the Sift Sheet for the Poems by next class. = [|Porphyria's Lover by Robert Browning] = =** [|My Last Dutchess by Robert Browning] **=





__**Wednesday, March 3**__
__**Modified Schedule = Second Period Does Not Meet**__

__**Thursday, March 4**__
__**No School for Students = Parent Teacher Conferences**__

__**Friday, March 5**__
__**No School for Students = Teacher Exchange Day**__


 * __ SECOND QUARTER BEGINS __ **
 * __ WEEK ONE __ **

__**Monday, March 7**__
__**Discuss Plan for Final Quarter:**__
 * Vote on Final Reading: __Macbeth__, __One Flew Over the Cuckoos Nest__ or __Brave New World__**


 * IMC to work on __Heart of Darkness__ Essays (Conference with Skoric as necessary)**

Homework: Read the poems below. Complete the Sift Sheet for the Poems by next class. = [|Porphyria's Lover by Robert Browning] = =** [|My Last Dutchess by Robert Browning] **=





__**Tuesday, March 8**__

 * IMC to work on __Heart of Darkness__ Essays (Conference with Skoric as necessary)**
 * Essays Due Friday, March 11 at 11:59 to Turnitin.com**


 * Make Sure You Have Read and Analyzed the two poems**

__**Thursday, March 10**__
__**AP Test Practice**__ __**Multiple Choice and Poetry Question In-Class Write**__

__**Friday, March 11**__

 * DUE: MULTIPLE TEST/TEST CORRECTIONS**
 * Go over Multiple Choice and In-Class Essay Critique**
 * Learn About Poetry Project = Due Thursday, March 17 and Friday March 18**





**[|AP Lit Poetry Prompts for Reference]**

 * Homework:**
 * Essay Due at 11:59 tonight**
 * Begin Daily Practice with [| AP Lit Poetry Term Quizlet]**


 * __ WEEKTWO __ **

__**Monday, March 14**__

 * Group Poetry Project Work in IMC**

__**Tuesday, March 15**__

 * Group Poetry Project Work in IMC**

__**Thursday, March 17**__

 * Group Poetry Presentations**

__**Friday, March 18**__

 * Finish Poetry Presentations**


 * __ WEEK THREE __ **

__**Monday, March 21**__

 * = Review Termw with the Quizlet test all week.**
 * === [|AP Lit Poetry Term Quizlet] ===


 * = Print off One Result and Turn in for Quiz Grade, (You can take it as many times as you wish)**


 * = Finish Last Poetry Presentation**


 * = Introduce __One Flew Over the Cuckoo's Nest__**
 * ** __[|Magic Trip Official Trailer]__ **
 * ** __[|Ken Kesey - Magic Trip Official Trailer]__ **


 * = Have Part One Read by Friday, March 25.**
 * Annotate as you read with the Dialectical Journal Assignment.


 * See text below if need be.

= **Consider the [|epigraph] before reading.**
 * Listen to the complete nursery rhyme from which the epigraph is taken.
 * [|Intery, Mintery, Cutery Corn]**
 * Why do you think Kesey chose to begin this way? **HINT = Remember this. It will come up again later.**

__**Tuesday, March 22**__

 * =** Students will take a multiple choice test as practice for the AP Exam

__**Thursday, March 23**__
Students will examine three poems and connect them to the novel.


 * 1. Read the poems silently to yourselves.**




 * 2. Then Listen to the Poems Delivered Aloud**


 * 3. Then Annotate Using the TPCASTT form below**


 * 4. Finally, spend forty minutes completing a timed write using the following prompt. COLLECT **

**Prompt:**
===Read the two poems carefully. Then write a well-organized essay in which you show how the attitudes towards death implied in these two poems differ from each other. Support your statements with specific references to the texts.===


 * 5. Homework: Have part one read, annotated and ready to discuss by tomorrow**
 * Pay particular attention to the development of the characters.**

__**Friday, March 24**__
= Discuss **Part** One of One Flew Over The Cuckoo's Nest

= Discuss essay prompts in preparation for reading Part 2.


 * __ WEEK FOUR __ **

__**Monday, March 28**__
= Become a Character Activity

= Complete the Character Worksheet About a Chosen Character in the Novel ** DUE Tuesday **

__**Tuesday, March 29**__
= Students will complete a Multiple Choice Poetry Practice Test in class

__**Thursday, March 31**__
= Students will complete a Timed Writing Prose Essay in class = With remaining time students are to complete __**One Flew Over the Cuckoo's Nest**__, 20 annotations and 10 expanded into a dialectical journal. ** Due Friday (checked for completion and returned) **

__**Friday, April 1**__
= Students will go to IMC and work on Kesey essay Due Friday, April 15 at 11:59 to Turnitin.com.


 * __ WEEK FIVE __ **

__**Monday, April 11**__
= Students will go to IMC and work on Kesey essay DUE Friday, April 15 at 11:59 to Turnitin.com = Conference with Skoric on draft

__**Tuesday, April 12**__
= Students will complete a multiple choice practice test in preparation for the upcoming AP Lit Test

__**Thursday, April 14**__
= Students will go to IMC to finish their Kesey Essays DUE Friday, April 15 at 11:59 to Turnitin.com

__**Friday, April 15**__
= Students will watch the film version of Kesey's novel __**One Flew Over the Cuckoo's Nest.**__


 * __ WEEK SIX __ **

__**Monday, April 18**__

 * = Professional Day - No School for Students**

__**Tuesday, April 19**__
= Altered Schedule Due to Testing = Students will continue watching the film version of __**One Flew Over the Cuckoo's Nest.**__

__**Friday, April 22**__
= Students will finish watching the film version of __**One Flew over th Cuckoo's Nest.**__ =When finished students will begin Final Test Preparation using the Powerpoint Below. __**(Be sure to have your three novel cards completed for Monday.)**__


 * __ WEEK SEVEN __ **

__**Monday, April 25**__
=Students will create ten thesis statements using their chosen novels in response to ten of the chosen prompts from past AP Literature Tests.

__**Tuesay, April 26**__
= Students will analyze the passages and prompts from the 2004 AP test. They will then use the rubrics to work backward as they plan a response for each..
 * analyze passages and prompts
 * create a thesis for both essays
 * select textual evidence to use in support and analysis

__**Thursday, April 28**__
=Students will read the Poetry Prompts and corresponding poems for the AP tests from 1970-1980. They will then choose two.
 * analyze the poems and prompts
 * crete a thesis for both essays
 * select textual evidence to use in support an analysis

= Students will read the prose passage excerpt from D.H.Lawrence's, //The Rainbow.// After a discussion students will spend thirty minutes before class tomorrow and draft a response to the question in esay format.

** __Friday, April 29__ **
= Students will discuss their responses to the Lawrence excerpt. Grade eachother using the rubric. = Students will learn about the Favorite Poem Project.

**[|Favorite Poem Project]**

 * DUE MAY 17**

=Students will quiz eachother about their chosen novels. 1. Theme 2. Characterization 3. Tone, Point-of-View 4. At least three literary devices for each text.


 * __ WEEK EIGHT __ **

**Monday, May 2**
=Last Multiple Choice Test Practice //**The Broken Heart**// by John Donne

__Tuesday, May 3__
=Students will review for the last time before the test
 * Three novels chosen? Reviewed? Quotes chosen/memorized?
 * Multiple Choice Stragegy in Place?
 * Essay Strategies in Place?
 * Watch the following powerpoint again.
 * **GOOD LUCK on the Test--- YOU WILL DO AN AWESOME JOB! :)**

__Wednesday, May 4__

 * AP Literature and CompositionTest at the District Office**

__Thursday, May 5__
JOURNAL: You are two weeks from high school gradation. As you look towards that even what stands out to you as the most important events in the last four years? How about the thirteen years since kindergarten? [|What will stand out as the most important?]
 * Students will go to the IMC to plan their Favorite Poem Project.**

[|Graduation Wisdom (10 Best Commmencement Speeches)] [|Best Commencement Speeches Elements Youtube] [|15 Great Graduation Speeches]

Learn the requirements for the Graduation Speech Assignment and free-write for fifteen minutes about what you think you will say... Collect for a participation grade.






 * Speeches turned in to Turnitin.com by 11:59 on May 10 **
 * Give in Auditorium May 12/13 **

__Friday, May 6__

 * Favorite Poem Project Work**


 * __ WEEK NINE __ **

__Monday, May 9__

 * Favorite Poem Project Work**
 * Graduation Speech Writing**

__Tuesday, May 10__

 * Favorite Poem Project Work**
 * Graduation Speech Writing**
 * (Speeches begin on Thursday. Meet in the Auditorium)**

__Thursday, May 11__

 * Give Graduation Speeches in the Auditorium**

__Friday, May 12__

 * Give Graduation Speeches in the Auditorium**


 * __ FINALS WEEK FOR SENIORS __ **

__Monday and Tuesday, May 16,17__
[|Patterson Project] [|McNulty Project]
 * Present Faavorite Poem Projects**
 * [|Ashcraft Project]**